Too Good to Waste Warriors

Learning Goals & Products

Learning Goals

Students will be able to investigate school cafeteria food waste through direct observation and sorting data to identify what is edible, compostable, or trash and why.

Students will be able to gather and combine information from cafeteria staff, classmates, and community partners about ways to reduce school food waste and protect resources.

Students will be able to model how food scraps move among people, decomposers, and the environment when food is composted or trashed.

Students will be able to define a simple design problem for reducing school food waste with criteria and constraints based on time, materials, and school routines.

Students will be able to generate and compare multiple solutions such as share tables, composting, and donation systems based on evidence of how well each meets the school’s needs.

Students will be able to plan and carry out fair tests of prototype features to identify failure points and improve the design.

Products

team

Shared Food Waste Solution Pitch with Tested Prototype Model

Teams produce one agreed-upon problem statement and a collaboratively built higher-fidelity prototype or service model for the school to test, along with a short presentation for authentic stakeholders. The pitch must show how individual research informed the team solution and how feedback changed the final design.

team

Informational Media

Students will create informational materials to support implementation of the prototype. This can include signage, infographics, visual representations of the decomposition process, etc.

Rubric

Mastery-Based Rubric Standards-first rubric

Category	Standard	Beginning (1)	Developing (2)	Proficient (3)	Exceeding (4)
Next Generation Science Standards	5-ESS3-1 - Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.	I can identify what happens to food and food scraps when they are thrown away, and I can describe at least one way my community can protect Earth’s resources (like composting or reducing waste) I can gather simple information from observations or a basic school waste sort and share it using labeled notes or drawings.	I can combine information from more than one source (like observations, surveys, or partner materials) to explain why edible food and scraps get wasted at my school and how that harms Earth’s resources I can sort food waste into clear categories and create a simple chart/diagram to show what could be reused, shared, or composted versus trashed.	I can use science ideas to model how food waste moves among plants, animals, decomposers, and the environment, and I can connect choices to reducing harm to Earth’s resources I can compare at least two solutions used in other schools and justify which one fits our time, space, and routines using evidence and labeled visuals.	I can develop and refine a food-waste solution plan and communicate it as media arts (signs, infographics, PSA visuals, or exhibit content) using clear organization, balance/contrast, and emphasis to help a real audience understand what to do I can explain using my combined data how our community choices reduce landfill waste and methane risk, and I can use feedback to improve accuracy, clarity, and effectiveness.
Next Generation Science Standards	4-ESS3-2 - Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.	I can describe how food scraps change when they are thrown away versus composted, and I can identify simple ways plants, animals, and decomposers are connected in an ecosystem I can point to evidence from our school waste sort/observations to explain why reducing food waste protects Earth’s resources.	I can model and compare how matter moves among plants, animals, decomposers, and the environment by using labeled diagrams or notes I can generate and explain two or more ways to reduce food waste impacts (for example: donation, composting, worm bins) and tell how each option helps humans and Earth.	I can develop and compare multiple solutions to reduce the impacts of food waste by explaining the “before and after” effects on people, landfills, and the environment I can create a clear plan that includes success criteria and signs/labels so our community knows what to share, compost, or trash, and I can use data displays to support my claims.	I can generate and test a refined set of solutions to reduce food-waste impacts on humans and the environment, using evidence from our prototype, monitoring data, and observations I can clearly communicate how my solution changes matter flow in an ecosystem (including decomposers and soil/plant growth) and I can use feedback to improve our signs, visuals, and implementation for a real audience.
Next Generation Science Standards	3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.	I can investigate where food waste comes from in my school by sorting or observing leftovers and naming the main categories I see (edible, compostable scraps, and trash) I can describe, using drawings or notes, how food waste affects people, the environment, and our community.	I can generate and compare at least two possible solutions to reduce food waste based on basic criteria (like helping food be reused, composted, or shared) and constraints (like our school routine and available space) I can explain which solution best fits our needs and why, using labels, charts, or a simple model.	I can create and compare multiple solution ideas for what to do with leftover food by using evidence from my data and community input I can use specific criteria and constraints to judge how well each idea supports ecosystems and the movement of matter (plants, animals, decomposers, and the environment) and then justify my best choice with clear reasons.	I can improve and finalize a solution by generating additional options, testing them with my group, and revising based on feedback and monitoring data from the school community I can clearly communicate how my chosen solution reduces harm to Earth’s resources and supports matter moving through ecosystems, using well-designed PSA media, models, and presentations that match the purpose and audience.
Next Generation Science Standards	3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.	I can explain, using science words and drawings, how food scraps can be reused or broken down and how matter moves among plants, animals, decomposers, and the environment I can identify basic ways my school currently handles edible food and scraps and why that matters to our community and resources.	I can model and describe how matter from food scraps changes as it moves between plants, animals, decomposers, and the environment I can collect and combine simple information (from observations, surveys, or sources) to sort food waste into categories and describe likely reasons edible food and scraps are wasted.	I can design an improvement to our school’s food-waste system that includes clear criteria for success and constraints (like materials, time, or classroom/cafeteria routines) I can create labeled diagrams, signs, or PSA visuals using balance/contrast (4th) or emphasis/exaggeration (5th) to communicate my solution clearly to an intended audience.	I can develop and refine a food-waste solution by creating and testing a model/prototype, then using evidence from monitoring data to revise it for greater impact I can present an organized, persuasive 1-pager/PSA that connects my design to ecosystem interactions and community resource protection, clearly showing how my choices reduce harm and increase usable food/compost.
Next Generation Science Standards	3-5.AF.1.5 - Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.	I can define a simple food-waste problem at our school and explain who it affects by naming the materials (edible food, compostable scraps, trash) and what goes wrong when they are not sorted I can list 1–2 basic criteria for success (for example, “less goes to trash”) with help, and identify a few constraints (like time, space, or available materials).	I can define the food-waste problem more clearly by describing how food, scraps, and decomposers are connected (matter moves through sorting choices, compost, and landfill) I can use a few sources to select criteria for success (such as usefulness, safety, and clarity) and constraints (time, cost/material limits, and where the system will work) I can restate the problem and plan in my own words in a way others can understand.	I can develop a specific design problem statement that connects our observations and evidence to ecosystems and matter movement (plants/animals/decomposers/environment) I can generate several criteria for success (3 or more) and constraints that are realistic for our school, using information from partners and staff I can describe how my group will use these criteria and constraints to guide decisions about our process and materials.	I can refine a precise, measurable design problem that explains how our system will reduce harm to Earth resources by improving how matter moves among plants, animals, decomposers, and the environment I can establish multiple strong criteria for success (with clear, checkable targets) and constraints (materials, time, cost, safety, and school routines) and justify why they matter using evidence from data and sources I can communicate the final problem statement and success plan so my audience (class, staff, families, partners) can evaluate our solution fairly.
Next Generation Science Standards	3-ESS3-1 - Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.	I can describe (in simple terms) how food waste moves from the lunchroom to landfills or compost, using a basic model or diagram with a few labeled parts (plants, animals, decomposers, environment) I can make a claim with support that my solution can help reduce harm to Earth resources by keeping usable food and nutrients out of trash.	I can build and explain a model of how matter moves among plants, animals, decomposers, and the environment when food scraps are composted or discarded I can make a clear claim about how our design reduces environmental impacts, using evidence from our classroom waste sort, observations, or collected survey results.	I can develop a detailed, accurate model (with labels, arrows, and categories) that shows matter movement and the role of decomposers in ecosystems I can support my claim about the merit of our design solution using multiple sources (data charts, staff/student input, partner examples) and explain which changes lead to less waste and more reuse/composting.	I can refine and justify an accurate model that connects our design choices to ecosystem outcomes, showing how materials cycle back to plants through decomposers I can make an evidence-based claim about the merit of our solution and defend it with strong, relevant data trends (before/after or comparison), while clearly communicating how our design protects Earth’s resources and reduces harm for our school community.
Next Generation Science Standards	ESS.3.D - Global Climate Change	I can sort and describe the types of food waste my school throws away (such as unopened food, compostable scraps, and trash) and I can explain in my own words why some choices harm the environment.	I can use evidence from a waste sort and observations to identify main causes of food waste at our school and I can link the choices we make to effects on Earth resources and environmental health.	I can gather information from people in my community and organize it into categories and simple models (like labeled diagrams or charts) that explain how matter moves between plants, animals, decomposers, and the environment in our food-waste system.	I can develop and refine a clear model and data display that shows how different actions (sharing, composting, donation, or throwing away) change what happens to food waste, connecting it to protecting Earth’s resources and reducing harm to our climate-related environment.
Next Generation Science Standards	5-LS2-1 - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.	I can build a simple model showing how food waste can change after it leaves our cafeteria (for example, trash versus compost) I can name basic groups (plants, animals, decomposers) and match a few correct arrows to show where matter goes, using clear labels I can point to.	I can create a model that explains how matter moves among plants, animals, decomposers, and the environment by sorting and connecting parts with labeled arrows I can use evidence from observations or data (like a waste sort) to choose what happens to edible food and scraps, and I can revise my model when it doesn’t fit the evidence.	I can develop a detailed, accurate model of matter cycling by showing multiple pathways for food waste (unopened/inedible/compostable) and how decomposers transform it into usable matter I can use charts, notes, or visual media to explain cause-and-effect (choices that reduce harm) and clearly describe what changes in the environment when waste is or isn’t sorted.	I can design and refine an advanced model that clearly represents matter movement and transformations across ecosystems, including decomposers and the environment, while addressing alternative outcomes (landfill impacts vs composting benefits) I can justify my model using combined information, evidence, and feedback, and I can communicate it persuasively through labeled visuals and a media presentation for a real audience.
Next Generation Science Standards	ESS.2.A - Earth Materials and Systems	I can observe and sort cafeteria food waste into basic groups (like edible/unopened, scraps, and trash) and I can record what I notice using simple labels, sketches, or diagrams.	I can gather information from school people (and trusted partners) to explain why food waste happens in my community, and I can group evidence into categories with labeled charts or annotated drawings.	I can develop and show a model of how matter moves among plants, animals, decomposers, and the environment (for example, how scraps become soil), using evidence and clear visual steps.	I can improve a model and explain how my community’s choices (sorting, composting, sharing, or donating) affect the movement of matter and protect Earth’s resources by reducing harm to the environment.
Next Generation Science Standards	3-5-ETS1-3 - Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.	I can create a simple plan for my food-waste solution and describe what I will test, using one or two clear steps I can identify at least one possible problem or failure point and suggest a way to improve based on what I observe.	I can plan and carry out a fair test of part of my model/prototype by keeping some conditions the same and changing only one variable I can explain how I will measure success (or notice failure) using evidence like counts, photos, or simple charts.	I can plan and carry out fair tests for my model/prototype by clearly controlling most variables and testing one variable at a time I can identify multiple failure points, use data to compare results, and revise my signs/labels/model to better match how matter moves between plants, animals, decomposers, and the environment.	I can design and run fair tests with strong controls, clearly explaining the variable, what stays the same, and how failure points are considered before and during testing I can analyze evidence from multiple trials to justify specific improvements to my prototype and clearly communicate how the revisions strengthen the ecosystem-based model and community impact.