Lunch in Uganda

Goal 2: Zero Hunger

Overview

This activity is indented to make students think about life in a less economically developed country (LEDC).

The activity encourages the students to contrast the availability and choice of foods that people have in different countries.

Science

Humanities

45 minute lesson

13 – 21 years old

Groups of up to 28

Objectives

Behavioural competences

To purchase sustainable grown products
To reduce overconsumption
To consume and respect local and natural products

Reflections

To reflect upon the value/supply chain of the product purchased
Reflect upon ways of reducing overconsumption by alternative products
To reflect upon the advantages of consuming naturally and locally grown products

Lifelong learning key competences

Social and civic competences

Materials

Monopoly money (see ‘printouts’ below)

Preparation

Ask students to bring in menus from take-aways (e.g. Chinese, pizza, Indian)
Print out the price list (see ‘printouts’ below)

Instructions

Access to food and different types of food is limited for most people in Uganda; about 80% of the population grow their own food on small plots of land and are not able to afford to buy much food on a regular basis.

Ash each student to check the menus they have brought, and choose what they would have for lunch from their menu? Get them to work out what the bill would be for this meal.

Convert this amount into Ugandan Shillings using the information below.

Pupils will need to decide what they would buy with the money from the price list below if they were in Uganda (in Shillings).

Split the class into four groups (families), each group has to work out and agree on what they would buy to last them a week.

Hand out Monopoly money to make it more concrete and interesting for the students.

Families:

The Akellos have 8 members and live on an above average Ugandan daily wage of UGX 3,000.
The Kongais have 8 members and live on an average Ugandan daily wage of UGX 1,500.
The Kwaputs have 8 members and live on a below average Ugandan daily wage of UGX 1,000.
The Odekes have 12 members and live on an average Ugandan daily wage of UGX 1,000.

Come back to plenary and ask each group to present their decisions.

Evaluation

Ask students to define what hunger is. Emphasise that access to food is a human right (Article 26 in the UDHR)
Emphasise the need for a balanced diet, but also point out the limited choice of foods on the menu (below) and for the need for other essential items (medicine, rent etc.)
Ask students to explain their choices and any dilemmas that they had.

Encourage a discussion about the differences between food in an LEDC (Uganda) and in an MEDC (e.g. your own country) and why Ugandan often grow their own food.

Follow up suggestions

Essay on access to food and resources in a MEDC and a LECD. Discuss how access to nutritious and sufficient food all year round can be secured for everyone, in particular the poor and people in vulnerable situations including infants.

Write an essay on the impact of overconsumption on the ecosystem. Let the students do research on the topic.

The Guardian, “Overconsumption is costing us the earth and human happiness,” June 2010, https://www.theguardian.com/environment/2010/jun/21/overconsumption-environment-relationships-annie-leonard

Group project on how to achieve SGD2 End hunger, achieve food security and improved nutrition, and promote sustainable agriculture. Students can select some of the objectives of the goal and try to come up with solutions to these. Let the students do research on the topic and present their findings.

United Nations, “SDG 2: End hunger, achieve food security and improved nutrition, and promote sustainable agriculture,” https://sustainabledevelopment.un.org/?page=view&nr=164&type=230&menu=2059

Ideas for actions

Offer support to an NGO or association that is working to combat hunger locally or globally.
Ask students to think of their daily menu (at home or school) and make a list of the products that can be replaced with locally grown products. Ask them to reflect how these changes can influence a positive change (e.g. sustainable chain supply management, reduced CO2, healthier products, growing local businesses etc. )
Initiate a school garden project where the students plant and grow local products.

Further information

The Sustainable Development Goal 2 (Zero Hunger) targets: http://globalresponsibility.eu/goal-2-zero-hunger/

Aljazeera, “Food economics: What if the world went vegan?” http://www.aljazeera.com/programmes/countingthecost/2016/04/food-economics-world-vegan-160402140953750.html