Activity Introduction

Quick summary: 2040 is an innovative feature documentary that looks to the future, but is vitally important NOW! Director Damon Gameau embarks on a journey to explore what the future could look like by the year 2040 if we simply embraced the best solutions already available to us to improve our planet and shifted them rapidly into the mainstream.

In this lesson, students will be immersed in, and connect with, the documentary film 2040, focusing on the topics of food security and urban agriculture. Students begin by exploring the concept of food security by participating in a classroom demonstration and a guided discussion around a food security clip. They then explore the practice of urban farming as one solution to current and future food security challenges. Students then work collaboratively to identify a potential site for an urban farm in their area, creating a proposal for this project to share with the class.

2040 is only available in cinemas until later in 2019. You can make a group booking for your class at your local cinema during the film’s theatrical release. Find out how to see the film in cinemas hereThese lessons have been designed with a media library to support teachers. The Schools Version of the 2040 DVD is now also available for pre-order! School-based screenings can commence from September 1st – pre-order now to ensure that the DVD is delivered to you before the end of August. The Schools Version includes an educational license, allowing you to play it in class as a learning tool or even host on-site screenings for your school community. 

Learning intentions:

  • Students will understand what food security is
  • Students will understand what urban agriculture is and how it can help address food security

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 9 Geography

  • Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)
  • The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
  • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)

Year 10 Geography 

  • Human-induced environmental changes that challenge sustainability (ACHGK070)
  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
  • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Syllabus outcomes: GE5-2, GE5-3, GE5-5, GE5-8.

General capabilities: Critical and Creative Thinking.

Cross-curriculum priority: Sustainability OI.3, OI.8, OI.9.

Relevant parts of Year 9 Geography achievement standards: Students predict changes in the characteristics of places over time and identify the possible implications of change for the future. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal.

Relevant parts of Year 10 Geography achievement standards: Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. Students evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. 

Topic: Sustainability, Food.

Unit of work: 2040 – Geography – Years 7 to 10

Time required: 100+ mins.

Level of teacher scaffolding: Medium – oversee activities and facilitate class discussions.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Food Security Activity – Parts of a Lunch. Food Security Activity Script.

Keywords: 2040 documentary, documentary, sustainability, food, food security, future, farming, urban farming.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Cool Australia, GoodThing Productions and Regen Pictures would like to acknowledge the generous contributions of Good Pitch Australia, Shark Island Institute, Documentary Australia Foundation, The Caledonia Foundation and our philanthropic partners in the development of these teaching resources.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions: Students will ...

  • ... understand what food security is
  • ... understand what urban agriculture is and how it can help address food security

Success criteria: Students can …

  • ... work collaboratively
  • ... participate in class and group discussions
  • ... propose and justify an urban agricultural project
  • ... create a proposal based upon set criteria

Teacher content information: A 2018 study by The University of Melbourne on the thoughts and concerns of young people from Generations X and Y found the number one concern across both groups was lack of action around climate change. In particular, "Generation X worries what climate change will mean for their own children, while Generation Y is concerned about the impact on future generations" (The Educator). The report indicates that young people have a serious mistrust in the Government's ability or willingness to tackle climate change.

Tackling climate change requires large-scale,

...
 
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Student Worksheet

Thought starter: What is food security and why is it important?

Urban Agriculture in Your Area

In this part of the lesson, you will be working in groups to develop an agriculture project in your area. In your groups you will need to:

  • Identify a site. This could be in your school (such as an unused part of the school) or in your community (such as vacant or under-utilised land, or unused buildings).
  • Identify what form of urban agriculture would be most suitable, such as vertical farming or green walls, hydroponics, aquaponics, rooftop or backyard gardens, street landscaping, animals (e.g. chooks) or bees, or greenhouses.
  • Create a report, poster, or video to share your ideas - this should include maps, diagrams, proposed forms of urban agriculture, and justification for design and site selection and.

Site Selection

Record the details of the site selected for your urban agriculture design below.

Location of the site (give the address and/or coordinates):

 

 

 

 

Type o

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