The Lesson Lesson Plan Template malnutrition

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					WORLD MAP – A DEVELOPING WORLD                                   NOVA SCOTIA – GRADE 12



The Importance of Health and Education in Determining a
Country’s Quality of Life
Lesson Overview
For many years, students and teachers have focused primarily on a country’s economic
indicators to classify its level of development. The Human Development Index (HDI) takes
two additional factors into consideration to achieve a measurement of quality of life, as
opposed to standard of living. This exercise focuses on these two factors, longevity and
knowledge, and examines the links between them.

Grade Level
Grades 9–12 (secondary school)

Time Required
Two hours

Curriculum Connection
Nova Scotia Grade 12 Global Geography or Grade 12 Global Studies

Link to Canadian National Geography Standards
Essential Elements #2 (Grades 9–12) – Places and Regions
  Regional analysis of geographic issues and questions
Essential Elements #4 (Grades 9–12) – Human Systems
  Population characteristics by world regions, country, and regions within countries
  Economic development by world regions, country, and regions within countries

Canadian Geographic–CIDA Map
  The students must use the main world map on the print version of the Canadian
   Geographic–CIDA map A Developing World, which is based on the HDI, as well as the
   following sections located at the bottom of the map: Poverty and Hunger, Environment,
   Education, Health, and HIV/AIDS.
The on-line version of the map can also be used. The map and other useful resources can
be found at www.canadiangeographic.ca/worldmap. Classroom sets of the printed map are
available. Request maps.

Additional Resources, Materials, and Equipment Required
  Student Activity Sheet (provided)
  Colouring pencils
  Internet access is recommended. (If Internet access is unavailable, the questions
   requiring it could be eliminated, or the students could use another source to find the
   necessary information.)



Canadian Council For Geographic Education                                                   1
WORLD MAP – A DEVELOPING WORLD                                       NOVA SCOTIA – GRADE 12




  The following websites are recommended for research:
   - information on diarrhea: www.who.int/water_sanitation_health/diseases/diarrhoea/en/
   - information on oral rehydration therapy: http://rehydrate.org/dd/su19.htm#page1
   - World Health Organization (information on causes of child mortality):
     www.who.int/whr/2003/chapter1/en/index2.html

Main Objectives
This lesson has the following three main objectives.
  Students will gain an awareness of the importance of factors other than economic
   indicators in determining the quality of life in a country.
  Students will gain an awareness of the correlation between variables associated with
   longevity and health and what appear to be non-related variables, such as education
   and wealth.
  Students will gain an awareness of the role that individual Canadians and Canadian
   organizations (government and non-governmental organizations) have played and are
   playing in assisting citizens of the global village.

Learning Outcomes
By the end of the lesson, students will be able to:
  graphically illustrate differences among the categories of countries based on the HDI,
   using a double-layered pie graph and a bar graph;
  demonstrate an understanding of the correlation among health issues, education, and
   gross domestic product (GDP) per capita variables; and
  demonstrate an understanding of the HDI as a useful tool for evaluating the quality of
   life in a country.

The Lesson
                          Teacher Activity                           Student Activity
Introduction    Open with a discussion/lecture by the     Students listen to the teacher’s
                 teacher regarding past and present         introduction, ask questions, and
                 methods of categorizing countries of       answer questions posed by the teacher
                 the world.                                 during the introduction.
                 - Terms such as developing and
                   developed countries; First World and
                   Third World; more developed, less
                   developed, and least developed
                   countries should all be mentioned.




Canadian Council For Geographic Education                                                           2
WORLD MAP – A DEVELOPING WORLD                                          NOVA SCOTIA – GRADE 12


The Lesson (cont’d)
                           Teacher Activity                             Student Activity
Introduction     - The problems of different terms
(cont’d)           having political and/or economic
                   connotations should also be
                   discussed.
                 - The issue of a very heavy reliance on
                   the use of economic variables such
                   as gross national product (GNP) per
                   capita and GDP per capita, and the
                   problems with this reliance should be
                   discussed. This would naturally lead
                   into a discussion about the difference
                   between standard of living and
                   quality of life.
                 - A brief discussion about the creation
                   of the HDI should be undertaken.
                The teacher should then show the
                 students the main map A Developing
                 World, which is based on the HDI, and
                 quickly review the type of information
                 presented on the map. If the students
                 will be able to make use of the
                 companion website, the teacher should
                 also quickly show this to the students,
                 emphasizing the many links
                 throughout the website.
Lesson          Assign the activity to the students and     Students start the assignment and
Development      allow them to begin.                         work on it until completed, getting
                Provide necessary assistance to the          assistance from the teacher or peers,
                 students as they work through the            as necessary.
                 assignment.                                 Hand in the completed assignment.
                Collect the completed assignments and
                 grade them.
Conclusion      Hand back and review the graded             Participate in the review of the
                 assignments.                                 assignment with the teacher.




Canadian Council For Geographic Education                                                             3
WORLD MAP – A DEVELOPING WORLD                                      NOVA SCOTIA – GRADE 12


Lesson Extension
UNICEF and the World Health Organization started the GOBI* program many years ago in
an effort to reduce infant mortality. The program made use of inexpensive and effective
methods to assist in the reduction of infant mortality. The program evolved into the GOBI-
FFF** program several years later. Have students research the GOBI and GOBI-FFF
programs to gain an understanding of how they work.
A quick overview and explanation of the program can be found on the following website:
http://rehydrate.org/. It is particularly interesting to have students decide how much or
how little training they would require in order to facilitate the implementation of all of the
program’s components.
Have students examine the contributions of individuals and charitable foundations (other
than the ones they might have examined for the activity) in combatting child mortality. For
example, there have been several individuals and organizations that have made huge
contributions in recent years to help provide vaccinations to needy children around the
world. One such organization is the Bill and Melinda Gates Foundation. Many people know
about Bill Gates’ influence on the world of computers, but may not realize that he also
contributes a portion of his wealth to charitable causes. The Bill and Melinda Gates
Foundation has a very useful website (http://www.gatesfoundation.org/Pages/home.aspx),
which clearly shows the foundation’s contributions to many worthwhile causes, including
health care.
       * GOBI is a health strategy developed by the United Nations Children’s Fund
         (UNICEF) and supported by the World Health Organization. It is aimed at helping
         at-risk children in developing countries through four principal techniques: G is for
         growth monitoring to keep a regular check on child well-being; O for oral
         rehydration therapy to treat bouts of childhood diarrhea; B for breastfeeding as
         the perfect nutritional start in life; and I for immunization against the six vaccine-
         preventable childhood killers (tuberculosis, diphtheria, whooping cough, tetanus,
         polio, and measles).

      ** GOBI-FFF adds three factors to this strategy, which focus on mothers as a way to
         decrease infant and child mortality. The three “F” factors are female education,
         family spacing, and food supplements.

Assessment of Student Learning
  Grade the student worksheets.
  Administer a formal test on the outcomes and content.

Further Reading
The map’s companion website (www.canadiangeographic.ca/worldmap) has many links to
examples of Canadian involvement in world development activities. It would worthwhile if
the students reviewed a few more than just the minimum number required to complete this
activity.




Canadian Council For Geographic Education                                                        4
WORLD MAP – A DEVELOPING WORLD                                            NOVA SCOTIA – GRADE 12



                                Student Activity Sheet:
                    The Importance of Health and Education in
                      Determining a Country’s Quality of Life

Students and teachers often refer to the idea of wealthy countries and poor countries. Over the past
few decades, the terms we have used to name these groups of countries have varied. They include
terms such as First World and Third World countries, more developed and less developed countries,
and developed and developing countries. Regardless of the terms used, one of the key criteria for
determining the category in which a country belongs has been the country’s wealth. This wealth is
usually determined by variables such as gross national product (GNP) per capita or gross domestic
product (GDP) per capita.

Although these terms and variables can be useful in providing people with a sense of the standard of
living in a country, they may not provide an accurate indication of the quality of life. Academics have,
therefore, developed various methods to categorize countries in a way that provides a more complete
picture of the quality of life. The Human Development Index (HDI) is one such method.

Complete the following using the Canadian Geographic–CIDA map A Developing World. The colour
coding of the map is based on the United Nations Development Programme’s HDI. Please carefully
read the information regarding the HDI in the large legend block of the map.

1. Human Development Index
A. What are the three main categories used to determine the HDI?

   ____________________________________________________________________________

   ____________________________________________________________________________

B. On what is the HDI’s standard of living component based?

   ____________________________________________________________________________

   ____________________________________________________________________________

C. The longevity and knowledge components of the HDI allow for consideration of more than just
   economic indicators. Why do you think these two variables were selected, as opposed to other
   variables such as birth rate or total fertility rate?

   ____________________________________________________________________________

   ____________________________________________________________________________

   ____________________________________________________________________________

D. Which of these two variables seems to be most closely connected to the issue of health?

   ____________________________________________________________________________




Canadian Council For Geographic Education                                                              5
WORLD MAP – A DEVELOPING WORLD                                                 NOVA SCOTIA – GRADE 12


2. Health
A. The longevity aspect of the HDI is measured by life expectancy at birth, and is shown for each
   country on the map. The information in Table 1 has been collected from the map and includes life
   expectancy data for eight countries from each category of the HDI. Using either the data in Table 1,
   or similar data that you select yourself from the map, do the following.

  i) Calculate the average life expectancy for countries at each level (high, medium, and low) on the
     HDI.

    Table 1: Life Expectancy

                   High HDI                     Medium HDI                         Low HDI
            Country            Life           Country          Life            Country         Life
                              Exp.*                           Exp.*                           Exp.*
       Canada                  79.5    Brazil                  68.5     Uganda                 46
       United States            77     Peru                    69.5     Nigeria               51.5
       Argentina               74.5    Panama                  74.5     Tanzania              43.5
       United Kingdom          78.5    Indonesia                67      Pakistan               61
       France                   79     Egypt                    69      Yemen                  60
       Japan                   81.5    Botswana                 40      Mali                  48.5
       Australia                79     Cameroon                 46      Gambia                54.5
       Israel                   79     Belarus                  70      Chad                   45
       Average                         Average                          Average
       Source: Canadian Geographic and CIDA map A Developing World.
     * Life expectancy: This figure was determined by averaging the female and male values.

  ii) Draw a neat bar graph to illustrate the differences in life expectancy data among countries from
      each category. Put life expectancy along the vertical axis and the high, medium, and low
      designations along the horizontal axis.

  iii) Suggest five possible reasons for the significant differences among the countries in terms of life
       expectancy.

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________



Canadian Council For Geographic Education                                                               6
WORLD MAP – A DEVELOPING WORLD                                             NOVA SCOTIA – GRADE 12


B. One significant factor that influences the life expectancy of the people in a country is the child
   mortality rate (i.e. the number of children who die before their fifth birthday, for every 1,000
   births). Examine the information and graph in the Health section at the bottom of the map to
   answer the following questions.

   i) What was the approximate range in the child mortality rate throughout the world in 1960?
      Estimate the rate in Sub-Saharan Africa and in industrialized countries.

      ____________________________________________________________________________

      ____________________________________________________________________________

   ii) At a rate of approximately 250 per 1,000, one out of every four children born would not survive
       until their fifth birthday. Assuming that you and your peers had experienced a one in four child
       mortality rate, how many of your classmates would not be alive now.

      ____________________________________________________________________________

   iii) Estimate the approximate range in the child mortality rate in 2002.

      ____________________________________________________________________________

   iv) What has happened to the rate of child mortality since 1960?

      ____________________________________________________________________________

      ____________________________________________________________________________

   v) Using your knowledge in terms of which countries are generally considered to be industrialized
      countries, and by finding them on the map, determine if industrialized countries are generally
      categorized as high, medium, or low on the HDI scale.

      ____________________________________________________________________________

      ____________________________________________________________________________

   vi) Estimate what the 2002 child mortality rates were in Sub-Saharan Africa. How many times as
       high is this rate compared with that of industrialized countries? How are the majority of Sub-
       Saharan African countries classified on the HDI index?

      ____________________________________________________________________________

      ____________________________________________________________________________

C. The causes of child mortality are varied, but most have one thing in common: they are relatively
   easy to prevent or cure. Although these factors contribute significantly to the deaths of children in
   poorer regions of the world, they do not often result in the loss of life in industrialized countries.

   i) List the main causes of death of more than 10,000,000 children each year.

      ____________________________________________________________________________

      ____________________________________________________________________________

      ____________________________________________________________________________


Canadian Council For Geographic Education                                                                   7
WORLD MAP – A DEVELOPING WORLD                                               NOVA SCOTIA – GRADE 12
  ii) Get a new sheet of paper and, using the data in the table below, start constructing a pie graph
      that illustrates the leading causes of death among children in the world. Determine and measure
      the size of each sector, but do not colour the sectors yet. Add a legend with seven small blocks.
      You will find out the purpose of the seventh block later in the lesson.
     Table 2: Leading Causes of Death of Children in Developing Countries, 2002

      Perinatal Conditions                                                                           23.1%

      Lower Respiratory Infections                                                                   18.1%
      Diarrheal Diseases                                                                             15.2%
      Malaria                                                                                        10.7%
      Measles                                                                                         5.4%
      Other                                                                                          27.5%
      Source: World Health Organization, which gives a more detailed breakdown of the leading causes of death,
              and additional information about specific causes in various regions of the world. You may also
              access this site through the “Did you know?” portion of the Health page at
              www.canadiangeographic.ca/worldmap


   iii) One of the leading causes of child mortality is diarrhea. Diarrhea is a symptom of infection,
        with several different causes. Name the major causes associated with diarrhea.

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________

   iv) Diarrhea itself does not cause death, but it does lead to dehydration, which can be life-
       threatening. One of the most effective treatments of dehydration is oral rehydration therapy
       (ORT). ORT uses a mixture of clean water and salts (oral rehydration salts) to treat the
       problem. Why is the use of this mixture more effective than simply having the patient drink
       clean water in order to rehydrate? If you are not certain, please see
       http://www.rehydrate.org/.

     ____________________________________________________________________________

     ____________________________________________________________________________

   v) Your parents have probably made use of this cure for you in the past. It might not have been a
      genuine ORT solution, but instead may have been a bottle of Gatorade or Powerade, or perhaps
      even flat pop. Why do you think that neither the official ORT nor the Gatorade-type solution is
      used as effectively in the regions of the world with such high child mortality rates? Try to think
      of two reasons.

     ____________________________________________________________________________

     ____________________________________________________________________________

     ____________________________________________________________________________




Canadian Council For Geographic Education                                                                    8
WORLD MAP – A DEVELOPING WORLD                                             NOVA SCOTIA – GRADE 12


D. The leading causes of child mortality also include diseases such as measles, which could easily be
   prevented with vaccinations. How has Canada been active in increasing the percentage of the
   world’s children who are vaccinated against various diseases?

   ______________________________________________________________________________

   ______________________________________________________________________________

   ______________________________________________________________________________

E. Many children also die from infections that are relatively easy to treat with proper antibiotics, if
   they are available. Check the World Health Organization site
   (www.who.int/whr/2003/chapter1/en/index2.html) and determine which problems listed in their
   more complete chart could be treated with medicines commonly available to Canadians.

   ______________________________________________________________________________

   ______________________________________________________________________________

   ______________________________________________________________________________

   ______________________________________________________________________________

3. Environment
A. Examine the map and the description in the section entitled “Environment.” The map shows the
   percentage of the population in various regions of the world who have access to safe drinking
   water.

   i) Compare the map showing information on child mortality in various regions of the world with the
      map showing access to safe drinking water. Does there appear to be a correlation? Pay
      particular attention to sub-Saharan Africa and the industrialized countries.

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

   ii) What is the main health problem caused by contaminated water?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

      Note: Poor water quality also contributes to many deaths other than those related to diarrhea,
      although it may not be the principal cause, and therefore may not be recorded as the cause of
      death. Because children are often sick and in a weakened state due to contaminated water, they
      are much more susceptible to serious complications, and even death, from other medical
      conditions.




Canadian Council For Geographic Education                                                                 9
WORLD MAP – A DEVELOPING WORLD                                             NOVA SCOTIA – GRADE 12

4. Poverty and hunger
A. Another major factor in child mortality is malnutrition. Examine the map entitled Percentage of
   Undernourished People.

  i) Does there appear to be a correlation between the percentage of undernourished people and the
     child mortality rates of various regions that you examined in question 2B? Once again, pay
     particular attention to Sub-Saharan Africa.

     _____________________________________________________________________________

     _____________________________________________________________________________

  ii) It is estimated that approximately 50 percent of all infant deaths are associated with
      malnutrition (Source: www.developmentgoals.org/Child_Mortality.htm). Return to the pie graph
      that you started in Question 2Cii), and draw a smaller circle inside the main circle. It should take
      up 50 percent of the area of the original circle. Using different colours to represent each cause of
      child mortality, colour the outer edges of each sector, and using another colour, shade the inner
      circle. Complete the legend, using the additional small block to represent the deaths associated
      with malnutrition.

     Note: Although 50 percent of child deaths are not directly caused by malnutrition, the fact that
           the children may already be in distress due to inadequate diets means that other health
           issues, even relatively minor ones, can be much more serious, and often fatal.

            Many of the perinatal causes of death are closely associated with the malnutrition of the
            expectant mother.

 The health of a population is not only related to issues such as disease, clean water, and the
 amount and quality of food, but also to factors such as education and wealth. The next two parts of
 the assignment examine these two major variables of the HDI, and show how they are connected to
 health and longevity.

5. Wealth

A. Examine the graph in the Poverty and Hunger section at the bottom of the map, which shows the
   percentage of people in each region who survive on less than $1 a day.

  i) Which region has the greatest percentage of people who survive this way? Notice that this is
     also one of only two regions where the percentage of severe poverty has actually increased
     since 1981.

     _____________________________________________________________________________

  ii) What are some other attributes of this region that suggest a poor quality of life for its residents?

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________




Canadian Council For Geographic Education                                                               10
WORLD MAP – A DEVELOPING WORLD                                                NOVA SCOTIA – GRADE 12


   iii) Although a package of oral rehydration salts can cost as little as a dime, and vaccines and
        antibiotics are often relatively inexpensive, they are still often not available to the people living
        in the poorest regions of the world. How does the information in the poverty graph help to
        explain this?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

6. Education

A. One very important factor in reducing child mortality is the education of women. Mothers with
   higher levels of education are better able to prevent their children from becoming sick and, when
   their children do become ill, they are better able to prevent the illness from leading to death. As
   can be seen in the Education section at the bottom of the map, there is a wide range of education
   attainment throughout the world.

   i) Compare the literacy rates with the child mortality rates. Pay particular attention to the following
      three regions: North Africa and the Middle East, Sub-Saharan Africa, and South Asia. What type
      of correlation does there appear to be?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

   ii) What do you notice about the difference in the literacy rate between males and females in these
       three regions compared with the other regions?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

   iii) Suggest a few reasons why the literacy rate for females is not as high as it is for males in these
        regions.

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________




Canadian Council For Geographic Education                                                                   11
WORLD MAP – A DEVELOPING WORLD                                             NOVA SCOTIA – GRADE 12


   iv) As you may have suggested in your answer above, many social and monetary factors influence
       the levels of education that girls and boys receive. There are also some other factors involved.
       Re-read the section on the Environment and read the section on HIV/AIDS at the bottom of the
       map. How do situations associated with these two phenomena reduce the educational
       opportunities for girls in some parts of the world?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________

B. As indicated earlier, in traditional systems to classify levels of development, a country’s economic
   indicators were the primary focus. When examining the HDI classification system, it becomes
   apparent that the wealth of a country is not the only factor to be considered in classifying quality of
   life. In fact, in some cases, the GDP per capita data can be quite misleading. (Note the GDP per
   capita figures for Cuba and Oman on Table 3.) Examine the rest of Table 3 carefully.

   Table 3: HDI Classification, GDP Per Capita, Life Expectancy, and Primary School Enrolment of
            Women in Selected Countries
                                                                                    Enrolment in
                                                          GDP Per Capita
             Country             HDI Classification                               Primary* School
                                                                   US$
                                                                                     (women)
    Canada                               High                  $29,480                   100%
    Argentina                            High                  $10,880                   100%
    Greece                               High                  $18,720                   94%
    Cuba                                 High                  $5,260                    96%
    Trinidad and Tobago                  High                  $9,430                    94%
    Saudi Arabia                       Medium                  $12,650                   61%
    Oman                               Medium                  $13,340                   74%
    Botswana                           Medium                  $8,170                    79%
    Namibia                            Medium                  $6,210                    76%
    Source: Canadian Geographic and CIDA, A Developing World map
    *Primary level is the same as elementary school.

   i) What do you notice about the amount of variation in GDP per capita for countries with similar
      classifications (i.e. high compared with high and medium compared with medium)?

      _____________________________________________________________________________

      _____________________________________________________________________________

      _____________________________________________________________________________




Canadian Council For Geographic Education                                                              12
WORLD MAP – A DEVELOPING WORLD                                          NOVA SCOTIA – GRADE 12


   ii) Is it somewhat surprising that a country such as Canada with a GDP per capita of over $29,000
       is classified the same as a country such as Cuba with a GDP per capita of just over $5,000?
       Explain.

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

  iii) How similar are the primary school enrolment figures for Canada and Cuba?

     _____________________________________________________________________________

     _____________________________________________________________________________

  iv) What is the greatest difference in GDP per capita among the countries classed as medium in
      Table 3? Name the two countries and the respective figures for their GDP per capita.

     _____________________________________________________________________________

  v) What is the difference in primary school enrolment between the two countries with the highest
     and lowest GDP per capita?

     _____________________________________________________________________________

  vi) Based upon the data in Table 3, and on the map, does the range generally seem to be greater
      in terms of GDP per capita or in terms of primary school enrolment for countries that share a
      similar classification?

     _____________________________________________________________________________

  vii) Does the same trend generally hold true for longevity, when compared with GDP per capital?

     _____________________________________________________________________________



C. Read the United Nations Millennium Development Goals related to health, environment, poverty
   and hunger, and education. These are located at the top of the respective information blocks at the
   bottom of the map A Developing World.

  i) Select one of these goals and explain why you believe it can or cannot be achieved by 2015.

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________




Canadian Council For Geographic Education                                                           13
WORLD MAP – A DEVELOPING WORLD                                            NOVA SCOTIA – GRADE 12


  ii) What are three crucial, but relatively simple, things that can be done to help achieve this goal?

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

  iii) Use the links from the map’s website (www.canadiangeographic.ca/worldmap) to find two
       examples of Canadian projects that are helping to achieve this goal. Provide a thorough
       description of the two projects, including who is involved, where the projects are being carried
       out, what the projects involve, the time frame, and how they will benefit the local people.
       Projects can be those organized by a private citizen or group, a non-governmental organization,
       or a government agency.

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

     _____________________________________________________________________________

D. How has the development of a global village over the past few decades made it easier for
   Canadians to know about and understand the plight of the world’s poor, and to become more
   involved in assisting them?

  _______________________________________________________________________________

  _______________________________________________________________________________

  _______________________________________________________________________________

  _______________________________________________________________________________


Canadian Council For Geographic Education                                                             14

				
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Description: The Lesson Lesson Plan Template malnutrition