Design Solution Showcase

Overview

In this final lesson of Exploring Food and Fibre, students present their completed STEM design projects, explain how their investigations informed the solution, and evaluate the prototype against agreed criteria. The lesson consolidates learning about managed food and fibre production, material properties, sustainable choices, and safe design processes within the Western Australian Curriculum.

Learning intentions

Students will:

• explain the food or fibre problem their design addresses and identify its intended user.
• present how investigations, materials, tools and processes informed their solution.
• use evidence to explain why their prototype is suitable, sustainable and safe.
• give constructive feedback and evaluate their design against success criteria.

Success criteria

• I can clearly explain the problem, intended user and purpose of our design.
• I can describe the materials, tools and processes we selected and explain why they were suitable.
• I can use evidence from our investigation to justify at least one design decision.
• I can give respectful, specific feedback and identify a realistic improvement.

Curriculum links

• Explain how and why food and fibre are produced in managed environments.
• Explain how material properties, systems, tools and equipment affect their use in designed solutions.
• Investigate needs, materials, tools and processes needed to create designed solutions.
• Select and safely use suitable materials, tools, equipment and techniques to make designed solutions.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and prepare. Teacher displays the learning intention and success criteria in the presentation and evaluation deck, revisits the design process—investigate, plan, make, test and improve—and models a concise presentation using a sample prototype or photograph. Students collect their prototype, design notes and evidence, then rehearse who will explain each part.

2. 7–15 min · Presentation expectations. Teacher explicitly teaches the presentation sequence: identify the problem and user; explain the proposed solution; describe materials, tools and processes; use investigation evidence; demonstrate or show the prototype; and state one strength and one improvement. Teacher models useful language such as “We selected ___ because its property of ___ makes it suitable for ___.” Students use the speaking prompts on the design presentation and peer evaluation sheet to rehearse with a partner and check that every group member has a role.

3. 15–39 min · Group presentations. Teacher organises eight groups of four and allocates approximately three minutes per presentation, followed by one minute for questions. The teacher uses the presentation and evaluation deck to display the sequence and keeps time; students present, demonstrate or display their prototype, and answer one audience question. Students who are listening record one specific strength and one question or suggestion on the peer section of the design presentation and peer evaluation sheet.

4. 39–47 min · Evidence-based peer feedback. Teacher pauses for a whole-class feedback lesson, modelling the difference between a vague comment (“It is good”) and useful feedback (“The recycled cotton fabric was a suitable choice because it is flexible; test whether the join is strong enough for repeated use”). Students compare notes with a partner and improve one feedback comment so it refers to a criterion, evidence or material property.

5. 47–55 min · Individual evaluation. Teacher directs students to complete the evaluation section of the design presentation and peer evaluation sheet, prompting them to judge the prototype’s function, sustainability, safety, suitability for the user and use of materials. Students refer to test results, research notes and peer comments, then write one specific modification they would make in a second version.

6. 55–60 min · Reflection and exit check. Teacher displays the final reflection prompts in the presentation and evaluation deck and invites two or three students to share a learning highlight or design challenge. Students complete the success criteria exit ticket slips by indicating which criteria they met and briefly explaining their next design step before submitting it with the evaluation sheet.

Resources

• the presentation and evaluation deck
• the design presentation and peer evaluation sheet
• Prototype designs and display materials
• Students’ investigation notes, sketches and testing records
• Timer
• Projector or interactive whiteboard
• Success criteria displayed on the board
• Eight presentation tables or designated display areas
• Pencils and coloured pens
• the success criteria exit ticket slips

Assessment

• During rehearsal and presentations, check whether students explain the design problem, intended user, evidence, material properties and production process accurately.
• Collect peer feedback sheets and listen for comments that are respectful, specific and linked to criteria or evidence.
• Use the individual evaluation and exit ticket to assess students’ ability to judge suitability, sustainability, safety and possible improvements.

Differentiation

• Provide a presentation structure, sentence starters and a visible word bank including managed environment, fibre, material property, sustainable, prototype, evidence and improve. Allow students to refer to notes while speaking.
• Assign supportive group roles such as presenter, prototype demonstrator, evidence finder and question responder. Students who are anxious about public speaking may share the presentation with a partner or pre-record a short explanation.
• Confer with groups during rehearsal, checking that claims are supported by investigation evidence rather than opinion. Use photographs, labelled diagrams or teacher scribing for students who need reduced writing demands.
• Extend confident students by asking them to compare their solution with an existing product, explain a trade-off such as cost versus sustainability, or propose how the design could be produced safely at a larger scale.