Overview:

Waste not, want not.

Here in Canada, food is abundant and readily accessible. As
Canadians we are blessed with supermarkets that are stocked with
whatever we happen to be craving at any given moment. Our
homes are well equipped with refrigerators and freezers and
pantries to store massive amounts of easily obtainable food. We
are so far removed from the idea of food scarcity that last
summer, in the middle of a global pandemic, we allowed millions
and millions of pieces of fruit to rot in the fields surrounding our
communities. The pandemic had cut off the usual supply of
temporary foreign workers that usually did the job and farmers
couldn’t find any locals to hire. Simply put, Canadians had no
incentive to combat food wastage as food is easily obtainable.

In Canada, over 58% of the food we produce goes to waste.

Of that 58%, only 10% is due to food rotting in the fields as in the above situation.
Over 47% OF FOOD WASTAGE IS FROM THE HOUSEHOLD—things such as slimy lettuce, spoiled meat, freezer burned food, and
expired best before dates. These are the things that we as consumers toss out because we can’t be bothered to eat them. After all,
food is easily obtainable and can be replaced easily enough.

Design Rationale:

So what?
All of that expired food is costing Canadians.
When a farmer has a bad year and food is left to rot in the field, who pays? The farmer, yes, but also the Canadian tax payer.
Insurance rates go up. Food costs go up.
We are still paying for all of that wasted food to be grown, processed, and transported across the globe. When we throw it away,
we are literally throwing away money.
Food wastage is estimated to cost the Canadian economy more than 49 BILLION dollars every year. That is 2% of the Canadian GDP.
This affects everybody.
What else?
Rotting food produces methane gas.
Each year it is estimated that 56.6 MILLION TONNES of methane gas is produced from food wastage in Canada alone. Methane gas
is 25 times more harmful to our environment than carbon dioxide. This means that every tonne of methane gas released into our
environment will do the same damage as 25 tonnes of Carbon Dioxide released. WHY IS METHANE GAS BAD? Remember, methane
gas is one of the greenhouse gases. It traps heat and contributes to climate change.

Problem Scenario:

Your team has been tasked with the challenge of designing a product/business idea that will aid the average Canadian in
managing their household food waste. Solutions must be economically feasible and obtainable for the average Canadian.
They must benefit both the economy and the environment. Also, as a group you must be able to prove that there is public
incentive to use your product/business.

Or, if you would rather, you may choose to create a product/business that is able to assist an Okanagan farmer with mitigating
the financial and environmental impacts of their food waste.

Your solution must meet the following criteria:

It is evident that your group has used appropriate research and development to innovate your design concept,
empathizing with the situation and audience.

Your group has brainstormed up several different conceptualizations of your product/business

Your group has selected one idea to proceed forward with and are able to justify why this particular design concept is the
best way to proceed forward for the group.

Your product or business model is well defined

You explain the environmental benefits of your solution, solution directly references problem

You explain the economic benefits of your solution, solution directly references problem

Your solution is designed to be implemented locally in the Okanagan with potential to be adapted nationally.
Success Determinants:

Group is able to pitch their concept to a panel and justify why their chosen prototype is the best choice for
proceeding forward with their solution.
(CC: Communication—Focusing on Intent and Purpose)

Design solution of the group addresses both economic and environmental concerns in regard to food waste
(CC: Creative Thinking & Collaboration)

Prototype and Design Sketch show continuity

(CC: Designing and Developing)

It is evident that the group has applied appropriate research and development to their solution.
(CC: Designing and Developing)

Groups will present their product to their peers during the gallery walk. You must include the reasoning
behind your product/business, how it solves the problem, including how it benefits both the economy and the
environment.

Individual members will complete a self-reflection at the end of the Design Challenge.

Parameters:
 Design can be either an actual product or business model

Groups must complete a brainstorming session to conceptualize ideas. They must then draw several sketches
of their design and choose the best one for the group to proceed forward with. Groups must present this idea
to a panel in order to obtain their “funding” (student kit).

Design Groups must use materials from their own student kits to build prototypes.

Students must gain access to tools at the safety station.

Students have to make a pitch to the pantry administrator to obtain desired items from the pantry, items are
limited and need good reason to be used.

Getting Started:

Links to related readings and videos:

Canadian food waste website:

https://lovefoodhatewaste.ca/about/food-waste/

Global news article and video clip of food wastage in the Okanagan:
https://globalnews.ca/news/7428870/millions-of-apples-rotting-okanagan/

CBC news article on Canada wide food waste:

https://www.cbc.ca/news/canada/toronto/food-waste-report-second-harvest-1.4981728

Short video on food spoilage:

https://ed.ted.com/best_of_web/M1t7NQ4F

Rubric for Design Challenge:

Student will use to self-Assess, along with a journal reflection detailing what all they have learned throughout the
design challenge. Teacher will also use the below rubric for assessment.
 Needs Improvement
did not empathize with the
Research and target audience
Development
Little to no signs of research
were done in developing the
design sketch
Not a distinction between
design sketches. Not a lot of
innovation of ideas.
Prototype lacks justification
of why it is the best choice,
no apparent connection to
problem.
Prototype and Design sketch
Creating the do not match.
Solution
Prototype & Design
Solution does not address
the problem.
It is apparent that little effort
was put into planning and
building of the prototype
Communication Needs Improvement
and Collaboration
Engagement
Approaching
Some empathy was taken for
the target audience
Some background research is
evident in creating the design
sketch
The group has clearly
designed a few design
sketches, but it is not
apparent that those ideas
have been developed further.
No clear justification for why
their design sketch is best to
proceed forward with.
Prototype and Design Sketch
are missing a few
components.
Solution addresses parts of
the problem.
It is apparent that some effort
was put into the planning and
building of the prototype.
Approaching
Meeting
It is clear that the group
empathized with the target
audience.
It is evident that the group
utilized proper research and
development in designing their
product.
Group has a valid justification to
why they chose to proceed
forward with their selected
prototype.
Prototype and Design Sketch
are in alignment.
Solution addresses both
economic and environmental
components of the problem.
It is apparent that much effort
was put into planning and
building of the prototype
Meeting
Exceeding
Much Research and
Development done on both
the human aspect and the
business/science behind their
prototype.
It is evident that many
iterations of the design sketch
were improved upon to come
to the final selection. The
group chose the best design
sketch to proceed forward
with and can justify why.
Prototype exceeds Design
Sketch and is functional.
Solution exceeds in
addressing the problem.
It is apparent that effort put
into planning and building of
the prototype exceeded
expectations.
Exceeding
 Student does not contribute
to the group by asking
questions or offering ideas.
Listening,
Questioning and
Student does not listen with
Discussing respect, argues with
teammates, and does not
consider other ideas. Blocks
group from reaching
agreements.
Behavior
Student almost always
Problem Solving displays disruptive behavior
Does not try to solve
problems or help others
solve problems.
Teamwork
Student shows no interest in
completing group goals,
usually has a critical attitude
towards members of the
group and task at hand.
Contributed little to their
assigned group role.
Ideas for rubric borrowed from, https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml
Student rarely contributes to
the group by offering ideas
and asking questions.
Student has trouble listening
with respect and takes over
discussions without letting
other group members have a
turn.
Student occasionally displays
disruptive behavior
Student does not offer
solutions but is willing to try
solutions offered by other
group members.
Student occasionally helps to
complete group goals,
sometimes is towards
members of the group and
task at hand.
Performed some duties of
assigned group role.
Student proactively contributes
to the group and offers up at
least one idea and question.
Student respectfully listens,
discusses and asks questions.
Student rarely displays
disruptive behavior
Student improves on
suggestions offered by other
group members.
Student usually helps to
complete group goals, usually
has a positive attitude towards
members of the group and task
at hand.
Performed nearly all duties of
assigned group role.
Student proactively
contributes to the group by
offering ideas and asking
questions which allow for
improvements, on an ongoing
basis.
Student respectfully listens,
discusses and asks questions
and helps direct the group in
solving problems
Student almost never displays
disruptive behavior
Student actively seeks and
suggests solutions to
problems
Student works to complete
group goals, has a positive
attitude towards members of
the group and task at hand.
Performed ALL duties of
assigned group role.