Sustainable Design Ideas

Year Levels

Year 1 and Year 2

Duration

50 minutes

Class Size

25 students

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Curriculum References

• Australian Curriculum v9 - Technologies - Design and Technologies
• Content Description Code: AC9TDE2P01
  Generate and communicate design ideas through describing, drawing or modelling, including using digital tools
• Content Description Code: AC9TDE2P03
  Discuss how existing digital systems satisfy identified needs for known users
• General Capability: Sustainability
• Cross-curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures (respect for sustainability traditions)

This lesson supports developing student understanding of sustainability in design, aligned with age-appropriate expectations to investigate everyday community needs and consider eco-friendly solutions using accessible digital and non-digital tools【6:AC9TDE2P01.md】【12:AC9TDI2P03.md】.

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Lesson Title

Sustainable Design Principles

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WALT (We Are Learning To)

• Understand what sustainability means and why it is important when designing solutions.
• Identify environmental impacts of design choices.
• Brainstorm simple eco-friendly ideas to help our community’s needs.

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Success Criteria

Students will be able to:

• Explain the meaning of sustainability in their own words.
• Identify examples of how careful design helps the environment.
• Create at least one design idea that is better for the environment.
• Communicate their design ideas using drawings or digital tools.

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Lesson Outline

Time	Activity
0 - 5 minutes	Introduction to Sustainability
	- Brief interactive story or video demonstrating sustainability (e.g. “How can we help the planet?”)
	- Use simple language and visuals to define sustainability.
5 - 15 minutes	Class Discussion: Community Needs and Environmental Impact
	- Discuss common community needs (e.g. playground, garden, shelter for animals).
	- Talk about how design choices can affect the environment (waste, materials, energy).
15 - 25 minutes	Brainstorming Eco-friendly Solutions
	- In small groups (3-4 students), students brainstorm design ideas that help the environment.
	- Encourage use of recycled or natural materials.
	- Teacher supports vocabulary, using sentence starters, and visual prompts.
25 - 35 minutes	Design Creation Using Digital Tools and Drawing
	- Students select one idea to draw on paper or create a basic design using kid-friendly digital tools (e.g., simple drawing app or online design software).
	- Teacher models use of digital tools and assists diverse learners.
35 - 45 minutes	Sharing and Reflecting
	- Groups share their ideas with the class using drawings or digital images.
	- Teacher facilitates reflection on how their ideas help the environment and community.
45 - 50 minutes	Wrap Up and Recap
	- Review key words: sustainability, environment, community, design.
	- Summarise what we learned and how we can keep thinking about sustainability at home and school.

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Differentiation Strategies

• For diverse learners:

  • Use dyslexia-friendly fonts and reading materials with visuals.
  • Provide sentence starters and visual storyboards for idea expression.
  • Allow oral responses and verbal sharing instead of writing.
  • Give extra time and one-on-one support during digital activities.

• For extension learners:

  • Challenge students to consider the whole product life cycle (e.g., how products are made, used, then recycled).
  • Invite advanced learners to research and present a simple example of an eco-friendly invention.
  • Encourage use of more complex digital design tools under supervision.

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Resources

• Storybook or short video about sustainability (age-appropriate)
• Large chart paper and markers for group brainstorming
• Tablets or computers with simple drawing software/apps (e.g., Kid Pix, Paint 3D, or online drawing tools)
• Visual vocabulary cards (sustainability, recycle, environment, community)
• Sample recycled materials and natural items for inspiration

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Notes for the Teacher

• Keep explanations simple and tangible—relate sustainability to everyday things children know (e.g., turning off lights to save energy).
• Use examples familiar to the local community and, where possible, integrate First Nations perspectives on caring for country in discussion.
• Encourage collaboration and respect during group work.
• Link the lesson back to previous lessons in the unit “Designing for Community Needs” by reviewing community problems already identified.

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Assessment

• Formative assessment through observation of participation in discussion, group work, and presentations.
• Use a simple checklist reflecting success criteria such as:
  • Can the student explain sustainability simply?
  • Did the student contribute eco-friendly ideas?
  • Can the student use drawing or digital tools to communicate their ideas?

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This lesson plan emphasises hands-on, varied and digital-supported activities suitable for young Australian learners, aligned thoroughly to the Australian Curriculum for Years 1 and 2 Design and Technologies content descriptions, with clear learning outcomes and inclusive strategies to support diverse learners and stimulate all students【6:AC9TDE2P01.md】【12:AC9TDI2P03.md】.