Food Waste Impact

Unit: Exploring Farming Systems

Lesson 13 of 16

Duration: 60 minutes

Grade: 2-5 Multi-age Classroom

Class Size: 13 Students

Curriculum Framework: International Baccalaureate (IB) PYP – Identity Phase 4, Interaction Phase 4

Teaching Philosophy: Reggio Emilia-inspired, Student-led Inquiry, Holistic & Creative Assessment

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand what food waste is and identify examples related to farming systems (IB Identity Phase 4).
• Explain how food waste affects the sustainability of farming and the environment (IB Interaction Phase 4).
• Brainstorm and collaborate on practical, student-driven solutions to reduce food waste at farm and community levels.
• Create a simple, persuasive awareness campaign (poster or presentation) aimed at reducing food waste, targeting their peers or local community (IB Interaction Phase 4).
• Develop communication and social skills through peer collaboration and group discussions.

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Success Criteria

• Students can clearly define food waste and describe its impact on farming sustainability.
• Students participate actively in brainstorming sessions, sharing ideas respectfully and creatively.
• Students create a campaign artifact that reflects their understanding and communicates a solution to food waste.
• Students demonstrate collaborative skills by working effectively in groups, listening, and supporting each other’s ideas.

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Materials Needed

• Chart paper, markers, colored pencils
• Large poster boards or digital tablets for campaign creation (depending on resource availability)
• Dyslexia-friendly printed reading materials describing food waste (simple language, clear fonts like OpenDyslexic)
• Visuals/photos related to farming and food waste (realistic, colorful)
• Timer/clock
• Sticky notes
• Name tags for groups

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Lesson Breakdown

1. Invitation to Inquiry (10 minutes)

• Goal: Activate prior knowledge and interest.
• Present 3 short visuals/photos of farms showing different scenarios: food being wasted, food harvested efficiently, and food being composted or reused.
• Ask questions:
  • “What do you notice in these pictures?”
  • “Why do you think some food gets thrown away on farms?”
• Students share observations and ideas in small pairs.
• Facilitate brief group discussion to chart these ideas on poster paper. Use clear, simple vocabulary and support dyslexic readers visually or through audio prompts.

2. Understanding Food Waste and Sustainability (15 minutes)

• Goal: Develop conceptual understanding about food waste and its environmental effects.
• Read aloud a short dyslexia-friendly story or passage about food waste in farming and how it harms the environment and wastes resources (water, land, labor). Use clear, large font with supporting images.
• Break down key vocabulary with visuals: sustainability, food waste, resources, composting.
• Engage students in a think-pair-share: “How does food waste affect the planet?” “Why should we care?”
• Teacher models connecting their responses to sustainable farming practices (composting, reducing waste, donating surplus food).

3. Student-Led Brainstorming Activity (15 minutes)

• Goal: Creative thinking and peer collaboration to find solutions.
• Students break into groups of 3-4 (balanced by age and abilities).
• Provide groups with prompts on sticky notes:
  • “How can farms stop food from going to waste?”
  • “What can families do to waste less food?”
  • “How can we help our community learn about food waste?”
• Each group brainstorms at least 3 solutions, drawing or writing their ideas on chart paper.
• Teacher circulates as a facilitator, encouraging all voices, offering vocabulary support, and nurturing creative thinking.
• Groups share one idea with the whole class.

4. Campaign Creation (15 minutes)

• Goal: Communication and synthesis of learning through creative expression.
• Each group creates a simple awareness campaign item: a poster, a short skit, a poem, or a digital presentation (depending on resources).
• Encourage use of bold visuals, clear messages, and persuasive language relevant for peers.
• Provide dyslexia-friendly fonts and templates if students are typing or printing.
• Circulate to support language, design, and presentation skills.

5. Reflection and Sharing (5 minutes)

• Groups present campaigns to the class or display posters around the room.
• Quick round: Each student completes a sentence “One thing I learned today is…” on a sticky note, which is placed on a class learning wall.

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Differentiation Strategies

• Provide visual and auditory supports for all instructions and texts.
• Use multisensory approaches: drawing, talking, role play.
• Grouping ensures mixed abilities for peer support.
• Offer sentence starters and graphic organizers for those who need writing help.
• Advanced learners encouraged to add facts or statistics to their campaigns or create a short video message.
• Use technology tools like text-to-speech or audio recording for students with specific learning needs like dyslexia.

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Extension Activities

• Research and report on local farms that use sustainable practices to reduce waste.
• Host a school-wide food waste awareness week planned and led by students.
• Create a composting project within the school garden.
• Interview family members about food waste habits and bring back stories to share.

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Assessment Suggestions (Formative)

• Observe and note student participation during brainstorm and campaign phases, looking for understanding and collaboration.
• Use a simple rubric for campaign creation: clarity of message, creativity, teamwork, and sustainability understanding.
• Student reflection sticky notes provide insight on individual learning and help guide future lessons.

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Reflection for Teacher

• How engaged were students in identifying and communicating sustainability solutions?
• Did the multi-age grouping enhance peer support and peer learning?
• Which strategies best supported diverse learners, especially students with dyslexia?
• What adjustments are needed for the remaining lessons to deepen the inquiry or expand student agency?

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This lesson balances inquiry, creativity, and communication aligned with IB’s holistic approach and nurtures students' identities as changemakers within their farming systems unit. It blends research, collaboration, and expressive arts, engaging diverse learners in meaningful ways.