Planning Upcycling Steps

Lesson Overview

Duration: 45 minutes
Class: Year 5 (Age 9–10)
Group size: 30 students
Unit: Upcycling: Creativity Meets Sustainability (Lesson 6 of 12)
Topic: Planning the Upcycling Process

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Curriculum for Wales Alignment

Area of Learning & Experience (AoLE): Health & Well-being / Science & Technology

• Learning Strand: Design and Technology (DT)
• Statements of What Matters:
  • WtM 3: "Design and make products that are fit for purpose and consider the needs and wants of users."
  • WtM 4: "Apply knowledge of materials and components to make purposeful products."
• Progression Steps (Year 5):
  • Design and Make: Develop detailed plans including materials, tools, and steps.
  • Evaluate and Reflect: Present and justify choices made in the design process.
• Cross-curricular Skills:
  • Literacy: Clear oral presentation skills
  • Numeracy: Sequencing steps logically
  • Digital Competency: Using planning templates, research for extension (optional use of classroom devices)

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Learning Objectives

By the end of the lesson, all students will:

• Understand the importance of planning in creating an upcycled product.
• Be able to list materials and tools required for their project.
• Sequence the steps needed to produce their upcycled item in a logical order.
• Present a clear, structured plan to peers or teacher.

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Success Criteria

Students can:

• Complete a detailed plan outlining steps, tools, and materials.
• Use a structured planning template (where needed) to organise ideas clearly.
• Verbally explain their project plan, showing understanding of the process.
• (Extension) Identify alternative sustainable materials or upcycling methods.

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Resources Needed

• Planning templates (differentiated: simple and detailed versions)
• Whiteboard or flipchart for model example
• Pens, pencils, rulers
• Sample upcycled items or photos
• Devices/tablets (optional, for research)
• Materials/tools chart handout
• Visual aids showing examples of tools/materials

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Lesson Structure

1. Starter (5 mins): Recap and Engage

• Begin with a quick quiz/discussion: "What have you learned so far about upcycling?"
• Show a photo or a physical example of an upcycled product and ask, "What do you think went into making this?"
• Link to today’s goal: planning your own upcycling project.

2. Introduction (10 mins): What is Planning?

• Explain why planning is important in design and making, especially for upcycling.
• Use a simple flowchart on board to model planning steps:
  1. Idea generation
  2. Listing materials/tools
  3. Step-by-step process
  4. Anticipating problems
• Walk through an example upcycled product (e.g. turning old T-shirts into tote bags), demonstrating the planning process.

3. Main Activity (20 mins): Your Upcycling Plan

• Hand out planning templates (different versions based on learner need):
  • Template A (structured): Boxes to fill for materials, tools, and steps, with sentence starters.
  • Template B (open): Blank format for more independent learners to create own layout.
• Students work individually or in pairs to outline their upcycling project.
• Encourage students to think about:
  • What materials do I need? Are these sustainable?
  • What tools will I need? Are they safe and appropriate?
  • What steps will I follow? Put in order!
• Circulate to support, especially scaffolding for students with additional learning needs.

4. Extension/Enrichment (Optional, within Main Activity)

• Advanced learners: Research alternative materials or different upcycling methods (using classroom devices or printed materials).
• Challenge: How could your project be modified to use less energy or create less waste? Note ideas on a separate sheet.

5. Plenary (10 mins): Present and Reflect

• Invite volunteers to present their plan to the class or small groups.
• Use a “Success Criteria Checklist” for peer or self-assessment:
  • Clear list of materials and tools?
  • Logical sequence of steps?
  • Ideas on sustainability?
• Discuss how planning might help prevent problems during making.

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Differentiation Strategies

• Provide structured planning templates to support learners needing clear guidance.
• Use sentence starters and word banks for students with writing difficulties.
• Pair less confident or SEN students with more confident peers for collaborative planning.
• Visual aids and real product examples to support understanding.
• Simplify language or provide one-to-one support as needed.

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Assessment

• Formative assessment during activity: Teacher observations and questioning to check understanding.
• Review completed planning templates against success criteria.
• Peer feedback during presentations.
• Use plenary reflections to assess confidence in planning skills.

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Reflection and Next Steps

• Note any students who struggled with sequencing or identifying materials/tools for extra support.
• Use completed plans to guide materials preparation for next lessons (building/making phase).
• Encourage students to keep their plans safe as a working document, to be revisited and adapted later.

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This plan ensures that Year 5 learners engage meaningfully with the design process of upcycling projects while developing core competencies aligned with the Curriculum for Wales. It balances creativity, sustainability awareness, and practical organisational skills effectively.