Food Waste & Sustainability

Unit: Exploring Farming Systems

Lesson 13 of 16

Grade: 2-5 (Multi-age classroom combining IB PYP Phases 2-5)
Duration: 60 minutes
Class Size: 13 students

Central Idea

Food waste in farming affects sustainability, and people can create solutions to reduce waste.

IB Learner Profile Linkages

Inquirers: Students investigate the causes and effects of food waste.
Caring: They show concern for the environment by exploring sustainability.
Communicators: Students share ideas through discussion and campaigns.
Principled: Understand ethical implications around food waste and responsible consumption.

Key Concepts

Causation: Why does food waste happen in farming?
Responsibility: How can we take action to reduce waste?
Connection: Understanding how food waste impacts our environment.

Related Concepts

Sustainability
Environment
Community responsibility

Learning Objectives

By the end of this lesson, students will:

Investigate and explain the problem of food waste in farming systems. (IB PYP Phase 2-5: Social Studies – Systems and Structures)
Analyze how food waste impacts sustainability and the environment. (PYP Phase 3-5: Science & Social Studies)
Brainstorm and propose realistic, creative solutions to reduce food waste. (PYP Phase 3-5: Inquiry and Communication Skills)
Collaborate to create a small campaign poster or digital message to raise awareness. (PYP Phase 2-5: Communication Skills, Arts)

Success Criteria

I can describe what food waste is and why it happens in farming.
I can explain at least two ways food waste affects our planet.
I can work with my peers to suggest ideas that reduce food waste.
I can create a visual message that helps others understand why food waste matters.

Materials

Chart paper and markers
Drawing/coloring supplies (crayons, colored pencils, markers)
Printed pictures or real examples of food waste on farms (dyslexia-friendly, large fonts)
Tablets or computers (optional for digital poster creation)
Visual word banks with simple definitions about food waste and sustainability (dyslexia-friendly fonts)
Timer or clock
Sticky notes

Lesson Flow

1. Engage & Connect (10 minutes)

Begin with a think-pair-share question: “What do you think food waste means? Have you ever thrown away food?”
Show simple, vivid images of food waste from farms and markets (e.g., bruised apples, unsold vegetables). Ask, “Why might these foods be wasted?”
Use a word bank on a poster or whiteboard with clear, dyslexia-friendly fonts for key terms (e.g., sustainability, waste, farm, environment).

Differentiation:

Visual/non-verbal learners get images and real objects.
Verbally advanced students encouraged to elaborate and ask questions.
Students with reading difficulties can use word banks as reference.

2. Explore & Investigate (15 minutes)

Break students into small groups/pairs (mix ages and abilities to support peer learning).
Each group explores causes of food waste in farming using guiding questions:
- What happens to fruits and vegetables that farmers can’t sell?
- How do weather, pests, or transportation cause waste?
Groups use chart paper to list causes and impacts on sustainability (soil health, water use, landfill trash).

Teacher as researcher and supporter: Circulate to prompt deeper thinking, ask open-ended questions, and support students needing help.

3. Creative Problem-Solving Brainstorm (15 minutes)

Regroup as a whole class and share findings.
Facilitate a brainstorming session with prompts:
- How can farmers or communities reduce food waste?
- Could we donate food? Compost it? Teach people to buy only what they need?
Record ideas on a visible chart.
Assign each student or pair to choose one idea and brainstorm how to communicate it as a campaign message or poster.

Differentiation:

Provide sentence starters for brainstorming notes (e.g., “One way to stop food waste is...”)
Allow choice between drawing, simple writing, or using tablets for digital posters.

4. Create Awareness Campaign (15 minutes)

Students individually or in pairs design a poster or digital message promoting a solution to reduce food waste.
Encourage use of colors, simple sentences, and clear images.
Poster examples: “Save Food, Save Earth!” or “Don’t Waste That Veggie!”

Teacher role: Support students in organizing ideas visually, scaffolding writing if needed, and encouraging clarity in communication.

Extension for advanced learners:

Create a short jingle, poem, or role-play skit as an alternative awareness campaign.
Add facts or numbers for persuasive impact.

5. Share & Reflect (5 minutes)

Students share their posters or messages with peers.
Conduct a brief gallery walk or virtual sharing circle.
Reflect with students: “How can these campaigns help others? What will you try to do next to reduce waste?”

Differentiation Strategies

Visual supports and word banks for all key vocabulary.
Peer assistance in mixed-age groups.
Options for mode of expression: drawing, speaking, writing, or digital creation.
Clear, chunked instructions with visual steps for tasks.
Extra scaffolding (sentence starters, linking words) for writing.
Dyslexia-friendly fonts and reading materials for text.
Extension activities encourage leadership and deeper research.

Assessment

Formative: Teacher observes participation in brainstorming, group discussions, and engagement during poster creation.
Summative: Evaluate final posters/campaigns using a simple rubric aligned to success criteria (clear message, understanding of food waste, creativity, collaboration).
Peer feedback encouraged using “I like how you...” or “I learned that...” statements.

Reflection for Teacher (Post-Lesson)

How effectively did students demonstrate understanding of food waste causes and effects?
Were students able to collaborate and express solutions creatively?
Which differentiation strategies worked best?
How might this be expanded or integrated with math (data on food waste), science (composting), or language arts?

Extension/Home Connection

Challenge advanced or interested students to track food waste at home for a week and suggest ways to reduce it.
Create a class “waste watcher” journal to record and reflect on weekly food waste observations.
Invite families to participate in a local farm or farmers’ market visit focusing on sustainability practices.

This lesson plan aligns with IB PYP transdisciplinary skills — inquiry, communication, social skills, thinking skills — and embraces Reggio Emilia values, positioning students as active co-inquirers empowered to make real-world positive change.

Teaching Instructions