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HOW THE LESSON AND BRIEF LINKS TO THE CROSS CURRICULUM PRIOROTY OF SUSTAINABILITY
AND SUSTAINABLE DEVELOPMENT GOALS 11 and 13 (250 WORDS)

The cross-curriculum priority of sustainability addresses the ongoing capacity of Earth to maintain all live and
specifically into sustainable patters of living to meet the needs of the present without comprising the ability of
future generations. In particular, this design brief addresses the key concept of future OI.8 ‘designing action for
sustainability requires an evaluation of past practices” and OI.9 ‘sustainable futures result from actions designed
to preserve and/or restore the quality and uniqueness of environments.’ In this brief, students will evaluate current
practices of water use (lesson 2), emphasised by statistical data. In lesson 3 students will begin to invent a
product that is specifically designed to preserve the environments identified in lesson 1 (the lesson plan below).
The evaluation criteria identified in the design brief also calls upon students to compare their invention to past
practices and discuss the benefits. This lesson specifically relates to the first key concept of sustainability of
exploring collective wellbeing of the Earth. This is achieved through students exploring the negative factors of
the earth and investigating the WorldVision website.

The sustainable development goals 11, ‘sustainable cities and communities’ and 13 ‘climate action’ are
addressed in this year 6 design brief. The inventions students are creating are purposefully designed to make
the school community in particular a more sustainable environment through reducing water wastage. The design
brief also makes reference to water wastage contributing to factors of climate change and calls students to take
immediate action upon this.

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 Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 6 Time: 1 Hour Date: 25/10/2019 Students’ Prior Knowledge:
 Develop a range of focus questions to investigate
Learning Area: Design and Technology (WAHASS27)
 How people address competing considerations
when designing products, services and
environments (ACTDEK019)
 Develop and communicate alternative solutions,
and follow design ideas, using annotated
diagrams, storyboards and appropriate technical
terms (WATPPS29)
 Define a problem, and set of sequenced steps,
with users making a decision to create a solution
for a given task (WATPPS27)
 Identify available resources (WATPPS28)

Strand/Topic from the Australian Curriculum: Knowledge

and Understanding – Technologies and Society
How people address competing considerations, including
sustainability when designing products, services and
environments for current and future use (ACTDEK019).

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative thinking Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

1) Individually, create at least 3 focus questions regarding water saving inventions.
2) Individually, explain at least 4 dangers associated with water wastage in Padlet.
3) Define individually, the problem of water scarcity in a Padlet.
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
 Design brief teacher resource timeline (Appendix 6) Gifted Students
 Inventing to Save Water Design Brief  Alternative task provided of higher ability.
 Collages of effects of water wastage and water saving
inventions displayed on whiteboard (Appendix 1 and Intellectually Challenged Students
2)  Additional support offered for clarity of task and
 KWL Chart (Appendix 3) enabling prompts.
 Focus question criteria/rubric (Appendix 4)
 Knowledge and understanding rubric (Appendix 5)
 Interactive smartboard
 YouTube Links (Refer to step 3 of motivation for links)
 Padlet
 WorldVision website (Refer to step 8 for link)
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  iPad/Computer per student.

ASSESSMENT
Assessment of Lesson Objectives:
Lesson Objective 1: This objective will be assessed formatively through the collection of the A3 sheets where students
write focus questions and anecdotal notes taken during the process. This rubric can be found in appendix 4.

Lesson Objectives 3 and 4: These objectives will both be assessed by the students final Padlets and anecdotal notes
taken throughout the lesson. This rubric form will allow for efficient tracking of student success and allow for possible re-
visiting of concepts in future lessons. See appendix 5 and 6.
LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
Align these with the
1. The teacher will display Appendix 1 and 2 on the board. Pose the segment where they will
following questions to students and conduct a think-pair-share. be introduced.
What is each image? What is the purpose of the images in collage 2? (Link:
Sustainability)
Collages of effects of
What do these two image collages have in common? water wastage and
water saving inventions
What is the relationship between collage 1 to 2? (Link: Critical and creative displayed on
thinking) whiteboard (Appendix 1
*Students answers should include, the inventions in collage 2 have been and 2)
created to conquer the problems in collage 1 of water scarcity and waste.
5 min Interactive smartboard
2. Use the students following answers to segue into the design brief
project for this term. Each student will receive a physical copy of the
design brief to add to their project file. Read the introduction and brief
to students.
3. When reading the presenting section, play the following two videos as
motivation to the students of what the end goal will look like and bring
the written design brief to life.

Example of end goal. Shark tank pitch of a water saving invention.

https://www.youtube.com/watch?v=IK9Xuqky9zE YouTube

Further examples of dioramas created by students. Internet connection

http://education.abc.net.au/home#!/media/1829037/kid-architects-and-
sustainable-design

10 min 4. Introduce learning intentions for today.

WALT (We Are Learning To) = Write focus questions to guide our inquiry
process (our W of our KWL) and define and identify the dangers associated
with our issue of water wastage. Whiteboard with
WILF (What I’m Looking For) = Your focus questions to be related to the topic learning intentions
of water saving products. displayed
TIB (This Is Because) = In order to create an effective invention for Mr Patat,
we must understand the problem in which we are solving first to effectively
sell our idea.
WAGOLL (What A Good One Looks Like) = The teacher will display an
example of a focus question on the board and place an example in the Padlet.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

5. The teacher will write the heading ‘water saving inventions’ as the
heading for the KWL chart. Fill in the K section as shown in Appendix
3.
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 6. Explain the instructions for filling out the ‘W’ section of the KWL. In KWL Chart (Appendix
groups of 4, students will receive 1 A3 piece of paper. Each student 3)
will use a different coloured pen/marker to write on the sheet as the
students sit in ‘four corners’ around the page. (Link: Critical and
creative thinking)

Examples of focus questions may be:

What daily appliance wastes the most water?
What areas of our school waste the most water?
How much water do we waste in the shower?

15 min 7. Once students have completed this activity, share answers as a

class. Write common occurring questions in the W section of the
KWL. (Appendix 3).
8. Refer to the learning intentions of the lesson. Inform students they will
now be working towards defining and identifying the issues of water Padlet
16 min scarcity/water wastage. Direct students to the WorldVision website on
water to help them form their research. Their answers will be placed
on the Padlet answering the questions. (Link: ICT Competence)

Define water wastage/scarcity.

Explain at least 4 negative effects of wasting water. Provide examples. (Link:
Sustainability)

Extension: Students will be asked to research the specific effects of wasting

scarcity in Australia versus other countries around the world. For example,
Australia, Africa and Indonesia. (Link: Sustainability)

https://www.worldvision.com.au/global-water-crisis-facts

9. Before students go and complete their Padlet questions. Model how Internet connection
to enter the questions on the Padlet.
10. Any students who are still unsure of the task can come to the front for
additional help. iPads
20 min 11. Students will complete their individual Padlet entries. (Link: ICT
Competence)

Lesson Closure:(Review lesson objectives with students)

55 min
12. Stop the class and refer to the learning intentions of today’s lesson.

Have we achieved these? Share some examples from the Padlet.

What is the purpose of this task? How are we contributing to our design brief?
(Refer to TIB of the lesson).

13. Re-cap on the design brief project and the steps we have completed.
56 min 14. Link to next weeks lesson.

Now that we can define and expain the problem we are faced with, next week
we will start collecting some data and research into creating our own design.
As you can see on your project management section of the design brief.

Transition: (What needs to happen prior to the next lesson?)

1. Ensure students Padlets and focus questions are saved/collected and

design brief files returned to their trays.

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APPENDIX 1 (Collage 1)

APPENDIX 2 (Collage 2)

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APPENDIX 3 (KWL Chart)

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APPENDIX 4 (Lesson Objective 1)

Name Criteria Achievement Anecdotal Notes

Focus questions relate to
the topic
Focus questions are
achievable
There are at least 3 focus
questions
*=At level **= High Achievement ***=Outstanding

APPENDIX 5 (Lesson Objective 2 and 3)

Name Define Scarcity Explains 4 dangers of Anecdotal Notes

water wastage/scarcity.

*=At level **= High Achievement ***=Outstanding

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APPENDIX 6 (Teacher Timeline)

Lesson Lesson Description

Number
1 Defining and Investigating: Introducing to the design brief task. Understand the problem of
water wastage and the harmful effects it has on the environment. Identifying the purpose of
why we need to save water. Students will also research the appliances/spaces that water is
wasted the most.

2 Investigating: To ensure our design is better than the original product. We need to collect
data on the current water usage of various areas of our school. Each group will be assigned
an area of the school specified by Mr Patat and calculate the amount of water used and
wasted by each area. E.g. the amount of water per 10 seconds from the fountain. Students
will also need to research the prices of these current appliances.

3 Generating: Drawing upon ‘green hat’ thinking, students will in pairs generate solutions to
combat the extensive water use in the areas identified in the previous lesson. Students will
identify the materials needed initial draft of their ideas. The ‘blue hat’ thinker will conduct a
discussion of all the possible solutions brainstormed as a class.

4 Generating/Producing: In pairs, students will select an area identified by Mr Patat to create

their invention. Draft their water saving invention, identifying the materials needed, possible
costs and statistical benefits of their invention. What positive impact will their invention
have on the environment? These details will all be recorded in the student’s project file.

5 Producing: Creation process of the water saving invention. Following the success criteria,
students will create their invention.

6 Evaluating: Students will complete a peer evaluation of their invention. Providing positive
feedback and suggestions for improvement for their designs. Modifications can then be made
to their original design for improvement.

7 Producing: Students will create their persuasive pitch to accompany their water saving
product. This can be in the form of a persuasive video, skit, speech, dance, brochure or
poster.
8 Pitching their design to Mr Antulov and Mr Patat. Each invention will be pitched to the
potential customers ‘shark tank style’ and share their designs with the class. Teachers and
students will dress up in ties and suit jackets to create the proper atmosphere of a business
pitch.