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Careers in Grains Year 9

(Stage Five)

English Science

Geography Design & Technologies

Food Technology

Acknowledgements Founder of From Paddock to Plate, Louise FitzRoy, has produced this national educational resource to be incorporated into the curriculum programs of schools across Australia. Louise would like to sincerely thank the Australian Grain Institute (AGI) Capacity Building Project for providing the funding to create the ‘Careers in Grains’ content so that students across Australia can learn about the diverse career opportunities available in the grains industry. Louise would also like to acknowledge all the sponsors and supporters of From Paddock to Plate. Copyright © 2009-2017 From Paddock to Plate Enterprises Pty Ltd The use of the From Paddock to Plate Schools Program is subject to the Terms and Conditions on the From Paddock to Plate website – www.frompaddocktoplate.com.au

| CAREERS IN GRAINS YEAR 9 SCIENCE © From Paddock to Plate Enterprises Pty Ltd | 2

Year level: 9 Curriculum focus The unit Careers in Grains will show students first-hand the different jobs that are available and the variety of skills required within Australia’s agriculture industry. This manual and associated lesson plans will assist teachers and students to explore technologies and innovative concepts being utilised by the rural workforce and discover the rewarding career opportunities that exist in the industry. Careers in Grains will challenge the famer stereotype and remove the misconception that you need to grow up on a farm or have a farming background to be involved in agriculture. Students are given insights into the varying work environments and are provided with an understanding of the passion and commitment that those who work in agriculture have for the jobs that they do. This topic aims to inspire young people to consider careers in agriculture so that the sector can continue to grow and prosper into the future. In this unit students will:

• explore the numerous jobs required of farmers and the skills they need to learn to operate a farming enterprise efficiently and productively;

• follow the journey of several people who each have different careers in the agriculture industry;

• meet both employees and employers of all ages who have varying goals and ambitions; and

• discover the enticing career opportunities and tempting lifestyle choices available in rural areas.

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website in January 2017. Sample of topics covered for discussion and further consideration

• Food security • Sustainability • Biodiversity • Environment • Waste management • Water security • Drought & natural disasters • Traceability • Nutrition • Food waste & recycling

• Innovation & design • Technology • Food miles • Ethics • Animal welfare • Animal health • Soil & pasture management • Community • Pests & diseases • Economics


Science Year 9 Strand: Science Understanding: Biological sciences PAGE 9 | ACSSU176 (Cross-curriculum priorities: Sustainability) Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems Strand: Science Understanding: Chemical sciences PAGE 12 | ACSSU177 All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms PAGE 12 | ACSSU178 Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed PAGE 12 | ACSSU179 (Cross-curriculum priorities: Sustainability) Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer Strand: Science Understanding: Earth and space sciences PAGE 21 | ACSSU180 The theory of plate tectonics explains global patterns of geological activity and continental movement Strand: Science as a Human Endeavour: Nature and development of science PAGE 24 | ACSHE157 Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community Strand: Science as a Human Endeavour: Use and influence of science PAGE 24, 26 & 27 | ACSHE160 People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions


PAGE 27 | ACSHE228 The values and needs of contemporary society can influence the focus of scientific research Strand: Science Inquiry Skills: Questioning and predicting PAGE 30 | ACSIS164 Formulate questions or hypotheses that can be investigated scientifically Strand: Science Inquiry Skills: Planning and conducting PAGE 31 | ACSIS165 Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods PAGE 31 | ACSIS166 Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data Strand: Science Inquiry Skills: Processing and analysing data and information PAGE 30 & 31 | ACSIS169 Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies PAGE 30 & 31 | ACSIS170 Use knowledge of scientific concepts to draw conclusions that are consistent with evidence Strand: Science Inquiry Skills: Evaluating PAGE 30, 31, 33 & 40 | ACSIS171 Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data PAGE 30 & 31 | ACSIS172 Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems


Strand: Science Inquiry Skills: Communicating PAGE 30, 31, 33 & 40 | ACSIS174 Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website in January 2017.


Facts about the Australian grains industry

• Japan and Korea annually import about 1,700,000 tonnes of wheat [Australian Noodle (ANW) and Australian Premium White (APW) varieties] from Australia for noodle production (about 20 percent of the WA wheat crop).

• Wheat accounts for the majority of Australia’s grain production and is used for the production of breads, noodles and pastas. Australia produces just three per cent of the world’s wheat but accounts for 10-15% of the world’s 100 million tonne annual global wheat trade.

• There are various different types of wheat produced in Australia, including Australian Prime Hard (APH), Australian Hard (AH), Australian Premium White (APW), Australian Noodle Wheat (ANW), Australian Standard White (ASW), Australian Premium Durum (ADR), and Australian Soft (ASFT).

Australian Export Grains Innovation Centre, May 2015

• The total gross value for all grains and oilseeds in Australia in 2009-10 is approximately $9 billion-a-year.

Australian Bureau of Statistics, Value of Agricultural Commodities Produced, 2009/2010, Catalogue No. 7503.0

• In Australia, 40,281,000 tonnes of coarse grain were produced in

2010-11 (cereal crops primarily including barley, grain sorghum, maize, oats, triticale and wheat), covering 19,283,000 hectares of land.

• The total amount of wheat produced in Australia in 2010-11 was 27,891,000 tonnes on 13,645,000 hectares.

• The total amount of barley produced in the same time frame equalled 8,145,000 tonnes on 3,740,000 hectares.

• Production of the major winter grains in 2011 is estimated at over 27 million tonnes for wheat, 2.4 million tonnes for barley and 2.4 million tonnes for canola.

• Globally, 1,100 million tonnes of coarse grain were produced in 2010-11, covering over 306 million hectares of land.

• Australia’s annual export volume of coarse grains in 2010-11 was 5,337,000 tonnes, with an export value of $1.493 billion.

• Australia exported 4,625,000 tonnes of barley in 2010-11, worth $1.295 billion.

• Exports of sorghum for the same period were valued at $146 million, and totalled 553,000 tonnes.

ABARES, Australian Commodity Statistics 2011


General facts about the Australian agriculture industry

• There are approximately 134,000 farm businesses in Australia, 99 percent of which are family owned and operated.

• Each Australian farmer produces enough food to feed 600 people,

150 at home and 450 overseas.

• Australian farmers produce almost 93 percent of Australia’s daily domestic food supply.

• As of 2010-11, there are 307,000 people employed in Australian

agriculture.

• The complete agricultural supply chain, including the affiliated food and fibre industries, provide over 1.6 million jobs to the Australian economy.

• The agricultural sector, at farm-gate, contributes three percent to

Australia’s total gross domestic product (GDP).

• The gross value of Australian farm production in 2010-11 was $48.7 billion.

• Australian farmers export around 60 percent of what they grow and

produce.

• Australia’s farm exports earned the country $32.5 billion in 2010-11.

• Australian farmers are environmental stewards, owning, managing and caring for 61 percent of Australia’s land mass.

• Farmers are at the frontline of delivering environmental outcomes

on behalf of the Australian community, with 94 percent of Australian farmers actively undertaking natural resource management.

National Farmers’ Federation, June 2016


Useful words and phrases Australian Grain Institute (AGI) Barley Bran Broadacre Broker Brokerage Canola Cash market Coarse grains Cultivate Grist CBH Group Commodity Endosperm Fertiliser Folic Forward contract FOSS machine Fungicide Germ Global Positioning System (GPS) Grain bank Grains Research & Development Corporation (GRDC) Hectolitre Herbicide Husk Kernel Millet No-till Quarantine Pesticide Plough Protein Ring-bark Storage bin Stubble Thiamin Trade barriers Variable levy Weighbridge Wheat Wheat berry


LET’S GET STARTED Firstly, please read the FP2P Welcome Guide on the FP2P website - www.frompaddocktoplate.com.au/school-programs/ It is important to understand the level of knowledge your students have of grain production in Australia. This will determine the structure of your delivery for this unit.

Ø ASK the students to describe and list what they know about grains.

Ø DISCUSS the useful words and phrases. Ø BRAINSTORM and gather ideas and information from

the class and use this as a platform to begin this unit. Ø READ the ‘Canola’ chapter in the From Paddock to Plate

book, p35.

It is now a great time to watch the From Paddock to Plate three-part ‘Careers in Grains’ video series. Ask the students to do the follow-on activities below in succession or as standalone lessons.

__________ ACSSU176 Biology | Environment | Pest and weed control | Biosecurity | Population | Invasive | Diseases | Geographic location | Careers EXPLORE interactions between organisms such as predator/prey, parasites, competitors, pollinators and disease. EXAMINE factors that affect population sizes such as seasonal changes, destruction of habitats, introduced species. DEFINE and DISCUSS what ‘environmental biosecurity’ means and what careers are available in this field of work.

• ‘Many invasive plants can pose a serious threat to biodiversity by significantly impacting native flora and fauna populations. They also


contribute to land and water degradation and losses in productivity. Invasive animals can pose a serious threat to biodiversity. They contribute to the loss of native animals and farm productivity by direct predation or by disturbing or eating native vegetation, and by spreading weeds.’ – Environment, Land, Water and Planning, Victorian State Government

RESEARCH the list of ‘Weeds of National Significance’ - www.weeds.org.au/WoNS/ DISCUSS how introduced and invasive plants and animals can impact the productivity of a grain farm. IDENTIFY how different geographic locations determine the type and control method of invasive plants and animals. INVESTIGATE methods of control that a farmer can use including both conventional and biological methods. Text references:

• ‘A new strain of the rabbit-killing calicivirus won't be released until spring at the earliest, the Invasive Animals CRC says. It had been hoped the new calici strain might be available as early as March, but it will now be released later this year, or in Autumn 2017, to allow for various state and federal approvals and consultation processes to be completed. The Australian Pesticides and Veterinary Medicines Authority is currently seeking public submissions on the new calicivirus strain. The Invasive Animals CRC says rabbits cost the Australian agriculture sector $200 million each year, and it's confident the new strain (RHDV1 K5) is safe and humane, and will be effective. It's also been backed by the National Biosecurity Committee.’ - Delayed release for new calici strain, as consultation process continues by Anna Vidot, ABC Rural, 12 January 2016

• ‘A high flying drone with infrared cameras could be the latest high-tech tool to deal with a very costly problem in Australia. Official estimates put the cost of feral pests like pigs, wild dogs, and rabbits at $1 billion each year in lost agricultural productivity. The cost, calculated by the Invasive Animal Cooperative Research Centre, is a serious burden for landholders plus the Local, State, and Commonwealth Governments. Now an Australian company, Ninox Robotics, is coming at the issue of pest control from another angle; the sky. Managing Director, Marcus Ehrlich, said the company is trialling a suite of technology, using a military grade drone, across two states. Mr Ehrlich explained it is that infrared camera which lets them locate pest animals by stealth. "It allows the heat signature of invasive pests to stand out enormously from the ground. The drone


itself passes the vision in real-time to the ground control station, where we can see it on computers and where we can give what's known as a mobile computer to farmers, which is a passive device where they can see what the drone is looking at in real time.” - Drones trialled to help reduce billion-dollar invasive pest animal problem by Arlie Felton-Taylor and David Claughton, ABC Rural, 22 July 2015

• ‘A bioherbicide trial in the Kimberley is showing how pastoralists can eradicate invasive weeds and still be certified organic. Bioherbicides are biologically-based control agents for weeds, which usually have fewer, or much milder, effects on the environment than chemical herbicides. Researchers at the University of Queensland have developed a fungi based bioherbicide which kills Parkinsonia — an invasive weed that occupies vast tracts of pastoral land in northern Australia. The work is being trialled at cattle stations near Fitzroy Crossing by Bioherbicides Australia, which is due to soon bring a licensed product to market in Australia.’ - Bioherbicide trial in Western Australia shows how pastoralists can eradicate weeds and still be organic by Tom Edwards, ABC Rural, 15 April 2016

Teacher resources:

o www.environment.gov.au/biodiversity/invasive-species o www.environment.gov.au/system/files/resources/2bf26cd3-1462-

4b9a-a0cc-e72842815b99/files/invasive.pdf o www.abc.net.au/news/2016-01-12/delayed-release-for-new-calici-

strain/7083388 o www.abc.net.au/news/2015-07-22/drones-to-help-manage-invasive-

pest-animal-species-in-australia/6639204 o www.abc.net.au/news/2016-04-15/bioherbicide-trial-proves-

pastoralists-kill-weeds-organically/7329168 RESEARCH PROJECT INVESTIGATE ‘dieback’. DISCOVER what it is, what it does to plant species in Australia and control methods being used to eradicate it. Use the Paddock to Plate app to contact local farmers in your region to find out if ‘dieback’ is present on their farms and what they are doing to control the spread of it.

__________


ACSSU177 � ACSSU178 � ACSSU179 Environment | Chemical reactions | Photosynthesis | Energy | Mental health | Pollution | Sustainability | Global warming | Genetics DESCRIBE and MODEL the structure of atoms in terms of the nucleus, protons, neutrons and electrons. ASK the students to describe a chemical reaction and BRAINSTORM everyday occurrences of chemical reactions. DISCOVER the nature of chemical reactions and when they take place. What is the role of energy in chemical reactions? **A chemical change is when two substances are mixed together to form something new. Typically, a chemical change is irreversible. In contrast, physical changes do not form new products and are reversible. For example when mixing sugar and water, the sugar appears to be no longer present so one can assume a chemical change has happened when in reality the mixture can be separated back into it's original substances. There are four main clues that a chemical change has occurred.

1. There is a formation of gas which can be seen by a fizzing or bubbling

2. The reaction will cause heat, light or odour to be emitted 3. A colour change is produced 4. A solid is formed during the change

Examples of chemical changes:

• cooking vegetables • turning milk into curd • rusting of iron • combustion (burning) of wood • metabolism of food in the body • cooking an egg • baking bread • explosion of fireworks • rotting bananas • grilling a hamburger • milk going sour • your body digesting food


EXPERIMENTS ASK the students to form a hypothesis before an activity and then DISCUSS findings at the conclusion of the activity. ACTIVITY ONE DEMONSTRATE and OBSERVE how a chemical reaction can form a solid. DISCUSS with the students what a supersaturated solution is. Honey is a supersaturated solution of sugars (about 70 percent sugar and 20 percent water). Crystals form in honey when the sugar falls out of solution. Once out of solution, the sugar acts as a seed, or nuclei, and other sugar molecules gather around it, forming a particle with a precise, regular arrangement – a crystal. The size and shape of a honey crystal depends on the type and amount of sugar in the honey. It is also affected by moisture content, temperature, humidity and the size of starting nuclei. Large, hard sugar crystals can spontaneously form in honey, particularly around impurities like dust, pollen, wax or even air bubbles. Different types of honey have crystals of various sizes. Runny honey has no crystals, whereas creamed honey has very small crystals giving it a soft, spreadable texture. Honey manufacturers control crystallisation during honey processing to get the desired end product. In this experiment, you will design a method for making creamed honey with small crystals for a local honey manufacturer. Aim: To observe honey crystal formation and discover how the size of nucleating crystals affects honey crystal size during formation. The presence of sugar crystals in honey affects the honey’s texture and palatability. Materials needed:

• Runny honey • Creamed honey • Honey crystals (look at the top and sides of an old honey jar) • 250 ml glass beaker • Glass stirring rod • Heating block • Measuring cylinder • Stirring rod • Boiling water • 3 shallow dishes (for example evaporating dish, Petri dish or plastic

bowl) • Plastic wrap


Method: 1. Measure 30 ml of water into a beaker. Heat and stir in runny honey

until no more will dissolve. You will reach a point where some honey stays at the bottom of the beaker no matter how much you stir it. This is a supersaturated solution. It is important that your solution is as saturated as possible for this experiment to work.

2. Thoroughly clean and dry the shallow dishes. 3. Pour 20 ml of the saturated honey solution into one of the dishes and

cover with plastic film. Poke 10 holes in the film. 4. Pour 20 ml of the saturated honey solution into a second dish. Add a

small amount of creamed honey and cover with plastic film. Poke 10 holes in the film.

5. Pour 20 ml of the saturated honey solution into the third dish. Add a few large honey crystals and cover with plastic film. Poke 10 holes in the film.

6. Leave till crystals form. This experiment will work best if this step is at room temperature (10–21ºC).

Results: Describe what you see in each of the three dishes. You may use diagrams to help you. Conclusion:

• What is a supersaturated solution? • Why is it important for this experiment that you start with a

supersaturated solution? • From the results of your experiment, would you recommend that the

honey manufacturer adds no crystals during honey processing, adds small crystals or adds large crystals?

DESIGN an experiment to find out more about honey crystal size. Choose one of the following ideas to investigate:

• Does the number of holes in the lid affect crystal formation? • Does temperature affect crystal formation?

You can also bake bread as an example - bread is formed and cannot be separated back into flour and water. ACTIVITY TWO DEMONSTRATE and OBSERVE how a chemical reaction can produce heat. Materials needed:

• 1 tsp of yeast • ¼ cup of hydrogen peroxide • a stirring stick


• a thermometer • a bowl

1. POUR the peroxide into the bowl and place the thermometer

in the liquid. Let it sit for a few minutes until the temperature has stabilised. Record this starting temperature. Ask the students to guess what will happen and if it will be a chemical or physical change.

2. Pour in the yeast and stir. The mixture should start to fizz and bubble, which is a clue that a chemical reaction is happening. Touch the outside of the bowl to physically feel the temperature change. Record the temperature at the end.

DISCUSS what type of change occurred. What made the temperature rise? ACTIVITY THREE DEMONSTRATE and OBSERVE the formation of a gas. Objective: After the ingredients for bread are mixed together, fermentation occurs when the yeast cells break down large starch molecules into sugars for energy. They use this energy for survival and reproduction. The sugars digested by the yeast “burp out” carbon dioxide and ethyl alcohol into existing air bubbles in the dough. The objective of this experiment is to see how much carbon dioxide (gas) is “burped” out when yeast is combined with sugar. Materials needed:

• 1 packet (or 2 teaspoons) of active dry yeast • 1 tablespoon of sugar • 1 cup of warm water • a clean, empty plastic bottle (the kind soda or water comes in) • a sheet of paper • a balloon • notebook • pencil

1. STRETCH the balloon out by blowing it up and releasing the air

three times. 2. POUR the warm water into the bottle. 3. MAKE a funnel by rolling a piece of paper into a cone shape, then

put the pointed end into the mouth of the bottle. 4. POUR the sugar into the bottle through your funnel. 5. PUT the cap on and shake the bottle until most of the sugar has


dissolved. 6. TAKE the cap off. 7. PUT your funnel in the mouth of the bottle and pour the yeast in

so that it floats on top of the sugar water. 8. Quickly ATTACH the balloon to the mouth of the bottle. 9. SET the bottle in a place where it won't be disturbed and write in

your notebook what time it is. 10. Go back and CHECK the bottle after two minutes and write

down changes you see to the liquid in the bottle or to the balloon. 11. Check it again in five minutes and write down any changes. If it

doesn't look like much is happening, leave it for about 15 minutes and then look at it again.

12. Continue to check on the bottle and balloon about every 15 minutes. The reaction may continue for up to several hours.

ANALYSE what type of reaction occurred. Results: The warm water made the yeast 'wake up' and it immediately started to have a chemical reaction with the sugar. Two substances, yeast and sugar, reacted to each other and together they made a new substance - a gas called carbon dioxide. Carbon dioxide is the same gas that makes soda pop fizzy, and one of the many gases in the air we breathe in and out. The carbon dioxide from the reaction filled up all the space in the plastic bottle and kept rising to fill up the balloon. At first, the yeast should have looked puffy or bubbly on the surface of the water as it was beginning to react with the warmth of the water. Then, you probably noticed that the balloon was standing straight up instead of being flopped over the mouth of the bottle! That was the first sign that the yeast was reacting with the sugar and that carbon dioxide gas was being made. Soon after that, the balloon should have started to inflate. Since the balloon was made of stretchy rubber (and you helped stretch it out), it kept expanding to hold the carbon dioxide, the same as it would if you were to blow it up with your mouth. When you breathe out (or exhale), your lungs push carbon dioxide out, along with a few other gases, which is how you are able to blow up a balloon. Now that you know how it works, you might want to try the experiment with other types of sugar mixtures. What do you think would happen if you used your favorite soda or juice instead of the sugar water? So, if yeast and sugar react this way in a bottle, what happens when you bake with them? Well, the same thing happens, it just looks a little different. Bread and many other baked goods are made from yeast. The yeast reacts with the sugar in the dough and releases carbon dioxide, which creates tiny air bubbles that pop and leave air pockets as the dough bakes into bread.


ACTIVITY FOUR DEMONSTRATE and OBSERVE how a chemical reaction can change colour. Materials needed:

• 3 test tubes with lids (or any container) filled half full with water • food colouring • 3 containers: 1 containing bleach, 1 containing vinegar, 1 containing

hydrogen peroxide • 3 droppers

1. DROP a couple drops of food coloring into each of the tubes

containing water. 2. TAKE one dropper full of the vinegar and ADD it to one of

the colored tubes. Cap and SHAKE, or STIR, the tube. Repeat this process with the remaining two liquids and tubes. The bleach will produce a change in color indicating that a chemical change has occurred.

ACTIVITY FIVE DEMONSTRATE and OBSERVE how a chemical reaction can give off heat (exothermic) and produce a gas. Materials needed:

• an empty plastic bottle • ½ cup of hydrogen peroxide • 1 packet of yeast • ¼ cup of warm water • dish soap • a cup • optional: food colouring

Adults: Pour the peroxide into the bottles

1. PLACE a few drops of food colouring into the bottle with the peroxide.

2. ADD a squirt of dish soap and SWIRL the bottle to mix. 3. In the cup, MIX the water and yeast and STIR for a few

seconds to combine. 4. POUR the yeast into the bottle with the peroxide and

WATCH what happens! Once the reaction has completed, FEEL the foam and OBSERVE the heat that was created.

IDENTIFY reactants and products in chemical reactions.

• Reactant – substance participating in rxn • Product – substance being formed by rxn


DEMONSTRATE with two pieces of bread. Put one piece of bread in the freezer and keep one at room temperature. OBSERVE the reaction rate of both pieces of bread. What happens? Decomposition occurs when substances are broken apart (the opposite of synthesis when multiple substances combine to form a new compound): A + B = AB INVESTIGATE a range of different reactions to classify them as exothermic or endothermic.

• Exothermic reaction – chemical energy is released, often as heat, but also as light and sound

• Endothermic reaction – energy is absorbed by the reactants in the form of (usually, but not always) heat and stored in the products as chemical energy

COMPARE respiration and photosynthesis and their role in biological processes. USE the information above to determine the reaction of photosynthesis. Is it exothermic or endothermic? Photosynthesis Plants are responsible for obtaining energy from sunlight in order to keep the rest of the ecosystem functioning. The fact that they are able to make their own food through the process of photosynthesis makes them the producers in the ecosystem from which other organisms (i.e. consumers) are able to depend on as a food source so that they too can receive the energy they need to survive. This makes plants, which are able to photosynthesise, the starters of the food chain in the ecosystem. Respiration Aerobic respiration takes place in the mitochondria. Glucose is broken down in the presence of oxygen, which then forms carbon dioxide and water and through this process, energy is released for organisms to use. Therefore, the main role of respiration is the removal of oxygen from the air and providing organisms with energy by returning carbon dioxide so the cycle may continue. DRAW a terrestrial food web incorporating barley and sunlight into the picture. EXPLORE and EXPLAIN how we, as consumers, benefit from photosynthesis used by the barley plant and other grains to convert sunlight into food.


Text references: • ‘The ultimate benefit of plants is the air we breathe. Our ancient

Earth likely contained very little free oxygen, but scientists estimate that about 2.5 billion years ago the evolution of photosynthesis, whose byproduct was oxygen, was the ultimate cause of the rise of oxygen levels in our atmosphere (Photo 1). Modern levels of oxygen in the atmosphere allow us to breathe easy, thanks to photosynthesis. Today, the levels of oxygen in our atmosphere are not much of a concern, but the rapid rise of carbon dioxide is. However, another benefit of photosynthesis is the absorption of carbon dioxide from the air, which ultimately transforms into carbon (organic matter) stored in plant tissues (Photo 1). If the carbon is stored long-term, such as in trunks of long-lived trees, this process is called “carbon sequestration.” Many scientists are looking at ways to use plants to sequester carbon in order to mitigate or defer global warming. Plants also provide other ecosystem services, like cleaning outdoor and indoor air. Plants do so by absorbing gaseous pollutants, like ozone, nitrogen oxides and sulphur dioxides, through their leaves when up-taking carbon dioxide for photosynthesis. However, plants also collect dust, ash, pollen and other particulate matter on their leaves and thus reduce these pollutants in the air breathed. One study found that urban trees in the United States can remove 711,000 metric tons of air pollution annually. Another ecosystem service plants provide is their ability to clean up contaminated soils. Phytoremediation is defined as the use of plants to remove, contain or transform pollutants and is commonly used to rehabilitate soils that are laden with pollutants like metals, pesticides, polychlorinated biphenyls (PCBs), fuel hydrocarbons and excessive phosphorous or nitrogen.’ - Benefits of plants: Life as we know it, live it and pay for it by Kristin Getter, Michigan State University Extension, Department of Horticulture, 22 July 2015

• ‘All ecosystems require energy produced from direct sunlight. Plants need sunlight to stimulate photosynthesis, which produces glucose, providing an energy source for other organisms. Living organisms in an ecosystem can be described as producers, consumers and decomposers.’ – Rosalind Peterson, California President and Co-founder of the Agriculture Defense Coalition (ADC)

• ‘The push to make crops more productive in a changing climate has taken a very high-tech turn. Using an Australian discovery made 50 years ago, researchers are working to change the way most plants photosynthesize. Director of the ARC Centre of Excellence for Translational Photosynthesis Professor Robert Furbank said, with the world's population to hit nine billion people by 2050, boosting agricultural production is an urgent priority. "Globally we need to increase food production by 70 per cent over the next 30 to 40 years to feed the burgeoning population." He said this can be done by modifying the genetic structure of plants. Most of the world's plants


use a C3 photosynthetic pathway to convert sunlight into food. These plants are nowhere near as productive as those which use a C4 pathway, such as sugarcane, sorghum and maize. Professor Furbank is working on turning C3 plants, like wheat or rice, into much higher yielding C4s. "Under the same conditions at the International Rice Institute in the Philippines, maize [a C4 crop] can produce 50 per cent more yield than rice [a C3 crop] with the same amount of water, light and temperature, and carbon dioxide in the air. The reason these C4 plants operate more efficiently than the C3 plants is because they have a biological supercharger. They concentrate atmospheric carbon dioxide in specialised cells in the leaves. This results in double the rates of photosynthesis in C4 plants, and they can have up to five-fold higher growth than the C3 plants that are typified like rice and wheat," said Prof Furbank.’ - Feeding the world by synthesizing change: Turbocharging crops by changing the way they convert sunlight into food by Lisa Herbert, ABC Rural, 12 April 2016

Teacher resources:

o www.agriculturedefensecoalition.org/sites/default/files/file/posters/Photosynthesis_1.pdf

o http://msue.anr.msu.edu/news/benefits_of_plants_life_as_we_know_it_live_it_and_pay_for_it

o www.abc.net.au/news/2016-04-12/c4-photosynthesis-research/7318344

REFER to the news article above about modifying the genetic structure of plants, such as wheat, to make this crop more productive. Now refer to page 27 in the Wheat Year 10 English teacher manual about genetically modifying grains to increase yields, enhance the digestibility of protein in wheat, improve insect resistance and increase tolerances to herbicides, drought and frost. Provide your own views on this topic with reasons. DID YOU KNOW?

• ‘Studies have shown that plants in the workplace and school reduce employee and student stress and provide beneficial health effects, such as reducing stress, lowering blood pressure, releasing muscle tension and increasing positive feelings. These benefits can be translated into improved health and worker and student productivity. And the plants don’t have to be indoors. Studies have shown that employees who had a view of nature, such as trees and flowers, were less stressed, experienced greater job satisfaction and reported fewer headaches and other illnesses than those who had no natural view. Extensive research suggests that regular physical exercise is associated with many health benefits, such as lower mortality rates, decreased risk of some cancers and improves mood. Research has also shown that many gardening tasks, like planting


transplants, mixing growing medium, harvesting, sowing, hoeing, mulching, weeding and raking, are considered at least moderately intense forms of exercise. In fact, 30 minutes of gardening burns approximately the same number of calories as does 30 minutes of walking.’ - Benefits of plants: Life as we know it, live it and pay for it by Kristin Getter, Michigan State University Extension, Department of Horticulture, 22 July 2015

__________ ACSSU180 Geographic diversity | Food origin | Environment | Soil health | Climate | Natural disasters | Fertiliser | Technology | Weather | Seasons MAP the major plate tectonics on a world map. How do they affect climate and production of food? GEORGIA

“In my job, every day is different. The seasons are variable, so growers are always needing new information to help them grow the best crops they can. So why don’t we go and check out where I work and I’ll show you what I do.” (3:29 – 3:40) EXPLORE where barley crops are grown in Australia in relation to the plates. Refer to page 25 in the ‘Careers in Grains’ Year 9 Geography teacher manual for the location (longitude and latitude) of Jono’s grain farm. Text references:

• ‘Plate tectonics also play a role in climate changes. Earth’s continental plates have moved a great deal over time. More than 200 million years ago, the continents were merged together as one giant landmass called Pangaea. As the continents broke apart and moved, their positions on Earth changed, and so did the movements of ocean currents. Both of these changes had effects on climate.’ – National Geographic

• ‘Why do people live on dangerous volcanoes? The main reason is the rich volcanic soil. People are willing to take high-risk gambles for the most basic things of life -- especially food. Close to an erupting volcano the short-term destruction by pyroclastic flows, heavy falls of ash, and lava flows can be complete, the extent of the damage depending upon the eruption magnitude. Crops, forests, orchards, and animals grazing or browsing on the volcano's slopes or


surrounding lowland can be leveled or buried. But that is the short-term effect. In the long run, volcanic deposits can develop into some of the richest agricultural lands on earth. One example of the effect of volcanoes on agricultural lands is in Italy. Except for the volcanic region around Naples, farming in southern Italy is exceedingly difficult because limestone forms the basement rock and the soil is generally quite poor. But the region around Naples, which includes Mount Vesuvius, is very rich mainly because of two large eruptions 35,000 and 12000 years ago that left the region blanketed with very thick deposits of tephra which has since weathered to rich soils. Part of this area includes Mount Vesuvius. The region has been intensively cultivated since before the birth of Christ. The land is planted with vines, vegetables, or flowers. Every square foot of this rich soil is used. For example, even a small vineyard will have, in addition to grapes and spring beans on the trellises, fava beans, cauliflower and onions between the trellis rows, and the vineyard margin rimmed with orange and lemon trees, herbs, and flowers. It also is a huge tomato growing region.’ - University of South Carolina Beaufort

• ‘Soils that have formed where there is a lot of activity from volcanos often have special chemical properties. They are often very rich in nutrients and hold water well because of their volcanic ash content. These soils are called Andisols, and they are often very young, and acidic depending on which type of volcano they come from. Volcanic soils around the equator can be very well weathered, and can lose some of their nutrients unless there is another eruption. These materials can be very dark in color.’ - Soil Science Society of America

• ‘The ash would not only fertilise plants but help the soil hold water and encourage bacteria. However volcanoes can also spew out poisonous ash and government officials are keeping an eye on the situation because of the risk to UK agriculture. Colin Dale, a horticulturalist at Notcutts garden centre, said ash is a good source of nutrients and repellent to pests. “Although the volcanic ash is causing misery to many British holiday makers, we could be seeing some benefits from the ash cloud – in our gardens," he said. "Volcanic ash can be a great help to your garden in more ways than one. The ash holds air and the air spaces it creates in soil can insulate plants against temperature change. It can also allow your soil to hold water for longer encouraging both soil bacteria and seed germination, both of which are great for plant growth.” Professor Jon Davidson, of Durham University, said fertile areas like Indonesia have benefited from ash in the past. "In general volcanic ash is good because it is full of all kinds of elements and nutrients that regenerate the soil," he added. - Volcano ash could be good for gardens by Louise Gray, Environment Correspondent, The Telegraph, 20 April 2010


Teacher resources: o http://nationalgeographic.org/encyclopedia/climate-change/ o http://volcanology.geol.ucsb.edu/soil.htm o www.telegraph.co.uk/gardening/7611038/Volcano-ash-could-be-

good-for-gardens.html RESEARCH the changing nature of fertiliser and how farmers are asking manufacturers for more sustainable solutions. Text reference:

• ‘In addition to the call for sustainable products, fertilizer manufacturers say they’ve noticed an increasing demand for products that enhance the plant’s natural processes. These products are relatively new to the greenhouse market, but many have been supporting specialty agriculture for years. “Greenhouse growers are just now being exposed to higher efficiency nutrient products and biostimulants,” says Russell, explaining that rising fertilizer costs and nutrient management programs that mandate zero runoff and waste have helped prompt this shift. “In these formulations, the macro and micro nutrients are more biologically available, meaning the plants can assimilate the nutrients more efficiently. Growers can use the products at lower rates and get the same effects.” Many fertilizer experts see this as a trend that is not only here to stay but will get more sophisticated over time. “I think the fertilizers of the future will harness the plant’s natural biological processes to help plants do what they do best,” Holden says. “As the industry continues to increase its understanding of biochemistry and how it relates to plant growth, manufacturers will explore how their products can deliver plant nutrition in the most sustainable way.” - Fertilizer Manufacturers Aim To Deliver Sustainable Solutions by Karli Petrovic, Greenhouse Grower, 7 January 2016

Teacher resource:

o www.greenhousegrower.com/production/crop-inputs/fertilizer-manufacturers-aim-to-deliver-sustainable-solutions/

Use the From Paddock to Plate app to locate and speak to farmers in your region to find out what technologies they are using to reduce fertiliser use on farm.

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ACSHE157 � ACSHE160 Environment | Population | Drought | Floods | Fire | Careers INVESTIGATE how models have been refined over time to predict the changes in populations due to environmental changes, such as the impact of flooding or fire. EXPLORE advances in science and how this knowledge can affect people’s lives, including generating new career opportunities. Text references:

• ‘Australian scientists have developed new software tools to give fire-fighting agencies a more accurate view of where and how quickly a bushfire may spread. Amicus has been created by the CSIRO and draws on 60 years of research to predict the behaviour of bushfires. The modelling technology analyses data from field experiments and research, as well as current and forecast weather conditions, fuel loads, moisture, vegetation and topography. Principal scientist Jim Gould says it is a powerful decision-making tool that will help save lives and property. "To help predict fires, the behaviour, the spread, intensity and flame heights so they can make better decisions on fires or various days with varying weather and fuel conditions," he said. Mr Gould says it is the first time critical research information and computer modelling have been brought together in an easy-to-use software interface.’ - Australian scientists develop new tools to predict bushfire behavior by Adrienne Francis and Penny McLintock, ABC News, 17 October 2013

• ‘We developed 'Spark', an open framework for fire prediction and analysis. It takes our current knowledge of fire behaviour and combines it with state-of-the-art simulation science to produce predictions, statistics and visualisations of bushfire spread.’ - Commonwealth Scientific and Industrial Research Organisation (CSIRO)

• ‘New bushfire prediction technology developed at The University of Western Australia is being tested this summer with live trials using a fire authority helicopter. The Aurora computer simulation system uses satellite information added to new software to remotely sense and predict fire behaviour. Professor George Milne, from UWA's School of Computer Science and Software Engineering, says it offers much greater speed at mapping future fire movement and is very simple to use. "It can be used during a bushfire emergency to predict fire movement, doing in 30 seconds what now takes an hour manually and it doesn't require you to be a skilled fire behaviour analyst to be able to predict where the fire's going to be," he said.’ – The University of Western Australia

• ‘As South West residents count the cost of last week’s devastating bushfires Murdoch University scientists are working on a model to help predict future bushfire threats in the region. The work’s aim is


to inform preparation and help assess the risks of catastrophes such as the Yarloop tragedy in which two elderly men died and 143 properties were razed. “Using state-of-the-art regional climate models, we are investigating future changes in fire weather by focusing on the key contributing climate factors, which are temperature, rainfall, wind speed and relative humidity,” researcher Alyce Sala-Tenna says. The end result will be bushfire risk ratings projected over time consistent with the McArthur Forest Fire Danger Index—the same index WA’s Department of Fire and Emergency Services (DFES) currently uses to produce daily Fire Danger Ratings in regional WA. “We’re aiming that our work can show how bushfires are going to change and get a better understanding of where more frequent occurrences and intensities, longer fire seasons and shifts are likely to occur,” Ms Sala-Tenna says. To develop the models the Murdoch team is drawing on the Weather Research and Forecast Model (WRF) developed in America. Through WRF, they’ve downscaled global climate models from their original 100–250km resolutions to 5km grids of WA’s South West, each grid covering an area slightly larger than Kings Park. The grid model incorporates data from the Intergovernmental Panel on Climate Change (IPCC)’s A2 scenario. The resulting 30-year climate simulations will assess future changes in fire weather, including the impact of flammable fuel loads. To make the whole project work, the Murdoch team is relying on the power of the Pawsey Supercomputing Centre’s petascale machine Magnus. Magnus is the most powerful supercomputer in the southern hemisphere with its processing power equivalent to six million iPads.’ - Modeling could predict future bushfire danger by Rob Payne, Science Network, 15 January 2016

Teacher resources:

o www.abc.net.au/news/2013-10-15/australian-scientists-csiro-software-bushfires/5023968

o www.csiro.au/en/Research/DPF/Areas/The-digital-economy/Disaster-management/Spark

o www.news.uwa.edu.au/201112054206/research/bushfire-prediction-technology-put-test

o www.sciencewa.net.au/topics/technology-a-innovation/item/4009-modeling-could-predict-future-bushfire-danger

DEVISE your own modelling system and theory to EXPLAIN why it works so effectively in forecasting changes in populations. Text reference:

• ‘At its simplest, population modelling is a book keeping system to keep track of the four components of population change: births, deaths, immigration, and emigration. In mathematical symbolism, a


population model can be expressed as: Nt+1 =Nt +Bt -Dt +It –Et. Population size (N) at time t+1 is equal to the population size at time t plus births (B) minus deaths (D) plus immigrants (I) minus emigrants (E). The simplicity of the relationship belies its usefulness. If you were managing a business, you would be interested in knowing how much money was being paid out of the business, relative to how much money was coming in. The net difference represents your “profit”. The same is true for managing a wildlife population. By knowing the net change in the size of the wildlife population from one year to the next, you as a wildlife manager know whether the population is “profitable” (i.e., gaining in size), or headed towards bankruptcy (i.e., becoming smaller).’ – Modeling Population Dynamics by Gary C. White

__________ ACSHE160 Natural disasters | Environment | Technology DESCRIBE how science is used in the media to explain a natural event or justify actions. Text references:

• ‘Newspapers often cannot afford to print what scientists or others consider to be balanced, complete articles or articles that set new scientific findings in the “proper" context.’ – Jerry E Bishop, Deputy News Editor (Science) The Wall Street Journal

• “As you put more and more people in harms way, you make a disaster out of something that before was just a natural event," says Klaus Jacob, a senior research scientists at Columbia University's Lamont-Doherty Earth Observatory.

Teacher resources:

o http://www.councilscienceeditors.org/wp-content/uploads/v20n3p088-089.pdf

o http://www.livescience.com/414-scientists-natural-disasters-common.html

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ACSHE160 Careers | Education | Training | Technology | Sustainability | Jobs | Skills | Food security | Innovation TALK with students to find out what career opportunities they believe are being generated in agriculture due to advances in science. BRAINSTORM and list all ideas and suggestions. Examples:

• Agricultural and forestry scientists who are involved in the study, research and analysis of plants, farming and cultivation methods in order to improve and enrich forest and agricultural areas.

• Plant breeders/geneticists work to improve the quality and performance of existing agricultural and horticultural crops as well as create new varieties. They aim to develop useful traits, such as disease resistance or drought tolerance, or to improve characteristics such as appearance.

__________ ACSHE228 Environment | Sustainability | Pollution | Technology | Local community | Renewable energy | Global warming | Recycling | Greenhouse gas emissions | Water security | Poverty | Ethics DISCOVER how scientific and technological advances have been applied to minimise air pollution, pesticides and water contamination in an attempt to enhance food security. Text references:

• ‘Examples of technologies to reduce air pollution include the use of lead-free gasoline, which allows the use of catalytic converters on vehicles' exhaust systems. Such technologies significantly reduce the emissions of several air pollutants from vehicles. Power plants and industrial plants that burn fossil fuels use a variety of filtering methods to reduce particles and scrubbing methods to reduce gases, although no effective method is currently available for the greenhouse gas carbon dioxide. The ideal method to abate diffuse chemical pollution of waterways is to minimize or avoid the use of chemicals for industrial, agricultural, and domestic purposes. Adapting practices such as organic farming and integrated pest management could help protect waterways.’ - Disease Control Priorities in Developing Countries. 2nd edition, Chapter 43Air and Water Pollution: Burden and Strategies for Control by Tord Kjellstrom, Madhumita Lodh, Tony McMichael, Geetha Ranmuthugala, Rupendra Shrestha & Sally Kingsland


• ‘Nanotechnology is all about the almost unfathomably small. A nanometer is one billionth of a meter. At this scale, particles have a disproportionately large surface area relative to their overall size. It’s the surface area that makes the difference, because the greater surface area ratio means more of the total volume of pesticide comes into contact with the pests. And that in turn means being able to reduce the amount of pesticide needed. Put this way, it sounds as though nanopesticides are all up-side. And they might well be, but there are very good reasons to proceed with caution, particularly when we’re dealing with food and the environment. Rai Kookana, a scientist at CSIRO and lead author of the research,. and his colleagues in CSIRO Land and Water have been looking at contaminants in the environment for decades. They developed a suite of tools and knowledge for assessing and managing traditional pesticides in the environment, and are excited by the opportunities this new technology offers for minimising adverse impacts. At the moment there are at least three different formulation types—nanoemulsions, nanocapsules and inorganic engineered nanoparticles (ENPs) — at different stages in the product development cycle. All of them can be used to improve the efficacy of the active ingredient in the pesticide itself or improve the safety of the products in the environment.’ - Nanopesticides: a promising new pesticide solution? by Virginia Tressider, ECOS reporting for Australia’s national scientific research agency CSIRO, 4 August 2015

• ‘There is little question that science must play a critical role in forming a successful solution to the world's emerging water problems. In the broadest sense, there are two distinct ways in which science needs to be used. First, there is significant existing scientific information that could be helpful in solving contemporary and anticipated problems, but it is not being used. The scientific underpinnings that justify the use of holistic, integrated ways of managing the water resources of a basin are strong and well known. Yet, many of the world's water resources continue to be managed in a fragmented way that (i) creates conflict between upstream and downstream riparians and between the various water-using sectors; (ii) ignores the essential interrelatedness of ground and surface waters; (iii) ignores the crucial connections between water quality and water quantity; (iv) encourages ground water overdraft although persistent overdraft is known to be unsustainable; (v) promotes short-sighted and wasteful agricultural water-use practices; and (vi) ignores the substantial benefits that flow from well managed and maintained ecosystems. The task for scientists and policy analysts alike is to do a better job of explaining, communicating, and educating water managers, decision makers, and members of the public. Only through effective programs of communication and outreach will existing science be used to its fullest potential in the development of comprehensive strategies for addressing the many


water problems that confront the world. The importance of effective outreach and communication extends beyond the challenge of fashioning new and innovative solutions to the water problems of today and for the foreseeable future. These problems are daunting, and existing science will not be sufficient to solve them. Yet, the new scientific advances that will be necessary for managing the intensifying water scarcity and other emerging global water problems will also have to be extended and communicated so that it can form the basis of new technologies, management strategies, and policies. Failure to do a better job of extending and communicating science and educating could lead to a world overwhelmed by water problems even though the scientific information needed to solve those problems might be in existence. To be sure, new research and the new scientific information resulting from it will be needed. Water will become scarcer and scarcer as populations grow and as the developing world seeks new levels of economic growth. The fundamental scientific understanding of hydrologic processes and the climatological processes that influence them must grow apace. At the same time, we must improve our understanding of the basic biological systems and processes that influence the availability of water and are, in turn, influenced by that availability. New developments in science and its applications will also need to extend to the social sciences so that human behavior with respect to water resources is better understood and improved institutions for governing and managing water can be developed. New science must be focused not just on filling the gaps in knowledge but also on correcting many of the misunderstandings about the fundamental nature and behavior of water. In addition, a new science of sustainability will be needed if the prospects for managing and solving the world's emerging water problems are to be bright.’ - The role of science in solving the world's emerging water problems by William A. Jury & Henry Vaux Jr, Proceedings of the National Academy of Sciences of the United States of America

Teacher resources:

o www.ncbi.nlm.nih.gov/books/NBK11769/ o https://blogs.csiro.au/ecos/nanopesticides-a-promising-new-

pesticide-solution/ o www.pnas.org/content/102/44/15715.full

DID YOU KNOW?

• ‘Agriculture is by far the largest consumer of water, accounting for 80% of water consumption worldwide and even more in the United States. It has been thoroughly documented that irrigated agriculture is far more productive than rain-fed agriculture. Moreover, there is also evidence to show that the lack of water for agriculture is an


important determinant of rural poverty and malnutrition. Other things being equal, a logical response to the anticipated increase in population and economic growth would be to expand irrigated agriculture. Yet, because of the pressures for more urban supplies and because of existing unsustainable practices in agriculture such as ground water overdraft and water supply contamination, it seems clear that acquiring additional water for agriculture will place enormous strains on aquatic ecosystems.’ - The role of science in solving the world's emerging water problems by William A. Jury & Henry Vaux Jr, Proceedings of the National Academy of Sciences of the United States of America

__________ ACSIS164 � ACSIS169 � ACSIS170 � ACSIS171 � ACSIS172 � ACSIS174 Food security | Environment | Ethics | Sustainability | Skills | Technology | Profitability | Geographic diversity | Land management | Water management DETERMINE the most effective method of removing weeds from a grain crop such as GPS technology and precision application of pesticides and fertilisers. EXPLAIN what a transgenic plant is. DETERMINE whether genetically modified crops and/or transgenic plants are fueling the rise of herbicide-resistant ‘superweeds’. CONSIDER all methods/technologies used for extracting weeds around the world and EVALUATE what methods work better depending on geographic locations and environmental situations. For example:

• Image processing • Tilling • Mulching • Girdling • Soil solarisation • Flooding

ASSESS different grain-producing regions in the world for discussion, research and evaluation. EXPLAIN the choice of variables to be controlled, changed and measured in an investigation.


ASK students to PRESENT their responses, supported by visual aids including maps, to communicate a reasoned argument about the importance of geographical locations in sustaining food production. Refer to the Paddock to Plate app to locate growers in your area to carry out this investigation on farm. If this is not possible, make observations from the ‘Wheat’ virtual excursion.

__________ ACSIS165 � ACSIS166 � ACSIS169 � ACSIS170 � ACSIS171 � ACSIS172 � ACSIS174 Environment | Water security | Drought | Soil management | Biodiversity | Sustainability | Pasture improvement In groups, DESIGN experiments to measure and calculate pasture growth. EXAMINE the influence of temperature, soil type and water intake. PREDICT the pasture production response if the soil nutrient level is altered by the addition of fertiliser. EXPERIMENT ASK the students to form a hypothesis before an activity and then DISCUSS findings at the conclusion of the activity. MEASURE, ESTIMATE and OBSERVE pasture growth. To complete feed budgets for your farm, you need to be able to measure or estimate the pasture growth rate for each paddock throughout the year. Growth rate is influenced by soil type, fertility, pasture species/variety, temperature, rainfall and grazing management. To do this, measure pasture growth in your own paddocks once a month. Over the years you will gain a good understanding of how your farm performs under a range of conditions, where your feed gaps are, as well as the timing of trigger points on your farm. The MLA Rainfall to Pasture Growth Outlook tool (find link below) can also be used to predict the variation in pasture growth from the norm in the given season for your area. There are several methods in which pasture growth can be measured and growth rate determined when paddocks are being either rested or grazed. The most accurate method is to use the difference between measurements of pasture height (calibrated to feed on offer) and a visual feed on offer (FOO) estimate taken between two dates. It is important to note that these


measurements need to be taken when the paddock is not stocked and, with a minimum of 30 days and maximum of 60 days between measurements. Materials you need:

• One tenth of a square metre quadrat • One pasture ruler, timber, marked at 1 cm intervals • Twenty wire pegs with a numbered tag

1. On the first measurement day (Day 0), place the numbered wire pegs

in a line every 10 metres in the paddock so that they can be easily found at the time of the second measurement.

2. At each location, place the quadrat around the wire peg, and set the ruler next to the wire peg with a tag listing the peg number attached to the side of the ruler.

3. Measure the height of the pasture and calibrate to pasture growth. 4. Take a photo of the quadrat showing the pasture height, density and

tag number, and compare this to the AWI FOO Library (www.feedonofferlibrary.com)

5. At the second measurement (Day 30-60) use the quadrat and ruler again to measure pasture height, density and photos to estimate FOO kg/ha at each peg.

6. Divide the change in FOO values by the number of days to work out the pasture growth that has occurred at each peg location.

7. Average the pasture growth values to determine the average growth for each paddock.

- EverGraze Teacher resources:

o http://rainfall.mla.com.au/Station/AllLocations (MLA Rainfall to Pasture Growth Outlook tool)

o www.feedonofferlibrary.com ANALYSE patterns and trends in data collected, including a description of relationships between variables and identifying inconsistencies. USE spreadsheets to present data in tables and graphs. DESCRIBE mean, median, range and large gaps visible on the graphs to predict characteristics of the experiment. DRAW conclusions consistent with the evidence. COMPARE these conclusions with earlier predictions. IDENTIFY gaps and weaknesses in conclusions. SUGGEST more than one possible explanation of the data presented. EVALUATE conclusions and ESTABLISH evidence-based arguments.


PRESENT results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group discussions.

__________ ACSIS171 � ACSIS174 Food origin | Nutrition | Health | Traceability | Food miles | Storage | Retail | Technology | Preservatives PLAN, REHEARSE and DELIVER a presentation on the ‘from paddock to plate’ journey of barley, from farm and tracing back to point of sale in the supermarket. CONSIDER the route that barley takes from the source, through production to manufacturing and then onto retail as a product such as bread. GEORGIA

“Take that barley in my muesli this morning. Those grains were grown in a farmer’s paddock in Australia, they were then delivered into a bin, processed, taken back to the factory, put in a packet, trucked to the supermarket for you to buy and that’s how they got to you. Imagine how many people are involved and how many jobs there are that need doing to ensure you get breakfast every morning.” (2:34 – 3:00) WHAT HAPPENS FROM FLOUR TO BREAD? ‘Once upon a time, bread was made with flour, water, salt and yeast and took between eight and 20 hours to produce. In the early 20th century, bakers experimented with various mechanised techniques to speed up bread-making, but in 1961 the Chorleywood bread process changed everything. Invented by UK scientists, the Chorleywood method allows a loaf to go from flour to sliced and packaged in about three-and-a-half hours using high-speed mixers and the addition of extra yeast and dough-improving chemicals. Now bread that is soft, springy and consistent takes much less time and costs much less to produce. But the question is, in light of how different modern bread-making is from traditional methods, when it comes to choosing bread for your nearest and dearest (and the rest of the family too), which is the mother-loaf? Bread ingredients: what's in your bread? Look at the ingredients on a bread label and alongside the more recognisable substances you'll often see a list of mysterious numbers. Some of these additives are what are known as bread and dough "improvers" or "conditioners". They often have more than one function, but generally


they're designed to dramatically increase the rate at which the dough rises (helping bread-makers increase production speeds and lower costs), improve bread texture and taste, and extend shelf life. Processing ingredients you'll commonly see are mineral salt 170 (calcium carbonate) and ascorbic acid (food acid 300 or treatment agent 300), otherwise known as vitamin C. Emulsifiers (427e, 481, 471), vegetable gums (412, 461) and amino acid 920 speed up dough handling, help sliced bread retain its shape and extend shelf life by reducing the crystallisation of starch that makes the bread go hard (if you put bread in the fridge, the cold temperature increases the rate of crystallisation and the bread goes hard faster). Only small amounts of these additives are required – usually up to three per cent of the bread – and bakers often buy them in a ready-made premix, to which they add water and yeast. Most breads, whether from a factory or a small baker, are made from similar premixes – differences generally stem from baking techniques. Since 2009, it's been mandatory for breads (except organic ones) to add iodine via iodised salt (for thyroid health), as well as folic acid, a form of the B vitamin folate that helps reduce the rate of neural tube defects in infants. Preservatives in bread While emulsifiers and other "improvers" are widely accepted as safe, preservatives are more controversial. Introduced in the 1990s as a mould retardant, calcium propionate, or 282, is the best-known preservative of public concern. Although approved by Food Standards Australia and New Zealand (FSANZ) for use at specified levels, a furore erupted when a study by Sue Dengate of 27 children published in the Journal of Paediatrics and Child Health in 2002 showed 282 to be associated with irritability, restlessness, inattention and sleep disturbance. In response to consumer concern, most breadmakers removed 282 from many of their products. Bakers Delight advises it does not use any artificial preservatives, while Brumby's claims not to use 282 or 223 and to minimise preservatives where it can. Other bread manufacturers, such as Baker's Life (Aldi), Goodman Fielder and George Weston, advertise on some packaging that they are free of 282, preservatives or artificial preservatives. However, these companies still use 282 in other products such as crumpets, muffins, Turkish bread and pizza bases. It's also widely found in wraps. We found 282 in several of the breads we bought for this investigation in 2013. With 282 a dirty word for concerned consumers, some bread-makers get around the problem by using its close relative propionic acid (280) instead. 282: Evidence of harm? The internet is awash with warnings of the dangers of 282 and other food additives, pointing to a cumulative cocktail in the body which can lead to a host of symptoms from migraine and tiredness to rashes, gastro-intestinal upsets and depression. Propionates (280-283) are on the list of food additives that can be associated with food intolerance in the Royal Prince


Alfred Hospital Elimination Diet. On her Food Intolerance Network website, Dengate argues that children's behaviour and learning is more affected than authorities will admit, citing stories from parents who noticed a behavioural improvement when 282 was removed from their child's diet. But Dr Rob Loblay, director of the allergy unit at Sydney's RPA Hospital, argues that about five per cent of the general population is sensitive to one or more food additives, whether artificial or natural, and considers the push to ban additives "overblown". "The issue is very complicated," says Vijay Jayasena, professor of food science and technology at Western Australia's Curtin University. "The first thing people should know is that not all preservatives are artificial or may cause harm, and many are useful for food safety." Jayasena says most people won't be affected by 282, while for others it's about dosage. "It's hard to say at what level 282 may cause a reaction in each individual, because people can have reactions to so many things and at different levels. However, if you're worried about them you should avoid them." Anti-additive campaigners argue that until additives are proved safe, FSANZ should use the precautionary principle where suspect additives are substituted with others that don't raise health concerns. If you're worried about preservatives, Jayasena says breads baked daily in-store generally have few, if any, preservatives, because any bread not sold is usually thrown out at the end of the day. Check the ingredient labels, or ask the baker what preservatives they use. Labelling and health concerns Questions have been raised about a loophole in labelling laws that allow manufacturers to avoid listing unpopular ingredients such as 282 or 223. In the Food Standards Code, food processing aids don't have to be listed as ingredients. According to FSANZ, it's very unusual for there to be anything other than minimal residues of these processing aids in foods. As a sulphite, 223 is not permitted for use as a preservative in bread. It is, however, permitted for use as a processing agent – and so it can be used and not listed. If 282 is used as a preservative, it must be listed, but if the manufacturer deems it a processing aid, it does not. So it's essentially up to manufacturers to "apply good manufacturing practice". Enzymes such as alpha-amylase are also classed as processing aids and so don't have to be listed. Used in most breads in a dried, powdered form, they artificially help speed up the fermenting process that would normally occur when traditional dough is left to rise. Concerns have been raised that enzymes are still allergenic, even after baking. Studies have found workers exposed to airborne particles of alpha-amylase can become susceptible to "baker's asthma". But FSANZ argues most of the allergenic effect of alpha-amylase is destroyed during cooking, pointing to a World Health Organization/UN Food and Agriculture Organization expert committee which found no adverse effect from seven grams of the enzyme per kilogram of body weight per day.


Is your bread baked fresh? In 2012, a ruckus erupted when it was revealed that Coles "freshly baked in-store" bread was actually par-baked bread made in Ireland. Par-baking is when bread is baked to around 80-90% completion, snap frozen and transported to the store, where it is baked for the final 10%. Often there is no difference in ingredients, but par-baked bread's freshness starts to decline after about six hours. Larger supermarkets with in-store bakeries make most simple products like bread rolls and loaves from scratch on-site daily - and these often have labels showing the date and time baked - while trickier specialty breads tend to be made off-site and par-baked. In June 2013, the Australian Competition and Consumer Commission (ACCC) instituted proceedings in the Federal Court against Coles, accusing the supermarket of misleading consumers about its par-baked products. In June 2014, Coles was found guilty of misleading and deceptive conduct, with the Australian Federal Court ruling it breached the Australian Consumer Law (ACL) by labelling its par-baked bread "fresh". Who owns your bread? The bread industry (like our supermarkets) is dominated by a duopoly. You may see many brands, but at least two-thirds of all our bread comes from two big corporations – George Weston Foods and Goodman Fielder. George Weston Foods products Tip Top Abbott's Village Bakery Burgen Golden Bagel House Bazaar Top Taste Cakes Speedibake AGB (Australian Garlic Breads) Goodman Fielder products Country Life Flinders Bread Freya's Continental Style Bread Helga's La Famiglia Lawson's Leaning Tower (pizza products) MacKenzie High Country Bread Mighty Soft Molenberg Nature's Fresh Quality Bakers


Vogel's Wonder White CHOICE verdict Look for bread in which wholemeal flour is the chief ingredient but there is also a high percentage of whole or kibbled grains and visible seeds. Also, it should have less than 400mg of sodium per 100g of bread. Special claims and bread Wholegrain Pre-2005, wholegrain food was defined by FSANZ as "unmilled products of a single cereal or mixture of cereals". However, as a result of petitioning from the cereal processing industry, the definition was changed to a food that uses every part of the grain. This means grains can be processed and separated into three constituent parts (bran, germ and endosperm) but a food can still be classified as wholegrain as long as the three parts are added back into the food in the same proportions as the original unmilled grain. Multigrain breads Usually made from white flour with added whole grains, which slow digestion and lower the GI, resulting in a lower GI than for wholemeal loaves. Sourdough is traditionally made using a "starter", where wheat and water ferment to create a culture that gives the sour taste. This requires specific temperatures to survive so commercial bakeries often replace it with dried powdered yeast, which adds colour and smell as well as the sour taste but is not considered authentic by connoisseurs. There is no regulation defining sourdough, so the only way to know if it is authentic is to ask the baker. High-fibre Should contain at least three grams of fibre per serve. As a general rule of thumb, bread with at least 4g of dietary fibre per serve is a good source of fibre, and with at least 7g of dietary fibre per serve is an excellent source (Food standard 1.2.7). White bread labelled "high fibre" often contains Hi-maize, a corn-based, resistant starch that passes undigested into the small intestine, where it can encourage the growth of beneficial bacteria. Omega-3s There are two types of omega-3 fats – those from plants (mainly ALA) and those from fish (mainly EPA and DHA). There's now very good evidence that omega-3 fats from fish reduce your risk of heart disease and probably provide many other health benefits as well. But you don't get the same benefits from ALA from plant sources, such as linseed. This fat may also help prevent heart disease, but you'd need more of it to get some benefit – more than you'd get from a serving of multigrain bread containing linseed.


Phytoestrogens Phytoestrogens in some plants, such as soy and linseed, mimic the hormone oestrogen. They supposedly relieve menopause symptoms and protect against heart disease and some cancers, including breast cancer. In reality, there's no consistent evidence that soy products reduce hot flushes, and no evidence at all that linseed relieves menopausal symptoms. High consumption of soy foods may lower the risk of breast and prostate cancers, but only by a little. For the small amount you'd get from a serving of multigrain bread there's little point in buying soy and linseed over other grainy breads unless you prefer the taste. Glycaemic index (GI) GI is a measure of how carbohydrates affect your blood glucose levels. If there's a rush of glucose into the bloodstream followed by a quick fall, the food is higher in the GI scale. If it gives a slower, gentler rise and fall in blood glucose, the GI is lower. Diabetics should consider GI, but for other people research hasn't yet shown significant benefits – although low-GI foods may aid weight control. Some manufacturers make a GI claim on the label, but most multigrain breads already have a lower GI than either wholemeal or white breads. Shelf life Packaged sliced bread can be 24 hours old by the time it arrives at the shops because it's baked the day before and then transported. Consumers will have no idea how old the bread is, because the best-before tag indicates when it should be eaten by, rather than when it was baked. Bakers we spoke to agree the lifespan of a fresh loaf should be about two or three days. But we found packaged breads last much longer than fresh-baked breads. So how do packaged bread companies make their bread last mould-free so long without artificial preservatives? Manufacturers claim advances in processing methods help, as does packaging that limits the flow of moisture, oxygen and carbon dioxide. Artificial preservatives may also be replaced with natural ones. As an example, mould can be kept at bay by citric acid (330), lactic acid (270) and fumaric acid (297). Other preservatives are vegetable gums, vinegar (acetic acid 260) and sodium. Shelf life experiment We stored 10 slices of white bread that didn't contain artificial preservatives in airtight containers to see how long they took to go mouldy. The slices from the independent baker and Bakers Delight went mouldy first, on day four, followed on day five by the in-store brand of bread from Coles, Woolies and the artisan loaf. Wonder White and Aldi's Country Bakery brand lasted until day eight and Tip Top finally gave up the ghost on day 10.’ - Let them eat bread by Miranda Herron, CHOICE, 5 August 2014


Teacher resource: o www.choice.com.au/food-and-drink/bread-cereal-and-

grains/bread/articles/bread-guide CREATE a visual presentation of this process. EVALUATE the best ‘from paddock to plate’ method for everyone concerned (farmer, grower, manufacturer, retailer and consumer). Use the From Paddock to Plate app to locate farmers in your area. The app will show you the distance the growers are to your school and map the route to get to their farms. The websites and contact details of these farmers are also on the app to assist with your research task. DID YOU KNOW?

Ø ‘The industrialisation of our food supply means that our current production is extremely oil intensive. It has been calculated that, on average, it takes ten calories of fossil fuels to produce one calorie of food in our current setup. Some food has an even more ridiculous ratio – like corn-fed feedlot beef which consumes about 55 fossil fuel calories to one calorie of meat. We are effectively eating oil. ‘ – 2010 Food Crisis for Dummies

Ø ‘Conventional food and farming today rely on the use of nitrogen fertiliser. Today, one third of the energy consumed in agriculture goes for nitrogen fertilizer. The manufacture of one tonne of fertiliser produces seven tonnes of nitrous oxide, a greenhouse gas with a global warming potential 296 times greater than carbon dioxide.’ - Organic Agriculture Centre of Canada (OACC)

Ø ‘….tomatoes are often picked green to make them easier to transport. Then, before sale, they’re placed in ripening rooms where they are exposed to ethylene gas. This imitates some of the changes that occur during ripening but, because the sugars and flavour compounds that make tomatoes taste good come only from the vine, they don’t develop their full flavour’. – CHOICE

Ø ‘(The NSW Farmers Association) research revealed that farmers were being paid about 40¢ a kilogram for grey pumpkins, which were then being sold on supermarket shelves for as much as $2.78 a kilogram. It was a similar story for tomatoes and carrots.’ - Growers underpaid for produce, say farmer by Alexandra Smith, The Sydney Morning Herald, 28 September 2011

Ø ‘At the supplier end of the grocery cycle, the National Farmers’ Federation estimates that Australian farmers get as little as five percent of the retail price of fruit and vegetables. Meanwhile Australia’s grocery prices have risen over 40 percent in a decade – well above the OECD average for developed nations.’ – FairChoice


Ø ‘About 75% of Australian tomatoes are produced in Queensland, where they grow year round. In summer they’re also produced in NSW and Victoria. Western Australia is self-sufficient, relying on winter tomatoes from Geraldton and Carnarvon and summer ones from the Perth area. So, depending on where you live, tomatoes can be well-travelled by the time you eat them.’ – CHOICE

Ø ‘The CERES report on food miles in Australia estimates that the average distance travelled for a tomato = 1,618.37km. This estimate assumes that Melbourne’s tomato sources vary seasonally. During summer most tomatoes come from within Victoria, but during winter as far as Queensland or WA, or we import hydroponically grown tomatoes from New Zealand. (To ensure a conservative figure, the estimate disregarded the tomatoes imported from New Zealand).’ – Food Miles in Australia

___________ Excursion | Food miles VISIT a local grain trader, grains office or storage and handling facility to DISCUSS the different jobs required and career opportunities available in the grains industry. INTERVIEW the employer or an employee to find out what they like about their job, the challenges and why they decided to pursue this career path. Use the Paddock to Plate app and From Paddock to Plate book to locate local grain growers who will be able to provide excursion recommendations. DID YOU KNOW? ‘By buying locally grown food you’ll be strengthening your community by investing your food dollar close to home. Only 18 cents of every dollar, when buying at a large supermarket, go to the grower. 82 cents go to various unnecessary middlemen. Cut them out of the picture and buy your food directly from your local farmer.’ – Local Harvest, www.localharvest.org.au/why-is-local-important/

__________ ACSIS171 � ACSIS174 Local community PRESENT an argument about how farming and agriculture is represented and portrayed in society through the media, by your friends, your parents and other role models. You must PRESENT a point of view and justify your


position in order to persuade other about this issue. Include texts that integrate visual, print and audio features. CONSIDER all attitudes, opinions, values and beliefs. SUMMARISE data, from students’ own findings from investigations and secondary sources and use scientific understanding to identify relationships and draw conclusions and evaluate claims based on evidence. What conclusion can you draw?

__________ Reflect | Careers What have the students learnt from this unit? • What is something new that you have learnt about careers in the

Australian grains industry? • Brainstorm all the potential job opportunities in the agriculture

industry. • How might you help others learn more about Australian farmers and

food production? • What have you learnt about food security? • What questions do you have about the ‘from paddock to plate’ journey

of grains and Australian grains production? • What piece of work are you most satisfied with? Websites (viewed January 2017) - As content of the websites suggested for research purposes in this unit is updated or moved, hyperlinks may not always function.

Science Food Technology - From Paddock to Plate...Design & Technologies Food Technology...

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