Year Levels

Years 4, 5 and 6 (Australian Curriculum v9)

Lesson Duration

50 minutes

Unit

Sustainable Design Explorations (Lesson 10 of 10)

Lesson Description

WALT (We Are Learning To):
Present our sustainable design projects confidently to the class, sharing and celebrating our sustainable design ideas and solutions.

Curriculum Alignment

Australian Curriculum (v9) - Technologies - Design and Technologies

Content Description:
negotitate design criteria including sustainability to evaluate design ideas, processes and solutions (Year 5 and 6)
Achievement Standard Alignment:
Students explain how sustainability influences design decisions, and present and evaluate technology solutions.

Learning Objectives (Learning Intentions)

By the end of this lesson, students will:

Confidently communicate their sustainable design projects to peers using varied presentation methods (spoken, visual, digital)
Respond effectively to questions about sustainability in their designs
Demonstrate understanding of sustainability considerations in their design solutions

Success Criteria

Presentations are clear and confidently delivered
Students effectively explain key sustainability features of their design
Answer questions with relevant knowledge about sustainability and design processes
Use digital and/or visual aids to support communication where chosen
Follow a presentation checklist to ensure clear structure and accessibility

Resources

Student sustainable design project artefacts or digital showcases (e.g., models, posters, slideshows, videos)
Devices for digital presentations (tablets, laptops, or interactive whiteboard)
Presentation checklist handout (dyslexia-friendly format with clear fonts, bullet points, and icons)
Timer to manage presentation times
Question prompt cards for peers to use

Lesson Outline

Time	Activity	Details	Differentiation & Inclusion
0-5 min	Introduction & Intentions	Briefly review WALT and success criteria. Explain the significance of sharing designs and learning from peers. Highlight the importance of sustainability in design.	Use simple clear language; provide visual WALT and success criteria on board and printed handout in dyslexia-friendly font.
5-15 min	Presentation Preparation	Students review their projects and complete a presentation checklist. Teacher supports students to organise their talking points and visual aids.	Allow students to choose their presentation style (oral, digital slideshow, poster). Support scaffolding for those with additional needs by pairing with a peer mentor or scribing ideas.
15-40 min	Student Presentations	Each student or small group presents their sustainable design project to the class (1-2 minutes each). Teacher manages timing and encourages respectful listening. Peers use question prompt cards to ask at least one question.	Provide options for speaking or a recorded presentation for anxious students; allow presenters to present in pairs or small groups.
40-45 min	Peer Feedback & Reflection	Peers share positive feedback about sustainability features seen in projects. Teacher prompts reflection on the importance of sustainable design.	Verbal or written feedback allowed; sentence starters provided for feedback.
45-50 min	Celebration & Next Steps	Celebrate students’ efforts and innovations in sustainability. Discuss the extension opportunity (inviting another class to see presentations). Outline for follow-up or sharing school-wide.	Use certificates or digital badges to recognise achievement; display projects physically or digitally in the school.

Differentiation Strategies

Varied Presentation Options: Students may choose to present orally, with posters, digital slideshows, or videos to suit their strengths and confidence levels.
Peer Support: Pairing students for rehearsals or joint presentations to support diverse learners.
Dyslexia-Friendly Materials: Providing a clear, concise presentation checklist in easy-to-read fonts with icons and bullet points.
Flexible Timing: Allow extra time or breaks for students who may need it.

Extension Activities

Invite another class or year group to attend presentations, allowing students to share beyond their immediate class and answer a wider range of questions.
Students could develop a digital portfolio including video recordings of their presentations for sharing school-wide via a secure portal.
Encourage deeper research into aspects of sustainability related to their designs with guided inquiry questions.

Assessment Ideas

Use an observation checklist during presentations to assess key criteria: clarity, engagement, sustainability understanding, and question responses.
Peer feedback forms can provide insight into communication effectiveness.
Self-assessment via a simple rubric related to the success criteria.

Teacher Notes & Tips

Encourage enthusiasm by highlighting the importance of sustainability in real-world design and how students’ projects contribute ideas for the future.
Model a short sample presentation focusing on sustainability aspects.
Emphasise respectful listening and constructive questioning to enhance communication skills.
Use timers visibly to help manage presentation length and keep the lesson on track.

Justification of Curriculum Alignment

This lesson explicitly addresses the Australian Curriculum Design and Technologies content descriptor for Years 5 and 6 (AC9TDE6P04) by focusing on negotiating and evaluating design criteria including sustainability. Presentations require students to communicate their design ideas and reflect on sustainable choices, fulfilling the standard of expressing understanding and evaluation of their technological solutions in context .

The lesson promotes general capabilities of literacy (oral and multimodal communication), critical and creative thinking (reflection on sustainability), and personal and social capability (peer interaction and feedback).

If you would like, I can also help generate the dyslexia-friendly presentation checklist handout and question prompt cards as printable resources.

Showcasing Sustainable Designs

Teaching Instructions