Researching Sustainable Solutions

Year Levels

Year 3 and Year 4

Duration

50 minutes

Unit Context

Lesson 7 of 10 in the unit "Designing for a Sustainable Future"

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WALT (We Are Learning To)

• Investigate sustainable designs already in use.
• Research examples of sustainable designs in products and environments.

Success Criteria

• Students can present one example of a sustainable solution.
• Students are able to explain why the example is sustainable.

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Australian Curriculum Links

Content Descriptions (Design and Technologies)

• AC9TDE4K01: Examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs.
• AC9TDE4P03: Select and use materials, components, tools, equipment and techniques to safely make designed solutions, considering environmental impact.
• AC9TDE4K02: Describe how forces and properties of materials affect function in products or systems, linking to sustainable solutions.
• AC9TDE4P05: Sequence steps to individually and collaboratively make designed solutions.
• AC9TDI4P03: Generate, communicate and compare designs (digital technologies context, supporting research and presentation skills).

General Capabilities

• Literacy: Reading and using pre-selected articles.
• ICT Capability: Use of text-to-speech apps and digital slideshow tools.
• Critical and Creative Thinking: Evaluating sustainable design examples.
• Personal and Social Capability: Collaborative learning and presentation skills.

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Lesson Overview

Time	Activity	Description	Resources/Tools	Differentiation
5 mins	Introduction & Recap	Recap previous lessons on sustainable design principles. Introduce WALT and success criteria. Elicit student ideas about what sustainable design means.	Whiteboard, markers	Use visuals and simple language for students with learning difficulties
10 mins	Group Research	Students work in small groups (4-5) to investigate pre-selected sustainable solutions using printed articles and digital tablets. Provide text-to-speech apps for dyslexic students. Groups read and summarise key points.	Pre-selected articles, tablets with text-to-speech apps, headphones	Dyslexia-friendly resources, paired reading support
10 mins	Group Discussion & Preparation	Groups discuss their sustainable solution example, guided by questions: What is it? How does it help the environment? Who uses it? Prepare to present the idea.	Group worksheets with key questions	Scaffolded questions, prompts on worksheets
15 mins	Presentations	Each group presents their example to the class using a poster or digital slideshow (depending on available time/technology). Encourage questions from peers.	Presentation tools (paper, markers, or digital slideshow software)	Extension: advanced groups can create detailed digital slideshows
5 mins	Reflection and Review	Whole class reflects on what was learnt. Teacher highlights connections to sustainability and design. Quick quiz or verbal review on key points.	Quiz cards or verbal Q&A	Use simple quiz format or verbal responses for diverse learners
5 mins	Plenary & Homework	Summarise lesson, revisit success criteria. Homework: Draw or find an example of a sustainable solution at home or in the community to share next lesson.	Homework sheet	Offer choice to draw or bring example for all learner types

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Detailed Activity Breakdown

1. Introduction & Recap (5 mins)

• Teacher briefly reviews sustainable design concepts covered so far.
• Use a short video or image slideshow to engage students.
• Explicitly state the lesson WALT and success criteria on the board.

2. Group Research (10 mins)

• Groups investigate from a selection of curated, age-appropriate articles focusing on sustainable products or environments (e.g., solar panels, rainwater tanks, recycled materials in products).
• Tablets loaded with text-to-speech apps support reading difficulties.
• Teacher circulates to assist and scaffold understanding.

3. Group Discussion & Preparation (10 mins)

• Groups answer guided questions on worksheet:
  • What is the product/environment?
  • How is it sustainable?
  • Who benefits from it?
• Encourage use of key vocabulary (sustainable, environment, recycle, energy-efficient).
• Teacher models one example for clarity.

4. Group Presentations (15 mins)

• Groups share their findings confidently, using visual aids or digital slides.
• Teacher and peers give positive feedback.
• Extension learners can use technology to create more in-depth slideshows.

5. Reflection and Review (5 mins)

• Quick formative check: What did we learn about sustainable solutions today?
• Use flashcards or verbal recall questions.
• Affirm students' learning progress referring to success criteria.

6. Plenary & Homework (5 mins)

• Summarise key ideas.
• Explain homework: Students find or draw a sustainable design example from their environment.
• Encourage bringing it or a photo for the next lesson to build continuity.

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Differentiation

• For diverse learners:
  • Provide pre-selected articles highlighting key concepts.
  • Use digital devices with text-to-speech tools.
  • Break down tasks into clear, manageable steps.
  • Use visual supports and pictorial worksheets.
• For advanced learners:
  • Create digital slide presentations of their research.
  • Include more complex examples, e.g., innovative energy-saving products.
• For students with dyslexia:
  • Employ text-to-speech apps on tablets.
  • Provide dyslexia-friendly fonts and colour contrast in printed materials.
  • Use oral discussions to supplement reading.

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Resources Needed

• Pre-selected printed articles on sustainable designs (simple language)
• Tablets with text-to-speech apps installed
• Headphones for individual listening
• Worksheets with guided questions
• Materials for posters (paper, markers)
• Digital slideshow software (optional, for extension)
• Whiteboard and markers
• Quiz cards or flashcards

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Assessment

• Formative assessment through observation of group discussions and presentations.
• Use a simple rubric based on success criteria:
  • Able to describe a sustainable design.
  • Explains why the design is sustainable.
  • Participates in group collaboration and presentation.
• Homework task: Share an example of a sustainable design, promoting observation skills.

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This lesson plan closely aligns with the Australian Curriculum v9 for Technologies for Years 3 and 4, particularly the content descriptions AC9TDE4K01, AC9TDE4P03, and AC9TDI4P03 which focus on understanding sustainability in design contexts and communication of ideas through digital technologies. The lesson supports engagement with sustainability factors and incorporates digital tools for accessibility and enrichment.