Implementation of ‘Bites: when nutrition meets SDGs‘ (SoI-ES-527)


The implementation is done in the context of an activity carried out within an exhibition environment, as in this case, an interactive science museum. And starting from this point, the central focus of the activity is one of our exhibitions, entitled Bites, which addresses the issue of nutrition in relation to the 17 sustainable development goals promulgated by the UN.

   This activity is carried out with pupils from different schools and the age range is from 9/10 to 14/15 years old. The maximum number of pupils per activity is 30 and it is carried out in a part of the museum set up as a Laboratory where we have a suitable space for the activity and all the necessary materials and resources. The activity lasts approximately an hour and a half and is divided into several parts.

  The aim is to bring students closer to the objectives of sustainable development through something very common to all of us, which is nutrition and food. At the same time, we introduce them to tools such as Europeana and try to open up new perspectives on how each of us can individually contribute to achieving these 17 goals.

Stages of implementation

  The activity comprises an introduction and three blocks of content. In it, as in the exhibition, we relate nutrition to the SDGs, from which we choose 3 to develop by inviting students to see the exhibition.


   We make a general summary of the activity and present the 17 SDGs through videos with content adapted to the age of the students we are going to work with. Afterwards, we discuss with the pupils whether they are aware of the goals, how they assess them, whether they think we will be able to achieve them by the deadline set (2030), how they think they can contribute to achieving these goals, whether they know what the UN is…

Activity 1

Discover cereal

We addressed SDG 2, zero hunger, telling the importance of carbohydrates in a good diet and explaining the difference between food and nutrition. 

  We teach the students which are the 8 most consumed cereals in the world and the importance of eating whole grains and what they are. With the help of photos of the plants of each of the cereals taken from Europeana and a small sample of each cereal, which we gave them in small bags.

  Once they are familiar with the cereals, we take them away along with the photos and give them a tablet to do a Kahoot of questions about these 8 cereals.

 Activity 2

 Fruit for all

We explain SDG 1, the end of poverty. Relating the consumption of fruit, an expensive and perishable food, to which a large part of the population does not have access, with healthy nutrition. For all the nutritional benefits they provide.

To do this in a fun way, the students make origami fruit and we use a link to the Europena library to show them examples of origami, what it is and where it comes from, while allowing us to show them all the possibilities and tools that Europeana makes available to them.

Activity 3 

Be a molecular chef

We talked about SDG 4, quality education. We explained the importance of knowing how to take advantage of the qualities of food by using appropriate preparation techniques for each one and the importance of explaining them in the educational environment.

We talked about new culinary techniques that change the appearance of food to make it more attractive while respecting its qualities and we taught the students how to make fake caviar with sodium alginate and calcium chloride.


Our aim with this activity is to raise awareness of Europeana as a resource for the different levels of education that go through this workshop, since being a museum we can cover more educational levels, while promoting the importance of balanced nutrition and teaching the SDGs and the goals they pursue. 

With this workshop we have discovered that Europeana is a great unknown at all educational levels and that they are very surprised that this resource exists.

With reference to having a balanced nutrition, it is true that at all educational levels they know of its existence but they do not know how to achieve it beyond increasing the consumption of fruit and vegetables. Without having much idea of culinary techniques. In my opinion, this shows how little children/adolescents are involved in the process of buying food on the one hand, and how little they participate in the preparation of meals at home.

With regard to the SDGs, to our surprise, despite the years that we have been talking about them, they are still unknown to the vast majority. It is true that here it is not so much the educational levels that have an influence as the teachers, who, although they are not part of the syllabus, in many cases work on them in class.

With regard to the parts into which the workshop is divided, what most attracts their attention is the part on molecular cuisine, regardless of the academic level to which they belong. It is something they are all doing for the first time.

In conclusion, I think that the activity serves to address very important issues in a cross-cutting way and that I believe that to a greater or lesser extent, beyond the fun part, the students come away aware that with small gestures we can all help to make the world a better place by contributing to achieving the 17 SDGs.

Link to the learning scenario implemented:

Do you want to discover more stories of implementation? Click here.

CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Hellenic Literary and Historical Archive – Cultural Foundation of the National Bank Of Greece.

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