Lesson 2

We will continue to learn about new technologies and innovations that have developed as a response to the challenge of sustainably feeding a growing global population, examining the following question: Are new technologies, such as indoor urban agriculture and vertical farming, viable solutions to sustaining a global food system? We will critically examine some of the proposed solutions and analyze perspectives that challenge some of these developments. We will participate in an activity and write a short claim based on a proposed solution that we think is a sustainable and viable option for growing food to meet a burgeoning population.

Lesson Goals

Can I gather and organize relevant and sufficient evidence to demonstrate an understanding of the different perspectives regarding potential future impacts on the global food system, and the claims both for and against different proposed solutions to these major issues and challenges?
Can I identify examples of counterclaims to those presented in the text by Little and "The Future of Food and Agriculture: Trends and Challenges,” and can I identify the counterclaims, reasoning, and evidence used to develop these arguments and explanations as presented by Shackford?

Texts

Core

- “‘Fate of Food’ Asks: What’s for Dinner in a Hotter, Drier, More Crowded World?,” Terry Gross, Fresh Air, National Public Radio, 2019

- “Indoor Urban Farms Called Wasteful, ‘Pie in the Sky’,” Stacey Shackford, Cornell Chronicle, 2014
- “The Future of Food and Agriculture: Trends and Challenges,” Food and Agriculture Organization of the United Nations, Food and Agriculture Organization of the United Nations, 2017

Materials

Tools

Reference Guides

Question Sets

Global Food Production: Section 3 Question Set

Editable Google Docs

Activity 1: Discuss – Write

We will participate in a fishbowl discussion about the Future of Food and agriculture using the arguments highlighted in the podcast.

You will engage in a fishbowl discussion with the entire class.

Organize half the desks into an outer circle, the other half into an inner circle. Your teacher will split the class into two groups: conversationalists and listeners. The conversationalists will sit in the inner circle, and the listeners will sit in the outer circle.

The conversationalists will discuss the questions they developed while listening to the podcast. Everyone must speak at least once while in the inner circle. The listeners will take notes on the conversationalists’ discussion and pass questions to the conversationalists to keep the dialogue flowing.

After 15 minutes, switch roles.

Activity 2: Read – Discuss – Write – Present

Once we have completed the fishbowl discussion, we will look at an infographic that depicts some of the key trends and challenges of the Future of Food and agriculture. We will make connections between the trends depicted and those we discussed as part of our fishbowl activity.

In pairs or small groups, read through "The Future of Food and Agriculture: Trends and Challenges," making special note of the global challenges numbered in red.

In your pair or small group, respond to one of the following discussion questions:

What were some of the most compelling arguments about the future of the food system introduced in our discussion?
What are some potential solutions that Little discusses in her interview that might directly address one of the challenges listed in the infographic?
Which challenges to our future food system are the most immediate? How does Little portray these challenges in her interview?
The infographic notes that one-third of all food produced around the world is wasted. What are some ways that new food solutions are addressing the issue of food waste, as Little describes?
In her book, Little writes about how people who were supporters of the sustainable food movement decided the approach "couldn't provide enough food and couldn't provide it at affordable prices." What does this indicate about the future of sustainable agriculture?

As a class, share the key findings and answers to the question you discussed with your partner or small group.

Activity 3: Read – Write

We will read and annotate the article “Indoor Urban Farms Called Wasteful, ‘Pie In The Sky’” by Stacey Shackford.

Individually read and annotate the article "Indoor Urban Farms Called Wasteful, ‘Pie in the Sky.’”

As you read, write down examples of claims the author makes that are counterarguments or counterclaims to those made in "'Fate Of Food' Asks: What's For Dinner in a Hotter, Drier, More Crowded World?" in terms of possible new technologies and food solutions. Remember, a counterargument is a claim that contradicts or opposes the supporting claims of the argument and supports an alternate position.

You might use the Delineating Arguments Tool as you analyze the argument and identify Shackford’s claims, especially in order to make comparisons between claims made in the podcast interview with Little.

Activity 4: Read – Write

For homework, we will write a short claim outlining a proposed solution that we think is both viable and sustainable.

For homework, review your notes from the lesson and choose a proposed future solution that addresses one of the 10 global challenges shaping the future of food, as outlined in “The Future of Food and Agriculture: Trends and Challenges.”

Once you have chosen a proposed solution, write a one-sentence claim statement followed by a supporting paragraph that describes the solution that you believe is a sustainable and viable option for growing food that meets a growing population, and why you think it is a viable solution. Be sure to use evidence from the text when writing your paragraph.

To help construct your paragraph, refer to the guiding subtopic question for this lesson: Are new technologies, such as indoor urban agriculture and vertical farming, viable solutions to sustaining a global food system?

You might use the Forming Evidence-Based Claims Tool and Organizing Evidence Tools to help in constructing your claim and paragraph.