PROFESSOR (Australian): Thanks for meeting with me. I wanted to check in and see how your project’s coming along.
STUDENT 1 (American): We have all of our research done.
STUDENT 2 (Australian): Now we are trying to figure out how best to present it to the class.
STUDENT 1: Yeah. We don’t just want to, you know, end up lecturing them. We’d rather have a more interactive format.
PROFESSOR: All right. Well, let’s start with the information you’ll be presenting.
STUDENT 2: OK. As you know, our project is on dwindling grain reserves.
PROFESSOR: Dwindling grain reserves… Right. And what did you find are the causes of this?
STUDENT 2: Well, we’ve reached a few conclusions. First is that our world’s population has increased, so there are simply more people to feed.
STUDENT 1: But it’s also that people are eating more meat these days.
PROFESSOR: But why is that relevant?”
STUDENT 1: Uh, sorry. Because it takes a lot of grain to raise animals like cows for meat.
STUDENT 2: Even cultures that don’t traditionally have a lot of meat in their diet are suddenly eating a lot more beef. This is due to globalisation and the spread of industrial agriculture practices.
PROFESSOR: Factory farming, you mean?
STUDENT 2: Exactly. And this has serious consequences for the environment.
PROFESSOR: Uh-huh. Any other causes you unearthed, so to speak?
STUDENT 1: Yes, top soil. Over-farming, for whatever reason it’s happening, is destroying the topsoil we need for agriculture. So the land isn’t producing as plentifully as it once did.
PROFESSOR: Well, I must say I’m quite impressed. You’ve definitely done your research properly. Now you just have to find a way to present it to the rest of the class.
STUDENT 2: Right. That’s exactly where we’re stuck. We’re hoping that you have some suggestions for us, actually.
PROFESSOR: Let’s start with what you’ve already brainstormed about the presentation.
STUDENT 1: OK, well, first, we were thinking to make this presentation as visual as possible. Our topic involves a lot of numerical data, and that’s quite easy to put into charts and tables.
PROFESSOR: Yep. But typical charts and tables are sort of boring, no?
STUDENT 1: I guess so.
PROFESSOR: Why not use infographics instead?
STUDENT 2: We didn’t think about that, but it’s actually a really good idea. But how do you make those? I’m not very good with graphics myself.
PROFESSOR: A quick Internet search should lead you to a variety of options.
STUDENT 1: Many thanks.
STUDENT 2: But we also want to make it an interactive presentation, like we said. Maybe we could do an activity of some sort.
PROFESSOR: What kind of activity are you thinking?
STUDENT 2: I don’t know, but maybe interpreting a chart in small groups.
PROFESSOR: Data interpretation won’t really engage the class. What about a small-group discussion? Like, one on an ethical question?
STUDENT 1: Hmm…So, like, whether factory farming is ethical or not?
PROFESSOR: Sure, that’s one way to approach it. You could also have students discuss what responsibility individuals have to making certain dietary choices.
STUDENT 2: Or, what about whether globalisation has been beneficial or harmful to the environment?
PROFESSOR: Whatever question you think most fitting to your topic.
STUDENT 1: Um, how many minutes should we leave for discussion?
PROFESSOR: You have a total of 40 minutes for the presentation. I recommend using no more than 15 minutes for the small-group discussion.