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Task Sheet

Feeding 9 Billion: The Challenge for Generation 2050

As the population is set to increase to over 9 billion by the year 2050 there are challenges for food producers to feed so many people. Your task is to research a new technology that will assist The Millennial Generation in meeting targeted food production levels.

Use the website before you google! There are many useful links here.

Your task is broken down into five parts:

  1. INTRODUCTION – Population growth, food trends, food supply and food wastage.
  2. Describe the world’s population growth up until now and the predicted growth towards 2050.
  3. Explain how have diets changed as the world has become more developed
  4. Describe the pattern of food wastage globally
  1. AGRICULTURAL BACKGROUND – Climate change, increasing production and efficient use of resources
  2. Why does agricultures footprint need to be reduced to halt climate change?
  3. How can production be increased and why is it necessary to increase production?
  4. How can resources be used more efficiently?
  1. TECHNOLOGY IN AGRICULTURE

Identify a technology that is currently being developed for use in agricultural production specifically to either:

  • Increase production by growing more on farms we’ve already got (intensive farming; hydroponics, aquaponics to reduce deforestation, research into plant varieties that grow in hostile conditions, drone technology, virtual farmers, )
  • Decrease food waste (better storage, transportation, smaller portions, eating leftovers
  • Freeze agricultures footprint (reduce the effect of food production on climate change, sustainable water use, methane capture)
  • Use resources more efficiently (tailored fertilizer, precision farming, organic farming, farmbots, genetically modified crops, Apps)
  • Shift diets (eat a plant based diet, reduce the use of crops for biofuels and use food waste instead, less food to livestock)

Explain

a)WHAT this technology is

b)HOW it works

c)WHERE it increases food production, its

d)COST and

e)CURRENT usage

f)Diagrams are essential

  1. CONCLUSION – Your own point of view on why this technology is necessary to increase food production to meet the projected population growth expected by the year 2050.
  1. REFERENCES – In-text references and an alphabetical reference list.

Word Limit: 1200 words. Draft Due:End Week 2 Term 3.Final Copy Due: End Week 3 Term 3.

Assessment Rubric

- / Investigation, Analysis and Evaluation / Knowledge and Application
A / Designs a logical, coherent, and detailed agricultural investigation.
Obtains, records, and represents data, using appropriate conventions and formats accurately and highly effectively.
Systematically analyses and interprets data and evidence to formulate logical conclusions with detailed justification.
Critically and logically evaluates procedures and their effect on data. / Demonstrates deep and broad knowledge and understanding of a range of agricultural concepts and practices.
Develops and applies agricultural concepts, skills, and practices highly effectively in new and familiar contexts.
Critically explores and understands in depth the interaction between agricultural science and society.
Communicates knowledge and understanding of agriculture coherently, with highly effective use of appropriate terms, conventions, and representations.
B / Designs a well-considered and clear agricultural investigation.
Obtains, records, and represents data, using appropriate conventions and formats mostly accurately and effectively.
Logically analyses and interprets data and evidence to formulate suitable conclusions with reasonable justification.
Logically evaluates procedures and their effect on data. / Demonstrates some depth and breadth of knowledge and understanding of a range of agricultural concepts and practices.
Develops and applies agricultural concepts, skills, and practices mostly effectively in new and familiar contexts.
Logically explores and understands in some depth the interaction between agricultural science and society.
Communicates knowledge and understanding of agriculture mostly coherently, with effective use of appropriate terms, conventions, and representations.
C / Designs a considered and generally clear agricultural investigation.
Obtains, records, and represents data, using generally appropriate conventions and formats with some errors but generally accurately and effectively.
Undertakes some analysis and interpretation of data and evidence to formulate generally appropriate conclusions with some justification.
Evaluates procedures and some of their effect on data. / Demonstrates knowledge and understanding of a general range of agricultural concepts and practices.
Develops and applies agricultural concepts, skills, and practices generally effectively in new or familiar contexts.
Explores and understands aspects of the interaction between agricultural science and society.
Communicates knowledge and understanding of agriculture generally effectively, using some appropriate terms, conventions, and representations.
D / Prepares the outline of an agricultural investigation.
Obtains, records, and represents data, using conventions and formats inconsistently with occasional accuracy and effectiveness.
Describes data and undertakes some basic interpretation to formulate a basic conclusion.
Attempts to evaluate procedures or suggest an effect on data. / Demonstrates some basic knowledge and partial understanding of agricultural concepts and practices.
Develops and applies basic agricultural concepts, skills, and practices in familiar contexts.
Partially explores and recognises aspects of the interaction between agricultural science and society.
Communicates basic information about agriculture, using some appropriate terms, conventions, and/or representations.
E / Identifies a simple procedure for an agricultural investigation.
Attempts to record and represent some data with limited accuracy or effectiveness.
Attempts to describe results and/or interpret data to formulate a basic conclusion.
Acknowledges that procedures affect data. / Demonstrates some limited recognition and awareness of agricultural concepts and practices.
Attempts to develop and apply one or more basic agricultural concepts, skills, and/or practices in familiar contexts.
Attempts to explore and identify an aspect of the interaction between agricultural science and society.
Attempts to communicate information about agriculture.

Don’t have a computer? Use this Task Sheet!

  1. Describe the world’s population growth up until now and the predicted growth towards 2050.
  1. Explain how diets have changed as the world has become more developed.
  1. Describe the pattern of food wastage globally.
  1. Why does agricultures footprint need to be reduced to halt climate change?
  1. How can production be increased and why is it necessary to increase production?
  1. How can resources be used more efficiently?
  1. What is a technology that is currently being developed for use in agricultural production that will help feed Generation 2050? ______
  1. Diagram of this technology.
  1. How does it work?
  1. Will it help to:

⎕increase production

⎕decrease waste

⎕reduce climate change

⎕use resources more efficiently

⎕shift diets

  1. How much does it cost?
  1. Where is it currently being used?
  1. Why is this technology necessary to increase food production (this is your conclusion)?

References: