Researching Sustainable Technologies

Year Level

Year 4, 5 and 6 (Mixed class)

Duration

50 minutes

WALT (We Are Learning To)

Explore and analyse technologies that promote sustainability.
Investigate various sustainable technologies and their impacts on the environment.
Discuss how designers evaluate sustainability factors.

Success Criteria

Identify at least three sustainable technologies.
Discuss the benefits and sustainability factors of the selected technologies.
Collaborate effectively in pairs to research sustainable technologies.
Use digital tools with accessibility features to support research and understanding.

Australian Curriculum Links

Design and Technologies - Years 5 & 6:

AC9TDE6P04 — Negotiate design criteria including sustainability to evaluate design ideas, processes and solutions.
AC9TDE4K01 — Examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs.
AC9TDE6K03 — Explain how and why food and fibre are produced in managed environments (provides context for sustainability).
AC9TDE6P05 — Develop project plans that include consideration of resources to individually and collaboratively make designed solutions.

General Capabilities and Cross Curriculum Priorities:

Use of digital technologies.
Sustainability as a cross-curriculum priority.
Ethical understanding and intercultural understanding through Indigenous perspectives on sustainable design.

Lesson Outline and Timing

Time	Activity Description
5 min	Introduction & Recap: Recap previous lesson’s key points on sustainable design. Introduce lesson goals and WALT.
5 min	Engage: Show a short video or interactive presentation (prepared by teacher) highlighting examples of sustainable technologies (e.g., solar panels, water recycling systems, biodegradable packaging). Use captions and text-to-speech support for dyslexic learners.
15 min	Research in Pairs: Using tablets/laptops, pairs research three sustainable technologies. Provide a curated website list or digital library to ensure age-appropriate content. Highlight ecological benefits, how designers consider sustainability, and challenges. Students use text-to-speech apps as needed. Teacher circulates to support and scaffold research tasks.
10 min	Discuss & Evaluate: Pairs share findings bi-directionally with another pair to discuss benefits and sustainability factors. Teacher leads whole-class discussion on how designers evaluate sustainability criteria (e.g., energy use, materials, recyclability, community impact). Introduce simple evaluation criteria (environmental, social, economic).
10 min	Reflective Task & Differentiation: Students individually complete a graphic organiser verbally or digitally - listing three technologies, benefits, and sustainability factors. Dyslexic students may use text-to-speech or voice-to-text apps. Pairs provide peer feedback. Teacher offers extension students a prompt to prepare a short oral presentation or digital slide on one technology for lesson 3.
5 min	Plenary & Exit Ticket: Quick quiz or class game reviewing sustainable technologies and sustainability factors. Exit ticket: Write or record one new thing learned about sustainable design.

Teaching Strategies and Resources

Use multimodal presentation (video, images, speech-to-text apps) to engage varied learners.
Pair students strategically to support research and build confidence.
Provide scaffolded graphic organisers to guide note-taking and evaluation.
Use digital text-to-speech apps like Microsoft Immersive Reader or natural reader software for dyslexia-friendly reading.
Encourage oral sharing for learners with writing difficulties.
Use simple evaluation criteria aligned with Australian Curriculum to introduce students to critical thinking about sustainability.

Differentiation

Support: Pair lower-achieving or EALD students with peers who can assist with research. Use highly scaffolded digital resources with clear headings and visuals.
Dyslexia-Friendly: Use digital text-to-speech, font customisation, and voice-to-text software. Provide oral instructions and check understanding.
Extension: Encourage advanced learners to research an additional sustainable technology and prepare a brief presentation or digital poster for the final lesson in the unit.

Assessment

Formative assessment through observation of group discussions and research participation.
Review completed graphic organisers for understanding of sustainability factors.
Exit tickets to check individual learning.
Extension activity presentations to be assessed in next lesson to demonstrate deeper understanding.

Equipment and Resources Needed

Tablets or laptops with internet access.
Access to curated sustainable technology resources suitable for Years 4–6.
Graphic organisers (printed or digital).
Text-to-speech and voice-to-text apps installed.
Projector/interactive whiteboard for engaging video or presentation.
Quiz or game tools (Kahoot or similar) for plenary.

This lesson builds on the Australian Curriculum v9 design and technologies content focus on sustainability, evaluating design ideas, and investigating technologies with care for community needs and the environment. It promotes critical thinking and collaboration and incorporates digital accessibility tools in alignment with best practice teaching for diverse learners.