Activity Introduction

Quick summary: This lesson forms part of a Design Thinking Unit in which students identify waste issues in the world, build an understanding of how waste has an impact in their own community, work to find and prototype a solution, then take action in their community that addresses the issue of waste. In this lesson, students reflect on the Design Thinking process, their own personal development and the success of their action. While this lesson forms part of a specific recycling-based unit, it can be implemented to aid reflection on any Design Thinking project students have undertaken.

 

This activity has been developed in partnership with Visy. For over 60 years Visy has been striving for sustainability, reducing the amount of waste going to landfill by collecting recyclable materials and recycling them into new paper and packaging products. Click here to find out more about Visy and their innovative work in recovering and transforming recyclable materials into new products to preserve our earth’s precious resources.

 

 

Learning intentions:

  • Students will be able to reflect critically on what they have learned throughout the Design Thinking project.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 5 English

  • Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700).
  • Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701).
  • Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704).
  • Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707).

Year 6 English

  • Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710).
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714).
  • Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717).

Year 5 and 6 Design & Technologies

  • Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027).

General capabilities: Literacy.

Cross-curriculum priority: Sustainability

Relevant parts of the Year 5 English Achievement Standards: Students create imaginative, informative and persuasive texts for different purposes and audiences. They make presentations which include multimodal elements for defined purposes.

Relevant parts of the Year 6 English Achievement Standards: Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Relevant parts of the Year 5 and 6 Design & Technologies Achievement Standards: Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

Topic: Sustainability, Waste.

Unit of work: Bright Sparks – Using Design Thinking to Solve Problems – Years 5 & 6.

Time required: 120 mins.

Level of teacher scaffolding: Medium – tasks within the Design Thinking Unit are designed to encourage students to work independently and in groups to develop their own ideas and actions. The teacher will need to observe and monitor groups, conferencing when suitable and providing support to interpret and present data and plan and implement actions.

Resources required:

  • Design Thinking Workbook (one per student, retained from previous lessons).  
  • Digital devices capable of accessing word processing and presentation software (one per student).
  • Additional resources required to develop showcases (determined at teacher discretion based on options provided to students).
  • If students will be developing podcasts or videos, audiovisual equipment will be required.
  • Students making posters will require large printers or poster paper.
  • Learning intentions and success criteria display (optional).

Keywords: Design Thinking, reflection, impact, presentation, showcase, test.

The information and statistics included in this document are approximate and have been simplified for educational/illustrative purposes. They should not be relied upon for any other purpose.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: 

  • Students will be able to reflect critically on what they have learned throughout the Design Thinking project.

Success criteria:

  • Students can include details about what they learned throughout the stages of the Design Thinking project in a presentation.
  • Students can describe the impact that their project has had upon the issue of waste.
  • Students can identify the success they have achieved.
  • Students can identify areas where they can improve and grow.

Teacher content information:

Almost everything we do in our daily lives creates waste. We can describe waste as something we no longer want or need. The food and drinks we consume, the clothes and cosmetics we wear, the transport we take, the stuff we buy, the energy we use in our homes and workplaces – all these things have waste as a part of their production.

Many of the things we use come to us wrapped in some kind of packaging. Think of the toast and jam you ate for break

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