Preparing for the future
What are the challenges facing the future of food security?
As the human population continues to increase and the impacts of climate change become more evident, it is more important than ever to have a reliable source of good, nutritious food for communities.
The ongoing impacts of drought, flood and fire in Australia, as well as the recent COVID-19 pandemic has shown how vulnerable regions are to sudden changes and the impacts these changes have on consumers. As a result, a question is raised, can past practices help inform the future of food security?
Show students the replica melted bushfire artefact without identifying the object.
Students complete a see, think, wonder and write down two guesses of what the object is. Share ideas as a class, focusing on characteristics:
| See | Think | Wonder |
|---|---|---|
| What do you see? What are the key characteristics of this object? Record observations using different senses. | What do you think this object is? Why is that? What other options are there? | What questions does this object raise? What else do you need to know about it? |
Students write 3 questions which they need answered in order to identify the object.
Once the object has been identified discuss the following questions in small groups.
- Where would this have been found?
- What happened to this?
- What was this used for?
- What (direct/indirect) impact would the loss of this have?
- Who may have owned this object?
- Why is this an important artefact to memorialise Black Saturday?
Show students the Black Saturday artwork made by Glenn Morgan after the bushfires.
Students complete a see, think, wonder and share ideas as a class, focusing on thoughts and feelings:
| See | Think | Wonder |
|---|---|---|
| What do you see? What are the key characteristics of this artwork? Record observations using different senses. | What do you think this object is? Why is that? What other options are there? | What questions does this object raise? What else do you need to know about it? |
Explore: Black Saturday bushfires (National Museum of Australia)
Using reliable sources, complete some research and create a summary table highlighting key quantifiable evidence linking Global Warming and the Millennium drought to the Black Saturday bushfires in 2009 (consider fuel load, temperature, local weather patterns). Conclude the summary with a statement identifying the impacts of these events on food security on a variety of scales.
Watch:
- Describe the interconnection between drought, agricultural yields and consumers.
- In 2009, a lack of local produce was one ‘ongoing cost of drought’. List other direct and indirect impacts the Millennium Drought and the Black Saturday fires had on the food security of Victorians.
Curriculum links activities 1-2: VCGGC128, VCGGC129, VCGGC130, VCGGC131, VCGGK135, VCGGK136
Cross curriculum links: VCHHC122, VCHHC126, VCHHC128, VCAVAE041
Read: Museums Victoria’s climate change, sustainability, and bushfire response
- Describe how the museum plays a role in fire research and recovery.
- Explain why education is an important aspect of disaster recovery.
Access: What are food systems? (Table Debates)
- Define ‘food systems’ and consider how they vary on local, national, and global scales.
- Discuss why food systems are so complex.
List some of the key drivers of change to food systems and suggest why change on a local scale can have global consequences.
Often global warming is discussed on a global or national scale and there is a large emphasis put on governments and decision makers to be solely responsible for change. However, local scale and targeted projects that focus on building healthy, equitable, sustainable and resilient food systems can have significant impacts on people’s food security, building community connection and the environment.
Read: Community Stories: Climate change and the environment program (Museums Victoria)
Read: Good food for all (VicHealth)
- Discuss how local scale initiatives can make large impacts on people and place.
- It is often expected by consumers that they can purchase any fresh produce no matter what the season. How does shifting focus to a local food chain mean changing community perspectives about how, what and when we can buy produce?
- Why is producing good quality, healthy and reliable food locally important for Victoria’s reliance against sudden changes in the national or global markets or supply chains?
- Research some projects or groups that have begun in your local region to help work towards a sustainable future.
- Brainstorm some ways your school could be more active in buying local produce or growing your own food to reduce the reliance on large-scale food chains.
Additional teaching resources: Foodprint Melbourne school resources (Melbourne University)
Curriculum links: VCGGC129, VCGGK134, VCGGK135, VCGGK136
Cross curriculum links: VCHHC123, VCCCC037
Write the following question on the board and complete a think, pair, share.
‘Given our changing climate, what are some local scale strategies to help us “future proof” our food security?’
Read: Kangaroo Grass (Urrbrae Wetland)
- How can past knowledge and techniques help inform future practices?
- Research some other native crops and food sources that may be successful in our warming climate.
- Create a mind-map investigating how shifting to native crop species agriculture might reduce our overall impact on the land (consider: land degradation, erosion, water use, salinity etc.).
- Discuss how consumer perspectives may need to shift to accept this new carbohydrate source. Create a list of survey questions that may help retailers understand consumer needs.
Read: Kangaroo grass seeds hopping towards climate change (CSIRO)
Summarise the adaptations kangaroo grass has to a warm climate. How might understanding these biomorphic characteristics improve food security in the future?
Curriculum links: VCGGC130, VCGGC127, VCGGK138
Cross curriculum links: VCSSU117
Approximate values of seasonal crop water needs:
| Crop | Crop water need (mm/total growing period) |
|---|---|
| Banana | 1,200–2,200 |
| Barley/Oats/Wheat | 450–650 |
| Citrus | 900–1,200 |
| Cotton | 700–1,300 |
| Maize | 500–800 |
| Potato | 500–700 |
| Rice (paddy) | 450–700 |
| Sorghum/Millet | 450–650 |
| Sugarcane | 1,500–2,500 |
| Sunflower | 600–1,000 |
Source: Food and Agriculture Organization of the United Nations
Rank the crops according to water needs in the table above. Consider which crops may be increasingly difficult to grow in a warming and drying climate.
Explore: Foodprint Melbourne project - map of Melbourne's foodbowl
- Ask students to explore the map, turn layers on and off and interpret the legend.
- Describe the regions which are associated with farming these particular crop species. Using the students’ understanding of biomes, find interconnections between climate, technology use and crop growth in Australia.
- Consider how these locations may have changed over time as a result of urbanisation or other human activity.
- Research the water needs of some native food species and compare these to exotic crops.
- Research some other ways present farmers are adapting their agricultural practices to ensure productive yields and sustainable income and environments.
Curriculum links: VCGGC131, VCGGC132, VCGGC130, VCGGK133, VCGGK134
- Special Report on Climate Change and Land: Food Security (IPPC) Report (extensive and is best presented in segments to students) highlighting interconnection between changing climate and food security (crop production and future yield success etc.)
- Response to food security and global farming with various case studies (CSIRO)
- Food policy and vision (City of Melbourne) The City of Melbourne aims to “A food system that is secure, healthy, sustainable, thriving and socially inclusive”. This report and policy statement explores the ambitions of the city to make a more resilient and food secure community.
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