Running head: Ecology

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Ecology

Mimi Philips

Azusa Pacific University

Ecology       2  

Synopsis of Food for Thought

In the Food for Thought lab, the students observed and discussed population

demographics based on a country’s birth rate, death rate, doubling time, total fertility rate, infant

mortality rate, life expectancy, overall medical system, level of sanitation, use of land/resources,

and GDP (gross domestic product).

The relationship between these factors helped students to determine the nation’s level of

growth, development, and standard of living. The students studied these factors in North

America, Latin America, Africa, Europe, and Asia. After reviewing each nation’s ambassador

card students were able to complete a worksheet with questions related to the inequitable

distribution of population and resources among the different would regions. This lab helped

students understand why population shifts occur and the consequences of such shifts as well as

the effects of over usage of the earth’s natural resources. The lab gave my students a global

understanding of resource scarcity and the causes and effect of human populations on the

environment.
Ecology       3  

Learning Goals and Standards

Structures utilized and implemented into existing curriculum.

1. Structure 2- Global classrooms

2. Structure 5- Question and Answer Activity

Learning Goal/Outcomes

Students were able to…

• State at least two factors that might be used to determine the relative well being of a
country or region.
• Identify at least two potential impacts of inequitable resources distribution
• Define several demographic terms including birth rate, death rate, and life expectancy.
• Draw correlations between population growth rate and wealth, and between wealth and
energy used.

California State Standards:

Ecology

1. Stability in an ecosystem is a balance between completing effects. As a basis for

understanding this concept:
a. Students know biodiversity is the sum total of different kinds of organisms and is
affected by alterations of habitats.
b. Students know how to analyze changes in an ecosystem resulting form changes in
climate, human activity, introduction of nonnative species, or changes in
population size.
c. Students know how fluctuations in population size in an ecosystem are determined
by the relative rates of birth, immigration, emigration, and death.
d. Students know a vital part of an ecosystem is the stability of its producers and
decomposers.
e. Students know at each link in a food web some energy is stored in newly made
structures but much energy is dissipated into the environment as heat. The
dissipation may be represented in an energy pyramid.
Ecology       4  

Preparation-Building Connections to Curriculum

This activity is designed to demonstrate how the differences in population and their resource use
affects have on the five regions of the world, how this combine s to impact the quality of life for
the people who live in each area. Population demographics, land use patterns, energy
consumptions, and wealth are the issues that will be explored to heighten students’ global
perspective. Students participated in a global simulation game that illustrates the inequitable
distribution of populations and resources among the different world regions. This simulation was
completed on 12/15/10.

Materials:

Yarn in 5 different colors

Masking tape
Ambassador’s cards
2 labels for each region
Transparent tape
200 wrapped candies (kisses)
105 toothpicks
10 sandwich bags

Connections

Review was done with students, through a powerpoint what human population growth is. I
talked about how this is affecting the world’s resources, and how we can change this to make an
impact on this subject. Discussion in class about inequitable distribution of population and
resources among the different would regions.

Initial Direct Experience with Concept

Instruction was given to how students will be placed into groups for this activity. This was done
the day before (see activity page 2 -3 to start). Definitions of key words were reviewed, so
students had a better understanding of what they need to understand for this activity. The
students were able to use interpreting and analyzing demographic data during this activity.

Building Connections to Ideas

Different regions of the world vary in population, growth rates, distribution of wealth, and
natural resources. These are issues for the Global Family. The students were able to use
interpreting and analyzing demographic data, role-playing, drawing connections, and applying
knowledge to real world events. Knowledge and understanding was also asked on the Unit test.

Assessment for this activity was done by review of the answers to the questions. The students
took turns sharing their answers in their groups and came up with their best choices to share with
the class. A further discussion took place as a whole class. There was one or two questions on
the unite test to check for understanding of this activity.
Ecology       5  

Food For Thought Lab Handout

Introduction: This activity is designed to demonstrate how differences in population and

resource use in five regions of the world combine to impact the quality of life for the people who
live in each area. Population demographics, land use patterns, energy consumption and wealth
are the issues that will be explored to heighten students’ global perspective.

Concepts: Different regions of the world vary in population growth rates and the distribution of
wealth and natural resources. What will be the reaction of the students after being placed in these
types of environments?

Population Demographics
• Population: The number of individuals of a species living in a region.
• Birth Rate: The number of births per 1,000 people per year.
• Death Rate: The number of deaths per 1,000 people per year.
• Rate of Natural Increase: Growth caused by having more births than deaths in a year
(Does not include immigration or emigration).
• Doubling Time: The number of years it will take a population to double in size if it
maintains its current growth rate.

World Population Demographics

• The 2004 world population is 6.3 billion. 10
• The birth rate is 22 per 1,000. 11
• The death rate is 9 per 1,000. 12
• The world’s annual growth rate is 1.3%. 13
• At this rate the world’s population will double to 12.6 billion in 54 years.

Quality of Life Definitions

• Secondary School Enrollment Ratio: The ratio of the percentage of each gender’s
population in
• The applicable age group (12-17 years of age) enrolled.
• Total Fertility Rate: The average number of children a woman will have in her lifetime.
• Infant Mortality Rate: The yearly number of children who die before reaching the age of
one year per 1,000 live births.
• Life Expectancy: The average number of years a person born today could expect to live
under current mortality rates
• Access to Adequate Sanitation: Percentage of population with access to toilets or latrines.
• Medical Doctors: The number of people per one medical doctor.

Worldwide Quality of Life

Of the world’s 12-17 year olds, 63% of boys and 55% of girls are enrolled in school. The world’s
women bear an average of 2.8 children. The world infant mortality rate is 55 per 1,000. The
average human life expectancy at birth is 67 years. Only 61% of the world’s population has
access to adequate sanitation. On average, there is one medical doctor per 688 people in the
world. Supplemental Information Disease rates are also indicators of a region’s quality of life.
Worldwide, 1.2% age 15-49 of the population lives with HIV/AIDS. In sub-Saharan Africa, 9%
Ecology       6  

of the 15-49 year old population is infected with HIV/AIDS. This significantly affects the labor
force and childcare in the region.

Definitions:
Urban Population: Percentage of the total population living in areas termed urban by that
Country (typically towns of 2,000 or more or in national or provincial capitals).

Worldwide Land Use Patterns 47% of the world’s population (about 2.9 billion people) now live
in urban areas. There are 0.6 acres of arable land per person on Earth. The rate of urbanization is
changing rapidly, as more and more people move to cities worldwide. In the developing world,
about 36% of the population lives in urban areas. While urbanization has traditionally meant
more industrialization and job opportunities, many mega-cities in developing countries lack a
strong economic foundation upon which to base growth. As the population grows, the economic,
social, and environmental problems in these cities grow as well. In the developed world—
especially North America—most of the current population shift involves people moving away
from concentrated urban centers to sprawling suburban and metropolitan regions, or to small and
intermediate-size cities.

Arable Land: Farmland; land capable of growing crops. The lowest authoritative estimate of the
minimum amount of arable land required to feed one person — without intensive use of
synthetic fertilizers — is 0.17 acres. (This doesn’t include crops for textiles or cash crops needed
for income.)

Energy Consumption and Wealth

Energy Consumption: The total amount of energy used by each region per year divided by the
number of people living in that region — includes industrial use.
Gross Domestic Product: A commonly used measure of a nation’s wealth, determined from the
annual profits generated within a region by all goods and services exchanged that year.
Symbolism of Props Regarding the matches: • While energy is generated in many ways,
including wood, coal, natural gas and nuclear power, in this activity, all these sources have been
combined and are expressed in terms of barrels of oil. • These matches represent the average
amount of energy consumed by each citizen of each region in the course of a year. • Each match
= the amount of energy generated from burning 1 barrel of oil. One barrel contains 42 gallons.
Regarding the candies: • The candies represent the amount each person would get per year if
his/her region’s annual GDP were divided equally among all its citizens, expressed here in U.S.
currency. This is also considered to be an indicator of average annual income. • Each Cookie =
$1400.
Ecology       7  

Thought Questions:
Answer these in your groups prior to starting the lab. Please turn in one paper with all
names from your group.
1. What will it mean to have our population double? What else will we need to have twice as
much of to provide for all those people?

2. Asia’s doubling time is 54 years. If we returned in 54 years and did this exercise again, would
we be able to fit twice as many people into Asia’s space?

3. How will population growth affect the amount of arable land available per person?

4. What would it mean for a country to have its amount of arable land per capita fall below the
minimum required to grow enough food to sustain its population?

5. What do you think usually causes people to move to cities?

6. What are some possible positive and negative effects of having such large proportions of
countries’ populations shifting to urban areas?

7. Can you see any connection between Africa’s unusually high infant mortality rate of 88 per
1,000 (almost 1 in 12), and its high total fertility rate of 5.2 children per woman?

8. Infant mortality rates are consistently lower when girls have access to higher education. Is
there a correlation here? What abilities and/or knowledge do educated people have that might be
useful to them as parents?

9. What do indicators like a high infant mortality rate, limited access to decent sanitation
facilities, and short life expectancy say about the quality of life in a region? What are some
possible causes?

10. What would it be like in this room if we lit all these matches?

12. Who would have to breathe all that smoke? Would only the citizens of North America be
breathing the pollution generated by their 60 matches?

13. What do the people in our Asian and African regions think about the fact that the North
Americans have a bag bulging with wealth, when they have so little?

14. How could/do people from regions with less wealth and opportunity get access to those
things?

15. What does the North American Ambassador think about the uneven distribution of wealth?
What does he/she want to do about it?
Ecology       8  

16. How will the wealthier regions decide to which countries they will offer foreign aid? What, if
any, conditions will you impose on nations receiving your help? Will you trust the countries
receiving money from you to put it to good use, or will you attempt to control what is done with
it?

17. How will the less densely populated regions decide from which countries they will accept
immigrants? What, if any, conditions will you impose on people seeking permission to
immigrate? Will you accept only very well educated people, or will you base your decision on
need —giving preference to those with the least opportunity in their home countries? Or, those
suffering political persecution? Or, refugees from war-torn nations? Or, would it be based solely
on numbers, first-come, first-served?

18. In the process of eating the candies, which region generated the emptiest wrappers? Do you
think this is an accurate representation of how much garbage each country creates as a function
of its wealth and consumption?

19. What does the group think should be done about the inequitable distribution of wealth and
consumption of resources? Do donor nations have the right or obligation to link aid to certain
policies that might enable recipient countries to become self-sufficient in the future? What might
those be? Should rich countries be required to reduce their consumption levels? How could this
be encouraged or enforced? What should be done about environmental problems (acid rain,
ozone depletion) caused by one region, but affecting others?
Ecology       9  

North American Ambassador Card:

I am the North American Ambassador.

Here are some statistics that shape my region of the world:

• North America’s population is estimated at: 323 million

• Our birth rate is: 14 per 1,000.

• Our death rate is: 8 per 1,000.

• Our annual growth rate due to natural increase is: 0.5%.

• At this rate our population will double in: 140 years.

• Of our 12-17 year olds, 99% of the boys and 98% of the girls are enrolled in school.

• North American Fertility Rate (women bear an average of how many children): 2.0

• Our infant mortality rate is: 7 per 1,000.

• Our life expectancy at birth is: 77 years.

• 100% of our population has access to adequate sanitation facilities.

• On average, there is one medical doctor per 374 people.

• The percentage of our people living in urban areas is: 79%.

• Acres of arable land available per person: 1.9 acres.

Ecology       10  

Latin American Ambassador Card:

I am the Latin American Ambassador.

Here are some statistics that shape my region of the world.

• Latin America’s population is estimated at: 540 million.

• Our birth rate is: 23 per 1,000.

• Our death rate is: 6 per 1,000.

• Our annual growth rate due to natural increase is: 1.7%.

• At this rate our population will double in: 41 years.

• Of our 12-17 year olds, 51% of the boys and 58% of the girls are enrolled in school.

• Latin American Fertility Rate (women bear an average children): 2.7

• Our infant mortality rate is: 29 per 1,000.

• Our life expectancy at birth is: 71 years.

• 77% of our population has access to adequate sanitation facilities.

• On average, there is one medical doctor per 576 people.

• The percentage of our people living in urban areas is: 75%

• Acres of arable land available per person: 0.8 acres.

Ecology       11  

African Ambassador Card:

I am the African Ambassador.

Here are some statistics that shape my region of the world:

• Africa’s population is estimated at: 861 million

• Our birth rate is: 38 per 1,000

• Our death rate is: 14 per 1,000

• Our annual growth rate due to natural increase is: 2.4%

• At this rate our population will double in: 29 years

• Of our 12-17 year olds, 38% of the boys and 32% of the girls are enrolled in school.

• African women bear an average of: 5.2 children

• Our infant mortality is: 88 per 1,000

• Our life expectancy at birth is: 52 years

• 60% of our population has access to adequate sanitation facilities.

• On average, there is one medical doctor per 1,742 people.

• The percentage of our people living in urban areas is: 33%

• Acres of arable land available per person: 0.6 acres

Ecology       12  

European Ambassador Card:

I am the European Ambassador.

Here are some statistics that shape my region of the world:

• Europe’s population is estimated at: 727 million

• Our birth rate is: 10 per 1,000

• Our death rate is: 12 per 1,000

• Our annual growth rate due to natural increase is: -0.2%

• At this rate our population will not double.

• Of our 12-17 year olds, 97% of the boys and 100% of the girls are enrolled in school.

• European women bear an average of: 1.4 children

• Our infant mortality rate is: 8 per 1,000

• Our life expectancy at birth is: 74 years

• 98% of our population has access to adequate sanitation facilities.

• On average, there is one medical doctor per 285 people.

• The percentage of our people living in urban areas is: 73%

• Acres of arable land available per person: 1 acre

Ecology       13  

Asian Ambassador Card:

I am the Asian Ambassador.

Here are some statistics that shape my region of the world:

• Asia’s population is estimated at: 3 billion, 830 million

• Our birth rate is: 20 per 1,000

• Our death rate is: 7 per 1,000

• Our annual growth rate due to natural increase is: 1.3%

• At this rate our population will double in: 54 years

• Of our 12-17 year olds, 62% of the boys and 51% of the girls are enrolled in school.

• Asian women bear an average of: 2.6 children

• Our infant mortality rate is: 54 per 1,000

• Our life expectancy at birth is: 67 years

• 47% of our population has access to adequate sanitation facilities.

• On average, there is one medical doctor per 923 people.

• The percentage of our people living in urban areas is: 38%

• Acres of arable land available per person: 0.4 acres

Ecology       14  

Yarn Length 36 people= meters Population in Millions 36 people (1=375 million)

NA LA E Africa Asia
Yarn = land region 30 ft 31 ft 33 ft 37 ft 38 ft
9.1 m 9.4 m 10 m 11.2 m 11.5 m
Region’s % of World Land 15% 16% 18% 24% 25%
Area
Region’s % of Arable Land 12.1% 6.6% 12.8% 6.1% 15.7%
Kids = 37 = Population 2 3 4 5 23
1 kid = 160 million 319 m 531 m 728 m 840 m 3766 m
Match = 30 4.5 13.5 1.5 3
Energy Consumption
1 match = 2 barrel of oil
Candy = GDP 53 6 21 1 3
Gross Domestic product $34,821 $3,965 $13,776 $650 $2,119
Wealth = 1 = $650
Bread = 1/12 1/12 2/12 1/12 6/12
Protein Consumption

NA LA E Africa Asia Oceana

String = Land 6’ x 5’ 5’ by 5’ 8’ by 4’ 8’ by 5.25’ 8’ by 5.5’ 3’ by 4’
Area
Bread = 3/18 2/18 2/18 1/18 9/18 1/18
Protein
Consumption
Candy = 18/43 10/43 8/43 4/43 2/43 1/43
Gross
National
Product
Students = 21/36 5/36 4/36 3/36 2/36 1/36
Population
Food For Thought
Issues for the
Introduction: Global Family
This activity is designed to demonstrate how differences in population and
resource use in five regions of the world combine to impact the quality of life Concepts:
for the people who live in each area. Population demographics, land use pat- Different regions of the world
terns, energy consumption and wealth are the issues that will be explored to vary in population growth
heighten students’ global perspective. rates and the distribution of
wealth and natural resources.

Materials: Objectives:
Students will be able to:
Yarn or string (preferably in 5 different colors)
 State at least two factors
Masking tape
that might be used to deter-
Ambassador’s cards (provided) mine the relative well-being
2 Labels for each region; one says “Energy Consumption,” one says “GDP” of a country or region.
(see Region Information chart)  Identify at least two poten-
Transparent tape tial impacts of inequitable
157 individually wrapped candies (Hershey’s Kisses work well) resource distribution.
105 matches (can also use toothpicks or birthday candles)  Define several demographic
10 sandwich bags terms including birth rate,
Overhead transparency on which terms A-K and their definitions appear (optional) death rate, life expectancy.
 Draw correlations between
population growth rate and
Procedures: wealth, and between wealth
and energy use.
Preparation, the night before:
Subjects:
1. Measure out the yarn or string for each region according to the Region
Social Studies, Science,
Information chart on the following page. You can use a different color yarn Civics, Economics, Family
for each region, or, if you only have one color, make a tag to label each and Consumer Sciences,
piece with the name of the region whose perimeter it will represent. Geography, Health, History

2. Count out the number of candies required for each region and bag them. Skills:
Make labels for them according to the chart, and tape the appropriate label Interpreting and analyzing
to each bag. Do the same for the matches. demographic data, role
playing, drawing connections,
3. Read through all the discussion questions and make notes to yourself about applying academic knowledge
links to local, national and international current events. Seeing such ties to real world events.
between the activity and the real world will dramatically enhance the meaning
the students glean from the exercise. As much as possible, you’ll want to Method:
encourage them to make observations, critically evaluate the demographics, Students participate in a
and hypothesize on possible causal relationships between the statistics. global simulation game that
illustrates the inequitable
distribution of population and
Your students will likely start a discussion of these issues themselves, but if
resources among the different
they don’t, the discussion questions will help to stimulate and/or direct world regions.
class discussion. Because of the large amount of information in each sec-
tion, it’s best to discuss each group of statistics while they’re fresh in the
students’ minds, rather than saving all discussion for the end.

©1996, 2004 Population Connection People and the Planet

Food for Thought
 Region Information Chart
North Latin
Europe Africa Asia
America America

Yarn Length
24 people - feet (meters) 25 (7.6) 25 (7.6) 27 (8.2) 30 (9.1) 31 (9.4)
60 people - feet (meters) 35 (10.7) 36 (11.0) 38 (11.6) 43 (13.1) 44 (13.4)
2004 Population in Millions1 319 531 728 840 3766
24 people
(1=250 million) 1 2 3 3 15
60 people
(1=100 million) 3 5 7 8 37

Region’s Percent of World

15% 16% 18% 24% 25%
Land Area2

Percent of Region’s Land

12.1% 6.6% 12.8% 6.1% 15.7%
That Is Arable3
Per Capita Energy
60 9 27 3 6
Consumption4
matches matches matches matches matches
(1 Match = 1 Barrel of Oil)

Per Capita GDP5 $34,821 $3,965 $13,776 $650 $2,119

1 Candy - $350 99 candies 11 candies 39 candies 2 candies 6 candies

Set up, just before class period begins:

1. Arrange the yarn on the floor to represent the regions and tape it in place.

Note: The activity is designed for use with a group of either 24-30 or 60-65
participants. If your group will be in the 24-30 range, use the smaller yarn
measurements.

2. Hide the bags of candies and matches in a larger bag. Place the bag within
easy reach of where you’ll be standing as you lead the activity.

Introducing the Activity:

1. While students are still seated, read or paraphrase the following introduction:

“All societies need and use natural resources such as land and energy, but
the ways in which various societies use these things can differ greatly. For
example, a small population may use an enormous amount of farmland or
gasoline compared to the amounts used by other, much larger populations.
This creates ‘have’ and ‘have not’ societies with potential for human dis-
comfort and social conflict. The simulation we’re about to do is going to
demonstrate how this happens.”

2. Appoint 5 students to be the “ambassadors” for the world regions. Give

them their information cards and direct them to their regions.

People and the Planet ©1996, 2004 Population Connection

Food for Thought, page 2
3. Populate the regions with the rest of the students, according to the chart.
Given the length of the demonstration, you may wish to have students sit,
rather than stand, in their regions.

Note: If you have too few students, you can use chairs or the extra people
cards from the Background Materials to substitute for the missing citizens.
If you have too many students, appoint the extra students to a “United
Nations Advisory Committee.” Instruct the members of the Committee to
pay close attention, as you will be calling on them for their opinions as a
neutral party later in the activity. They should be thinking in terms of
whether the inequities in each region’s share of population/food/income are
problems, and if so, what policies could lead to solutions.

4. Identify each region by name for the class.

Note: The regions in this simulation are those defined by the United
Nations and, therefore, Mexico is included in Latin America rather than in
North America, and Russia is included in Europe. Also, the sixth world
region, Oceania, is not included because its population is so small relative
to the others that it cannot be accurately represented.

5. Explain that the dimensions of their regions are to scale, and the number of
students within each region is proportional to its actual population; the idea
is to show relative population density in each area.

Facilitating the Activity:

For each of the sections that follow — Population Demographics, Quality of
Life, Land Use Patterns and Energy Consumption and Wealth — use this basic
procedure:

1. Cover definitions of section’s terms, referring students to the overhead

transparency or chalkboard.

2. Cover world statistics.

3. Offer any supplemental information provided.

4. For the first three sections (Population Demographics, Quality of Life, and
Land Use Patterns) you will call on the ambassadors to read their regions’
respective statistics. A sequence that works well is: North America, Latin
America, Europe, Africa, Asia.

In the last section (Energy Consumption and Wealth), you will be distributing
the bags of matches and candies. It makes a more dramatic impression to
start with the country whose amount is the smallest and continue in
ascending order to the country whose share is largest. Referring to the
labels on the bags, you will read aloud each region’s quantity of each
resource. Hold each bag up high so the whole class can see it before you
pass it to the appropriate ambassador.

5. Cover discussion questions.

©1996, 2004 Population Connection People and the Planet
Food for Thought, page 3
 Population Demographics
I. Definitions: Terms A-E
A. Population: The number of people living in a region.6
B. Birth Rate: The number of births per 1,000 people per year.7
C. Death Rate: The number of deaths per 1,000 people per year.8
D. Rate of Natural Increase: Growth caused by having more births than
deaths in a year (does not include immigration or emigration).9
E. Doubling Time: The number of years it will take a population to double
in size if it maintains its current growth rate.

II. World Population Demographics

PPooppuulalattioion n
a. The 2004 world population is 6.3 billion.10 56.3
.8 bbiillilloionn
b. The birth rate is 22 per 1,000.11
c. The death rate is 9 per 1,000.12
d. The world’s annual growth rate is 1.3%.13
e. At this rate the world’s population will double
to 12.6 billion in 54 years.

III. Supplemental Information

Regarding population growth rates:
• A population grows whenever its birth rate is higher than its death rate.
• The growth rate is determined by the size of the difference between
the birth and death rates. The closer these rates are, the lower the
growth rate.
• Where birth and death rates are equal, the population’s growth rate
is zero.
• The world’s current birth rate is almost two and a half times its death
rate.

IV. Ambassadors Read Statistics A-E from Their Cards

V. Discussion Questions
1. What will it mean to have our population double? What else will we need to
have twice as much of to provide for all those people?

We’ll need twice as much of everything people need to live:

• food • schools
• land to grow the food on • hospitals
• clean water • roads
• shelter • energy to heat our homes
and cook our food …

2. Asia’s doubling time is 54 years. If we returned in 54 years and did this

exercise again, would we be able to fit twice as many people into Asia’s space?

People and the Planet ©1996, 2004 Population Connection

Food for Thought, page 4
Quality of Life
I. Definitions: Terms F-I
F. Secondary School Enrollment Ratio: The ratio of the percentage of each
gender’s population in the applicable age group (12-17 years of age)
enrolled.14
G. Total Fertility Rate: The average number of children a woman will have
in her lifetime.15
H. Infant Mortality Rate: The yearly number of children who die before
reaching the age of one year per 1,000 live births. 16
I. Life Expectancy: The average number of years a person born today could
expect to live under current mortality rates.17
J. Access to Adequate Sanitation: Percentage of population with access to
toilets or latrines.18
K. Medical Doctors: The number of people per one medical doctor.19

II. Worldwide Quality of Life

f. Of the world’s 12-17 year olds, 63% of boys and 55% of girls are enrolled
in school.20
g. The world’s women bear an average of 2.8 children.21
h. The world infant mortality rate is 55 per 1,000.22
i. The average human life expectancy at birth is 67 years.23
j. Only 61% of the world’s population have access to adequate sanitation.24
k. On average, there is one medical doctor per 688 people in the world.25

III. Supplemental Information

Disease rates are also indicators of a region’s quality of life. Worldwide,
1.2% age 15-49 of the population lives with HIV/AIDS. In sub-Saharan
Africa, 9% of the 15-49 year old population is infected with HIV/AIDS. This
significantly affects the labor force and child care in the region.26

IV. Ambassadors Read Statistics F-I from Their Cards

V. Discussion Questions

1. Can you see any connection between Africa’s unusually high infant
mortality rate of 88 per 1,000 (almost 1 in 12), and its high total fertility
rate of 5.2 children per woman?

When people know each of their children has almost a 10% chance of not sur-
viving to adulthood, they will have more children to increase the likelihood
that some will survive. This is especially crucial for people living in societies
where there is no social security and no retirement plans, where the elderly
are entirely dependent on their children for care and financial support.

2. Infant mortality rates are consistently lower when girls have access to high-
er education. Is there a correlation here? What abilities and/or knowledge
do educated people have that might be useful to them as parents?

©1996, 2004 Population Connection People and the Planet

Food for Thought, page 5
 Literacy (including reading and basic math): Parents with these abilities can:
• read directions, such as those on over-the-counter medicines and infant
formula.
• educate themselves about any subject, including child development and care.
• get better jobs and earn more money.

Health/Biology: Exposure to these subjects makes people more aware of

how to take good care of themselves and their children. They understand
the importance of:
• good nutrition
• medical care, especially perinatal care

3. What do indicators like a high infant mortality rate, limited access to decent san-
itation facilities, and short life expectancy say about the quality of life in a region?
What are some possible causes?

Possibilities include:
• Food that’s insufficient in quantity or nutritional value
• Lack of clean water
• Low quality medical care or none at all
• Exposure to high levels of pollution
• War or political violence

Land Use Patterns

I. Definitions: Terms L and M

L. Urban Population: Percentage of the total population living in areas

termed urban by that country (typically towns of 2,000 or more or in
national or provincial capitals).27
M. Arable Land: Farmland; land capable of growing crops.28

II. Worldwide Land Use Patterns

l. 47% of the world’s population (about 2.9 billion people) now live in urban
areas.29
m. There are 0.6 acres of arable land per person on Earth.30

III. Supplemental Information

Regarding Urbanization:
• The rate of urbanization is changing rapidly, as more and more people
move to cities world-wide.
• In the developing world, about 36% of the population lives in urban areas.
While urbanization has traditionally meant more industrialization and job
opportunities, many megacities in developing countries lack a strong eco-
nomic foundation upon which to base growth. As the population grows, the
economic, social, and environmental problems in these cities grow as well.
• In the developed world - especially North America - most of the current
population shift involves people moving away from concentrated urban
centers to sprawling suburban and metropolitan regions, or to small and
intermediate-size cities.31
People and the Planet ©1996, 2004 Population Connection
Food for Thought, page 6
 Regarding Arable Land:
• The lowest authoritative estimate of the minimum amount of arable
land required to feed one person — without intensive use of synthetic
fertilizers — is 0.17 acres.32 (This doesn’t include crops for textiles or
cash crops needed for income.)

IV. Ambassadors Read Statistics L and M from Their Cards

V. Discussion Questions

1. How will population growth affect the amount of arable land available per person?
When people share a limited resource such as arable land, each person’s
share of that resource becomes smaller in direct proportion to the number
of additional people using it.

2. What would it mean for a country to have its amount of arable land per capita
fall below the minimum required to grow enough food to sustain its population?
Such a country would become dependent on imported foods, making it
vulnerable to price hikes and shortages.

3. What do you think usually causes people to move to cities?

The shift of jobs from agriculture to industry and services — leading to a
concentration of economic opportunities in urban areas.

4. What are some possible positive and negative effects of having such large
proportions of countries’ populations shifting to urban areas?

Positive Effects:
More green space is left open for:
• other species to inhabit.
• trees and other plants to continue producing the oxygen we all need.
• potential farmland.
Well-planned cities can offer people:
• more job opportunities.
• better public services and living conditions.

Negative Effects:
When a city’s population grows very rapidly, two major effects are likely:
Higher rates of unemployment and poverty
• occur when more people come looking for work than there are
opportunities available.
• can happen in spite of economic growth.
Greater environmental problems:
• infrastructure facilities and services can’t expand quickly enough to
keep up with increased demand.
• streets become congested, levels of pollution rise, sanitation systems are
overwhelmed, and residents’ health and general quality of life decline
sharply.
©1996, 2004 Population Connection People and the Planet
Food for Thought, page 7
 Energy Consumption and Wealth
I. Definitions

L. Energy Consumption: The total amount of energy used by each region

per year divided by the number of people living in that region —
includes industrial use.33
M. Gross Domestic Product: A commonly used measure of a nation’s
wealth, determined from the annual profits generated within a region by
all goods and services exchanged that year.34

II. Symbolism of Props

Regarding the matches:

• While energy is generated in many ways, including wood, coal, natural
gas and nuclear power, in this activity, all these sources have been
combined and are expressed in terms of barrels of oil.
• These matches represent the average amount of energy consumed by
each citizen of each region in the course of a year.
• Each match = the amount of energy generated from burning 1 barrel of
oil. One barrel contains 42 gallons.

Regarding the candies:

• The candies represent the amount each person would get per year if
his/her region’s annual GDP were divided equally among all its
citizens, expressed here in U.S. currency. This is also considered
to be an indicator of average annual income.
• Each Kiss = $350.

III. Distribute Bags to Ambassadors

• Start with the country whose amount is the smallest and work up
to the country whose share is largest.
• Hold each bag up high so the whole class can see it.
• From the labels, read aloud each region’s quantity.

IV. Instruct Ambassadors to Distribute the Candy Among

Their Citizens

• Expect and allow students to migrate and ask for aid.

• Assist them in making connections between their reactions to the
simulation and real-world phenomena.

V. Discussion Questions

1. What would it be like in this room if we lit all these matches?

2. Who would have to breathe all that smoke? Would only the citizens of North
America be breathing the pollution generated by their 60 matches?

People and the Planet ©1996, 2004 Population Connection

Food for Thought, page 8
3. What do the people in our Asian and African regions think about the fact that
the North Americans have a bag bulging
with wealth, when they have so little?

4. How could/do people from regions

with less wealth and opportunity get
access to those things?

5. What does the North American

Ambassador think about the uneven
distribution of wealth? What does
he/she want to do about it?

6. How will the wealthier regions

decide to which countries they will offer
foreign aid? What, if any, conditions will you impose on nations
receiving your help? Will you trust the countries receiving money from you
to put it to good use, or will you attempt to control what is done with it?

7. How will the less densely populated regions decide from which countries
they will accept immigrants? What, if any, conditions will you impose on
people seeking permission to immigrate? Will you accept only very well-
educated people, or will you base your decision on need — giving prefer-
ence to those with the least opportunity in their home countries? Or those
suffering political persecution? Or refugees from war-torn nations? Or
would it be based solely on numbers, first-come, first-served?

8. In the process of eating the candies, which region generated the most empty
wrappers? Do you think this is an accurate representation of how much
garbage each country creates as a function of its wealth and consumption?

9. [Good for the United Nations Advisory Committee, if you have one.] What does
the group think should be done about the inequitable distribution of wealth
and consumption of resources? Do donor nations have the right or obligation
to link aid to certain policies that might enable recipient countries to become
self-sufficient in the future? What might those be? Should rich countries be
required to reduce their consumption levels? How could this be encouraged or
enforced? What should be done about environmental problems (acid rain,
ozone depletion) caused by one region, but affecting others?

©1996, 2004 Population Connection People and the Planet

Food for Thought, page 9
Sources:
1, 6-13, 15-17, 21-23, 27, 29
Population Reference Bureau, “2003 World Population Data Sheet.” PRB, Washington, DC. www.prb.org
2, 3, 28,30
Food and Agriculture Organization of the United Nations. FAOSTAT Online Database, http://apps.fao.org
4, 33
Energy Information Agency, U.S. Department of Energy, 2004. www.eia.doe.gov
5, 34
The World Bank, World Development Indicators 2004. The World Bank, 2004. www.worldbank.org
14, 20
Population Reference Bureau, 2002 Women of Our World. PRB, Washington, DC, 2002. www.prb.org
18, 19, 24-26
United Nations Development Programme, Human Development Report 2003. UNDP, New York, 2003.
27
Roberts, Leslie, Ed., World Resources 1996-97. The World Resources Institute, The United Nations Environment Programme, The United Nations
Development Programme, and The World Bank. Oxford University Press, New York, 1996.
Engelman, Robert, and Pamela LeRoy. Conserving Land: Population and Sustainable Food Production. Population Action International,
32

Washington, DC, 1995. p. 9.

19
The World Bank, World Development Report 1995. Oxford University Press, New York, 1995.

To download a copy of this activity with the latest data, please visit www.populationeducation.org.

North American Ambassador Card

I am the North American Ambassador. Here are some statistics that shape my region of the world:
A. North America’s population is estimated at: 323 million
B. Our birth rate is: 14 per 1,000
C. Our death rate is: 8 per 1,000
D. Our annual growth rate due to natural increase is: 0.5%
E. At this rate our population will double in: 140 years
F. Of our 12-17 year olds, 99% of the boys and 98% of the girls are enrolled in school.
G. North American women bear an average of: 2.0 children
H. Our infant mortality rate is: 7 per 1,000
I. Our life expectancy at birth is: 77 years
J. 100% of our population has access to adequate sanitation facilities.
K. On average, there is one medical doctor per 374 people.
L. The percentage of our people living in urban areas is: 79%
M. Acres of arable land available per person: 1.9 acres

Latin American Ambassador Card

I am the Latin American Ambassador. Here are some statistics that shape my region of the world.
A. Latin America’s population is estimated at: 540 million
B. Our birth rate is: 23 per 1,000
C. Our death rate is: 6 per 1,000
D. Our annual growth rate due to natural increase is: 1.7%
E. At this rate our population will double in: 41 years
F. Of our 12-17 year olds, 51% of the boys and 58% of the girls are enrolled in school.
G. Latin American women bear an average of: 2.7 children
H. Our infant mortality rate is: 29 per 1,000
I. Our life expectancy at birth is: 71 years
J. 77% of our population has access to adequate sanitation facilities.
K. On average, there is one medical doctor per 576 people.
L. The percentage of our people living in urban areas is: 75%
M. Acres of arable land available per person: 0.8 acres

People and the Planet ©1996, 2004 Population Connection

Food for Thought, page 10
 European Ambassador Card
I am the European Ambassador. Here are some statistics that shape my region of the world:
A. Europe’s population is estimated at: 727 million
B. Our birth rate is: 10 per 1,000
C. Our death rate is: 12 per 1,000
D. Our annual growth rate due to natural increase is: -0.2%
E. At this rate our population will not double.
F. Of our 12-17 year olds, 97% of the boys and 100% of the girls are enrolled in school.
G. European women bear an average of: 1.4 children
H. Our infant mortality rate is: 8 per 1,000
I. Our life expectancy at birth is: 74 years
J. 98% of our population has access to adequate sanitation facilities.
K. On average, there is one medical doctor per 285 people.
J. The percentage of our people living in urban areas is: 73%
K. Acres of arable land available per person: 1 acre

African Ambassador Card

I am the African Ambassador. Here are some statistics that shape my region of the world:
A. Africa’s population is estimated at: 861 million
B. Our birth rate is: 38 per 1,000
C. Our death rate is: 14 per 1,000
D. Our annual growth rate due to natural increase is: 2.4%
E. At this rate our population will double in: 29 years
F. Of our 12-17 year olds, 38% of the boys and 32% of the girls are enrolled in school.
G. African women bear an average of: 5.2 children
H. Our infant mortality is: 88 per 1,000
I. Our life expectancy at birth is: 52 years
J. 60% of our population has access to adequate sanitation facilities.
K. On average, there is one medical doctor per 1,742 people.
L. The percentage of our people living in urban areas is: 33%
M. Acres of arable land available per person: 0.6 acres

Asian Ambassador Card

I am the Asian Ambassador. Here are some statistics that shape my region of the world:
A. Asia’s population is estimated at: 3 billion, 830 million
B. Our birth rate is: 20 per 1,000
C. Our death rate is: 7 per 1,000
D. Our annual growth rate due to natural increase is: 1.3%
E. At this rate our population will double in: 54 years
F. Of our 12-17 year olds, 62% of the boys and 51% of the girls are enrolled in school.
G. Asian women bear an average of: 2.6 children
H. Our infant mortality rate is: 54 per 1,000
I. Our life expectancy at birth is: 67 years
J. 47% of our population has access to adequate sanitation facilities.
K. On average, there is one medical doctor per 923 people.
L. The percentage of our people living in urban areas is: 38%
M. Acres of arable land available per person: 0.4 acres

©1996, 2004 Population Connection People and the Planet

Food for Thought, page 11