< PreviousZERO HUNGER UN SDG #2 THE FUTURE OF FOODF OOD IS life. Food is health. Food is essential. And yet despite this today according to the United Nations over 690 Million people, or 9 percent of the world’s population, suffer from malnutrition and hunger on a daily basis, and according to the World Food Program over 135 Million people suffer from acute hunger. Furthermore, and perhaps even more staggering is the fact that in today’s modern age with all of our advancements cumulatively these figures have risen by 10 Million people in the past year, and over 60 Million people in the last five years, with another 250 Million people potentially at the brink of starvation. All of which is before we discuss the impact that climate change and extreme weather will have on traditional food production which will only make things even worse. From these statistics it is clear that the way we produce and distribute food of all kinds needs to change, and this is what this course explores as we highlight the problems, and discuss and explore the solutions which are already here and emerging as we attempt to take these numbers to zero. Notes: 261311institute.comCOURSE OUTLINE CARD 311 INSTITUTE : EXPONENTIAL FUTURES CURRICULUM : COURSE OUTLINE This Course Outline Card helps you build out and visualise your course in full from start to finish. It is your single point of reference and should include as much background information and detail as possible. ABOUT THIS COURSE Describe the course objectives, content, and expected learning outcomes This course, which is part of the 311 Institutes’s Exponential Futures Curriculum (EFC), has been tailor made to address the gaps we see in many of today’s current standard academic curricula whose content hasn’t been updated in many cases for decades and as such fails to adequately prepare students for the significant disruptive technological advances that are already here and emerging, and that are changing global business, culture, and society at unprecedented scale and speed, and which if left unaddressed will have a derogatory impact on their future prospects. During this course students will learn how current food production methods are being disrupted by new revolutionary technologies and how those new methods will help us solve global famine and UN SDG 2, Zero Hunger, while at the same time eliminating many of the agricultural industry’s harmful environmental impacts by up to 100%. As we see the way we produce food, whether it be crops and fish or meat and other products, undergo a paradigm shift students will learn all about how we produce food today and its impact and discover new ways of producing these foods sustainably in a way that lets us solve almost all of today’s grand food challenges. 1 ASSESSMENT Provide details of how you will assess the course outcomes 2 MATERIALS, RESOURCES, AND PRE-WORK Provide details of the materials, resources, and any student or teacher pre-work that is required MATERIALS: Teachers Bible PRE-WORK: None Required RESOURCES: Interactive presentation tools; internet connectivity; Google Jamboard; laptops; marker pens; note books and paper; projector and or screen with audio; whiteboard; various software tools as appropriate (Adobe Express, Canva, Google Slides, Halo AR, iMovie, Kapwing, Keynote, Piktochart, QR Code Generator, et cetera ... ) 4 FOR YEAR GROUP(S): YEAR 6 AND UP OVERALL COURSE STRUCTURE AND DETAILS Provide details of the course structure, lessons, and schedule This course has THREE LESSONS and will be run over consecutive weeks. The lessons in this course are: 1. HOW FOOD IS PRODUCED TODAY AND ITS IMPACT 2. THE FUTURE OF FOOD PRODUCTION 3. THE DEEP FUTURE OF FOOD, AND IMPLICATIONS 3 Click or scan to download this resource and other educational resources. SCHOOL NAME:COURSE NAME: THE FUTURE OF FOOD Tick all that apply: This course will be run... I I n the Metaverse In PersonOnline XLESSON PLAN CARD 311 INSTITUTE : EXPONENTIAL FUTURES CURRICULUM : LESSON PLAN This Lesson Plan Card helps you build out your lesson and keep your class on track when learning about complicated or difficult topics. It can also help to give you peace of mind, knowing that everything is written down. SCHOOL NAME: ABOUT THIS LESSON Describe the lesson objectives and overview In this lesson we will introduce students to the Future of Food course, to the United Nations SDG 2 Zero Hunger initiative, and we will explore the agricultural industry’s status quo and its current impact on the world. Together we will then explore how well positioned existing food production methods are to help us meet the demands of a growing global population against the backdrop of many other global challenges including but not limited to climate change and water scarcity, as well as food affordability, availability, quality, safety, security, and sustainability. The objective of this lesson is to provide students with a well rounded understanding of today’s food production methods, their impact, and their limitations. 1 RESOURCES TEACHER RESOURCES:Teachers Bible STUDENT RESOURCES: 4 CRITICAL THINKING AND SKILLS DEVELOPMENT Describe the critical thinking and skills this lesson will help develop SPEAKING: I can speak clearly and fluently; I can gain, keep and monitor the interest of people listening to me; I can choose and use appropriate registers, formal and informal speaking, to communicate effectively WRITING: I can perform what I have written, using intonation, volume, and actions to make the meaning clear; I can note down and develop initial ideas 2 FOR YEAR GROUP(S): LESSON STRUCTURE Provide details of the lesson structure, timings, and any homework TIME ALLOTTED: 60 MINS •05 Min . Introduce the Future of Food course •25 Min . Introduce the UN SDG 2 Zero Hunger objectives, progress to date, current food production methods and thinking, and their commercial, environmental, and social impacts •20 Min . Hold a class discussion to explore current food production methods; include different food types, where food is produced and the environments, where ingredients are sourced from and food miles, and explore farming cooperatives such as Fairtrade, as well as the impact of climate change, deforestation, desertification,and global population growth •05 Min . Groups to summarise their top three findings or insights •05 Min . Close and hand out homework task HOMEWORK: •In teams or as individuals write a short single page essay discussing how food will be produced in the year 2030 3 Click or scan to download this resource and other educational resources. LESSON NAME AND NUMBER: 1. HOW FOOD IS PRODUCED TODAY AND ITS IMPACT COURSE NAME: THE FUTURE OF FOOD Tick all that apply: This lesson will be run... I I n the Metaverse In PersonOnline XLESSON PLAN CARD 311 INSTITUTE : EXPONENTIAL FUTURES CURRICULUM : LESSON PLAN This Lesson Plan Card helps you build out your lesson and keep your class on track when learning about complicated or difficult topics. It can also help to give you peace of mind, knowing that everything is written down. SCHOOL NAME: ABOUT THIS LESSON Describe the lesson objectives and overview In this lesson students will be given the opportunity to discuss future food production methods based on their current research and understanding. They will then be introduced to the new food production breakthroughs that are already revolutionising how and where we produce food and how we sustainably feed a growing global population, after which they will be given the opportunity to explore the breakthroughs in depth and ask questions. The objective of this lesson is to move students from a linear mindset, where the future looks somewhat similar to today, to an exponential mindset where their thinking is aligned with a world where exponential technologies are accelerating the rate of change and making the impossible possible. 1 RESOURCES TEACHER RESOURCES:Teachers Bible STUDENT RESOURCES: 4 CRITICAL THINKING AND SKILLS DEVELOPMENT Describe the critical thinking and skills this lesson will help develop SPEAKING: I can summarise longer passages; I can explain and justify my own answers, arguments, and opinions; I can take part in discussions, presentations, performances, role play, improvisations, and debates WRITING: I can note down and develop initial ideas and carry out extra reading research if needed 2 FOR YEAR GROUP(S): LESSON STRUCTURE Provide details of the lesson structure, timings, and any homework TIME ALLOTTED: 60 MINS •10 Min . Building on the students homework assignment from the previous lesson hold a class discussion to explore the main ways we produce food today and to discuss a few ways we could sustainably solve world hunger. •35 Min . Present the lessons Future of Food presentation which explores new methods of food production and the science behind them including how they solve many of the agricultural industry’s current scaling and sustainability problems. It is also recommended that students be given the opportunity after each section to ask questions. •10 Min . Hold a class discussion, based on the new information and insights, and let students explore and question what they’ve just learned. •05 Min . Close and provide a brief summary of the next lesson. EXTRA CURRICULA CREDIT: •Spend time exploring some of the ways the negative impact and implications of changing how we produce food could be mitigated or solved. 3 Click or scan to download this resource and other educational resources. LESSON NAME AND NUMBER: 2. THE FUTURE OF FOOD PRODUCTION COURSE NAME: THE FUTURE OF FOOD Tick all that apply: This lesson will be run... I I n the Metaverse In PersonOnline XLESSON PLAN CARD 311 INSTITUTE : EXPONENTIAL FUTURES CURRICULUM : LESSON PLAN This Lesson Plan Card helps you build out your lesson and keep your class on track when learning about complicated or difficult topics. It can also help to give you peace of mind, knowing that everything is written down. SCHOOL NAME: ABOUT THIS LESSON Describe the lesson objectives and overview In this lesson students will be given the opportunity to further explore the future of food and will then be given the opportunity to leap their thinking forwards and explore what the far future of food production could look like, including its commercial and social benefits. They will also be given the opportunity to discuss some of the negative consequences of changing how we produce food, including the ethics of it and its impact on the agricultural community. The objective of this lesson is to provide students with a platform that allows them to think through all of the different consequences of what is known as a “System Level Change” where we move an entire global system from doing things in one way to a new way. 1 RESOURCES TEACHER RESOURCES:Teachers Bible STUDENT RESOURCES: 4 CRITICAL THINKING AND SKILLS DEVELOPMENT Describe the critical thinking and skills this lesson will help develop READING: I can pick out, write down, and present information from non-fictional texts; I can explain, discuss, and present what I have read, focusing on a topic and using notes when necessary; I can back my views up with evidence SPEAKING: I can summarise longer passages; I can explain and justify my own answers, arguments, and opinions; I can take part in discussions, presentations, performances, role play, improvisations, and debates; I can assess different viewpoints and build on other people’s contributions WRITING: I can note down and develop initial ideas and carry out extra reading or research if needed 2 FOR YEAR GROUP(S): LESSON STRUCTURE Provide details of the lesson structure, timings, and any homework TIME ALLOTTED: 60 MINS •20 Min . Hold a class discussion, building on from Lesson 2, to further explore the positive impact and implications of changing how we produce food. •20 Min . Hold a class discussion, building on from Lesson 2, to further explore the negative impact and implications of changing how we produce food, including the ethics of it and its impact on the agricultural community. Students will then be invited to discuss solutions to these issues. •15 Min . Hold a class discussion to go beyond the future of food production methods presented in Lesson 2 to explore how they could be improved, and then explore what the far future of food could look like. •05 Min . Close and provide a brief summary of the learnings of the course. HOMEWORK: •Write a short single page essay discussing the future of food from your new vantage point, and compare it with the first essay you wrote after Lesson 1. 3 Click or scan to download this resource and other educational resources. LESSON NAME AND NUMBER: 3. THE DEEP FUTURE OF FOOD, AND IMPLICATIONS COURSE NAME: THE FUTURE OF FOOD Tick all that apply: This lesson will be run... I I n the Metaverse In PersonOnline XLIFELONG LEARNING FOR LIFEO NE OF the wonderful things about the human brain is that it never stands still. It’s always on and we’re always learning, even if we sometimes chalk our newly acquired knowledge up to experience rather than any specific formal education program. However, as wonderful as our giant brains are it could also be argued that the rate at which we learn as we age decreases, but strangely it’s not necessarily because our capacity to learn is diminished, it’s simply often because life as usual takes over and we don’t make time for learning new things in the way we were forced to, for want of a better phrase, as children. Once we leave the formal education system it’s easy for us to get stuck in the rut of the day to day, where the high point of our educational experiences are delivered to us via corporate training videos a couple of times a month, or documentaries on television. In order to fully prepare ourselves for the future, a future we can all play a prosperous role in, where we are the sum of our knowledge and not of our individual professions, we need to embrace a culture of life long learning and be part of a corporate and societal culture that nurtures and supports it. SWAP PROFESSIONS AT SPEED One of the greatest challenges many workers will face in the years and decades to come, whether they’re blue or white collar workers, as I’ve discussed in previous chapters, will be the accelerating rate at which technology helps to automate and dead end an increasingly broad range of professions. However, as everyone keeps saying, basing their future predictions solely on historical evidence, which is always a potentially dangerous scenario, we’re always told that while technology helps destroy jobs it also helps create new ones. And it’s this that will leave many people in a conundrum – as their own professions dead end, and redundancies loom, how are they going to be able to pull off the seemingly impossible, and make the jump to one of the new professions? Whatever those new professions might be. Traditional experience and thinking tells us it takes years, often decades, to build up the experience we need to become experts in our respective fields and build careers in our chosen professions, and that jumping between professions is at best a difficult task, and at worst an impossible one - especially when it needs to be done at speed. But with the right 267311institute.comsupport and attitude anything is possible, even switching professions at speed, so let’s walk through how we break with tradition to create a new breed of agile workforce that laughs, not sobs, in the face of change. One of the greatest challenges we’ll all face is that, while we can do our best to predict the jobs of the future, the fact of the matter is that inevitably, for better or worse, it’s likely we’ll be somewhat wide of the mark which makes preparing ourselves to take advantage of the changes in advance even more challenging. But there’s hope, and it comes not from our traditional childhood education system, but from a modern on demand education system that already provides training services to many of the world’s largest corporations, a system that is epitomised by companies like Coursera, edX and Udacity. Third party corporate training providers have been around as long as there have been companies in need of their services, but just like the companies they serve they haven’t stood still. Just as technology has had an impact on their clients businesses priorities and operations it’s also had an impact on how these third party training companies build and deliver their services. Step back far enough in time and these corporate training companies would use armies of employees to help them identify new professions as they emerged and build suitable training courses that were delivered in person. Over time these face to face training sessions became complimented by video on demand training courses, and then step forwards in time again and increasingly the majority of corporate training is now delivered over the wire, on demand to your laptop, to your mobile, over breakfast, lunch and dinner, at home and in the office. Training has truly become decentralised, global, and ubiquitous, and it’s these three traits that we can leverage to our advantage in tomorrow’s world. Our first problem, namely identifying the demise of certain professions and the emergence of new ones across regions and sectors can be solved, or at least made easier to identify and chart, by analysing real time aggregated global demand trends across training providers, and the second, the issue of helping people jump between professions at speed can also be solved, to a great degree, by leveraging these same platforms, but in a different way than we do today. Historically professionals have used Notes: 268311institute.comthese platforms at the behest of their employers to help them stay sharp and on top of the skills they need to perform their jobs, and traditionally the training offered to employees was selected from a catalogue, and a generic catalogue at that. Today, however, training has evolved, and moved beyond the catalogue. Fuelled by data collected from tens of millions of users from tens of thousands of professions today’s online training platforms are now in a position not just to recommend specific training programs for employees, but they’re also becoming increasingly adept at helping individuals identify the competencies they need to acquire in order to master particular professions. And it’s this capability that we can leverage for our own advantage to help us stave off joblessness in the future. As these platforms continue to leverage their extensive global networks to help them identify the emergence, then ascendency, of new professions over time, they’ll be able to use their huge datasets to create exhaustive competency matrices that detail all the skills people need to acquire in order to master them. For example, if we take a closer look at some of today’s popular professions we can see the competencies needed to become a computer scientist include computer networking, databases, human computer interaction, operating systems, security engineering and software engineering, to name but a few, while a data scientists competencies include data management, data visualisation, machine learning, maths, statistical programming, and statistics. As a result these matrices give people the opportunity to use them as improvised learning roadmaps to gain all the skills they need to help them jump from dead-ending professions to new ones at speed, provided of course we can learn at speed, something I discuss in the next section, and overcome today’s societal biases, which I discuss in the next chapter. THE 10,000 HOUR MYTH In 2008 an American author named Malcolm Gladwell posited that in order to become world class in a particular profession individuals had to put in at least 10,000 hours of practise. Over time though, and largely thanks to the popular media, this simple viewpoint quickly became accepted as the de facto amount of time needed to learn any new skill, and needless to say the difference between the two is vast. Notes: 269311institute.comNext >