Lesson summary

This lesson forms part of a Design Thinking Unit in which students identify issues relating to recycling, build an understanding of the impact that not recycling can have in their own community, work to find and prototype a solution, then take action in their community that addresses the issues they have identified. In this lesson, students will gather information about habits and attitudes in order to build empathy with their school community. They will complete surveys, interviews, observations and audits planned in a previous lesson and then discuss, analyse and share their findings. Students will begin to develop ideas for action based on the information they have gathered in the next lesson.

Learning intentions:

Students will...

understand what an end-user is
be able to empathise with end-users

Success criteria:

Students can...

survey, interview and/or observe community members’ perspectives on and habits relating to recycling
conduct surveys and interviews to find out about the issue of recycling
consider the reasons for differing points of view
record and display data, making use of charts, tables and graphs

Lesson guides and printables

Lesson details

Australian Curriculum content description:

Year 5 English

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502).
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699).

Year 6 English

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709).

Year 5 Humanities and Social Sciences

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094).
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095).
Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096).
How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118).
Evaluate evidence to draw conclusions (ACHASSI101).
Work in groups to generate responses to issues and challenges (ACHASSI102)

Year 6 Humanities and Social Sciences

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122).
Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123).
Evaluate evidence to draw conclusions (ACHASSI129).
Work in groups to generate responses to issues and challenges (ACHASSI130).
Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132).
The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148).

Year 5 Mathematics

Year 6 Mathematics

Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147).

Year 5 and 6 Design and Technologies

Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024).
Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025).

Relevant parts of Year 5 English achievement standards: Students listen and ask questions to clarify content.

Relevant parts of Year 6 English achievement standards: Students listen to discussions, clarifying content and challenging others’ ideas.

Relevant parts of Year 5 HASS achievement standards: Students describe the significance of people and events/developments in bringing about change. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 6 HASS achievement standards: Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources. They collaboratively generate alternative responses to an issue, use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal. They present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Relevant parts of Year 5 Mathematics achievement standards: Students interpret different data sets. Students pose questions to gather data, and construct data displays appropriate for the data.

Relevant parts of Year 6 Mathematics achievement standards: Students interpret and compare a variety of data displays including those displays for two categorical variables. They interpret secondary data displayed in the media.

Relevant parts of Year 5 and 6 Design and Technologies standards: Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements.

General capabilities: Literacy, Numeracy, Personal and Social Capability, Critical and Creative Thinking, Personal and Social Capability, Information Communication and Technology Capability, Ethical Understanding.

Cross-curriculum priority: Sustainability OI.1, OI.2, OI.3, OI.4, OI.5, OI.6, OI.7, OI.8, OI.9.

To view our NZ Curriculum alignment click here.

Unit of work: Visy Education – Using Design Thinking to Solve Problems – Year 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 appropriate and providing support to interpret and present data and plan and implement actions.

Device capable of presenting a video to the class.
Design Thinking Workbook (one per student, retained from the previous lesson)
Example Empathy Map
Example poster

This lesson is designed to build students’ competencies in the following skills:

Collaboration
Communication
Community engagement
Critical thinking
Empathy
Ethical understanding
Global citizenship
Social skills

This lesson has been developed in partnership with Visy. For over 70 years Visy has been committed to finding sustainable solutions for Australia and New Zealand’s recyclables and helping to reduce local landfills. Visy collects, receives and sorts paper, cardboard, glass, plastics, steel and aluminium from households, businesses and schools with the purpose of reusing these products in the re-manufacture of new packaging products.

Visy Education - Understanding the Waste Problem

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

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