Topic 4 Applying the methodology in school

Key program objectives

During the FOOD RESCUE project, students go through six design thinking phases: We learn / We investigate / We imagine / We make / We plan / We act. During the process, they learn about food waste, use their creativity to design and build their own solutions for food waste, and then learn what they themselves can do to prevent it.

Through this program students will be able…

…to describe what food waste is.

…to realize how important it is to not be wasteful with food and therefore is familiar with the implications of food waste on society and the environment.

…to name at least nine ways how to reduce food waste.

…to utilise and combine technological components for building their self-devised solutions towards food waste and climate change.

…to know the overall purpose of the (youth) activism.

…to engage in activities such as making their own campaigns (eg. drafting petitions and asking community members to sign them, contacting representatives of the local government, sketching their own political cartoons, volunteering with a local food waste prevention organization;)

The students…

…can work in a team on a shared goal (collaboration, self-regulation).

…can interview and communicate with parents or other adults on their food waste.

…can generate multiple original ideas using the chosen method (creative thinking).

…can evaluate the quality of ideas and select the best to shape into a prototype.

…can communicate the ideas verbally as well as through making a prototype (communication, making).

…can design a food waste reduction prototype (Maker Education).

…can present their ideas.

…can question others about their ideas.

…can work with others in collective problem-solving (collaboration).

…can voice their opinion.

…can discuss what they learned from the process (self-regulation).

The student…

…displays an inquisitive attitude (creative thinking).

…believes that creativity is something you can practice and improve.

…shows tolerance of failure as part of the learning and making process.

…shows confidence in dealing with complexity and ambiguity.

…discovers the own potential to contribute to solving world problems (agency).

…listens to other teams presentation and ideas.

…recognizes the values of social responsibility and social activism.

…envisions alternatives for themselves and their societies.

The role of the teacher

During the FOOD RESCUE project teachers, while using different means and materials (audiovisual materials, group activities, project-based activities), will introduce to students what the Climate Change Education is, and its relation to Food Waste management.

Having that knowledge, teachers inspire their students to create their own solutions towards the direction of tackling food waste.