Kristy

Bourdakis
Deakin University

Introduction
The school community has been affected by rubbish being thrown on the ground without a
care for the environment. Therefore, the class has been looking at a larger integrated unit of
work on sustainability. A short design project will be developed to look at specifically
educating students on the effects that littering has on the environment and ways in which
we can stop littering. It is intended for grades 5 and 6 as per the Victorian Curriculum.

Design Brief
Students and teachers alike have noticed an influx of litter being found around the school
grounds. Through inciting a discussion on the rubbish being sighted around the school, the
teacher/students discuss and compare how they might address this increasingly problematic
issue - inspiring thought on how many sustainability-oriented issues such as threats to
wildlife, increased pollution and creating an aesthetically displeasing environment are being
raised by it. Students are challenged to design and create a device to store rubbish in order
to overcome these issues of littering. They are invited to identify the issue by explaining how
they have or have not been impacted by it personally. Students will consider how we could
go about producing bins which can placed around the school grounds indefinitely in order to
address this problem. Students will contribute towards determining reasonable
specifications, expectations, tools and materials we set ourselves for our product; taking into
account influences of sustainability and safety impacts throughout these judgements.

Kristy Bourdakis
Deakin University

Planned Unit
This unit explores the issues of sustainability, particularly focusing on littering and producing
a product that addresses this challenge. Students are given the opportunity to design
individually and then produce final products with a partner.

Targeted to Grade 5/6

5 sessions (30 mins each)

Victorian Curriculum Links

Sessions 1-2: Critique needs or opportunities for designing, and investigate materials,

components, tools, equipment and processes to achieve intended designed

solutions (VCDSCD038) (VCAAa 2016).

Session 2:

Generate, develop, communicate and document design ideas and processes for
audiences using appropriate technical terms and graphical representation
techniques (VCDSCD039) (VCAAa 2016).
Experiment with alternative ideas and actions by setting preconceptions to one side
(VCCCTQ022) (VCAAb 2016).

Session 3:

Apply safe procedures when using a variety of materials, components, tools,

equipment and techniques to produce designed solutions(VCDSCD040) (VCAAa

2016).

Session 4:

Negotiate criteria for success that include consideration of environmental and social
sustainability to evaluate design ideas, processes and solutions (VCDSCD041)

(VCAAa 2016).

Session 5:

Develop project plans that include consideration of resources when making

designed solutions (VCDSCD042) (VCAAa 2016).

Overall
Sequence:

Investigate the role of food preparation in maintaining good health and the
importance of food safety and hygiene (VCDSTC036) (VCAAa 2016).

Achievement standards:
Students will be able to describe some competing considerations in the design of solutions
taking into account sustainability as well as selecting and using appropriate technologies
and techniques correctly and safely to produce designed solutions (VCAAa 2016).

Investigating (Sessions 1-2)
Introduce students to the topic, including outlining the issue of littering in the schoolyard.
Incite discussion on issues of sustainability and present an opportunity to brainstorm how
we are going to overcome this problem at the school. Work with students to produce a
challenge and build upon a design brief aimed at creating bins to address this issue within
the school. Students will be given an opportunity to conduct research in attaining a design

Kristy Bourdakis
Deakin University

solution which takes into account design specifications such as: sustainability, materials and
safe storage. Concepts that will be explored throughout this introductory lesson include:

Food specializations: appropriate ways of storing and disposing of food, identifying

work practices that demonstrate an understanding of environmental considerations
and safe disposal of food products
Researching: students are given the opportunity to explore design solutions through
guided research using ICT (computers, tablets)
Sustainability: recycling (which foods are biodegradable/could be used as compost)
Creating design solutions: students are invited to contribute towards the creation of
a design brief, exploring the steps involved in the process to satisfy a need (removal
of waste around school grounds).
Students investigate how to minimise material use and manage waste by critiquing
the environmental and social impacts of materials, components, tools and
equipment

Generating (Designing) (Sessions 2-3)

In this lesson, students will focus on generating a design targeted at fulfilling the design
brief. The specifications as laid out throughout the design brief will be discussed and
addressed. Students will be given the opportunity to produce individual sketches/designs
before coming together with a partner to discuss and compare designs in producing their
final sketch for the product. Denton and Williams (1996) explored the importance of rapid
sketches as the ideas that are beneath the drawing help in developing effective design work.
Concepts that will be explored throughout this design-oriented lesson include:

Critical thinking: students will pose questions as they create sketches, experimenting
with alternative ideas and actions as they consider the design specifications
Safety and tools: students will be introduced to a range of materials and tools that
will become available for the next lesson (producing). Throughout this lesson a brief
introduction on the safety procedures of using these materials will allow students to
take this into account during the planning stage of design
Creating design solutions: students analyse and modify design ideas to enhance and
improve the sustainability of a product
Sketching: students represent and communicate their ideas through drawings and
annotations. Students explore use of diagrams, accurate representations of scale
and setting realistic guidelines in preparation for building their products
Sustainability: students take into account environmental factors (such as use of
materials, correct disposal of wastes) as they produce solutions to the challenge

Producing (Sessions 3-4)

Throughout the producing stage, students will be presented with time to build their design,
developing upon their ideas as presented throughout the designs produced in the previous
sessions. As students are introduced to a range of materials and tools, safety precautions
and responsible use of tools will be explored, taking into account a safe working
environment and cooperative behaviour when producing their products. It is important
these issues regarding safety and the students working environment are addressed as Fleer
(2000) argues as children ask questions of the constructed/designed environment they may
question their own design solutions from a range of perspectives/contexts. Concepts that
will be explored throughout this session include:

Kristy Bourdakis
Deakin University

Sustainability: students will consider recyclable/environmentally friendly materials

as an option during construction

Safety and tools: students will explore ways of working safely, responsibly and

cooperatively to ensure safe work areas, for example the safe use of equipment
when using hand-saw or hot glue guns
Safety equipment: students will investigate why it is important to use appropriate
personal protective equipment when handling tools. Students will exercise
appropriate use of safety equipment when required for the use of some tools and
equipment, such as wearing gloves or art smocks.
Evaluating (Session 5)
In this lesson stage, students will come together with their finished product to evaluate
whether their final designs fit the expectations set by the design brief. Students will
showcase their final product to the class through an oral presentation/demonstration of the
product being used. As students present their final solutions, peers will be expected to
provide constructive feedback on student's oral presentations and final products,
considering: whether the designs fit the design brief? Have their products had the capacity
to efficiently store waste? Has sustainability been effectively considered throughout the
construction of the product? Black (2008) suggests commenting/evaluating their own/peers
works can be effective and rewarding in developing students creativity and experienced
judgement, empowering them to take their learning further by discussing, understanding
and ultimately raising the standards of achievement for themselves. Thus, following
students presentations, they will have an opportunity to reflect; providing a self-evaluation
of their products, considering: challenges they faced? What could be done to improve if they
could do this project again? Was there anything you changed compared to your initial plan?
How well do you think the design brief was addressed? Concepts that will be explored
throughout this session include:

Peer-assessment in form of providing constructive feedback after presentation

Students choose where to leave their bins, take a photo with finished product at
location of site within the school

Planning and Managing:

Use of Tools and Equipment

Throughout this unit students will be provided with opportunities to use and become
familiar with using a variety of tools and equipment made available to them; throughout the
generating and producing stages of lessons in particular. Students will be introduced to
hardware or construction type tools such as hand saws, strong adhesives (substances such
as hot glue or liquid nails) and hot glue guns. Additionally students will also have more
commonly known tools such as scissors, tape, blu-tak and paint available for use. In their
construction, students will also be provided with a variety of materials to choose from;
ranging from cardboard to paper to thin sheets of wood. Taking into account that this unit is
aimed towards a Grade 5/6 level, introducing students to these tools and the processes of
using them seems appropriate, accompanying demonstrations and guidance of these tools
being used in a safe or proper manner. Providing our students with a broader range of
materials allows them flexibility to be able to construct and alter designs depending on their
designs and their progress. Throughout a case study Norton, Ritchie and Ginns (2007)

Kristy Bourdakis
Deakin University

identified when providing materials such as spaghetti to build bridges, the teacher may
reflect on the authenticity of constraining student creativity with the use of such
materials(p.10) insinuating that as teachers we should aim to provide students with
opportunities to feel challenged yet capable of overcoming these challenges to meet a
design brief by introducing them to materials that will facilitate success. The materials and
tools we have chosen throughout our unit are manipulable by Grade 5/6 students,
promoting opportunities for students to feel challenged yet capable of overcoming these
challenges to meet the design brief. Furthermore, providing students with a breadth of tools
and equipment (as outlined in our unit) allows teachers to inspire a positive work ethic
towards science/technology and support learning by constructing meaningful and
achievable learning experiences for students.

Safety Aspects

As outlined throughout the unit plan, there will be many experiences where teaching and
learning regarding safety will become prominent within the class. These include reiterations
on safe working environments throughout the unit; including the appropriate handling and
use of tools (as demonstrated by the teacher prior to students use), and wearing protective
gear during the construction phase of the unit. Our unit also invites students to consider
food safety - as they are creating a storage container for foods, also considering the
environment as an attributor towards product damage (where is a good place to place our
bins?). Students will be exposed to both research-based, and hands on experiences
regarding safety as they consider these factors throughout the whole design process.