Designing for Value: Products Throughout their Lifecycle

Designing for Value: Products Throughout their Lifecycle

Lesson 2 of 4 in this unit

  • Secondary
  • Year 9 - 10
  • Technology
  • Design and Technologies
  • Environmental
  • Sustainability
  • Economic
  • Design Thinking
  • ...

Lesson summary

Students explore high-value materials and the importance of designing for value and product stewardship through the investigation and redesign of a product that considers environmental impacts. Students will also learn the creative thinking technique SCAMPER to modify an existing product and understand product stewardship.

Learning intentions:

Students will...

  • develop creative and innovative solutions for product sustainability and determine the best method of reuse by understanding the difference between high- and low-value materials and their properties.

Success criteria:

Students can...

  • identify high-value materials and their use in products
  • evaluate materials and apply alternatives to develop sustainable products
  • design products with value and sustainability considerations
  • apply the concept of product stewardship to designs.

Lesson guides and printables

Teacher Content Info
Lesson Plan
Student Worksheet

Lesson details

Curriculum Mapping

Australian Curriculum (v9.0) content description: Year 9 & 10 Design and Technology:

  • analyse and make judgements on how characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (AC9TDE10K06)

General capabilities: Critical and Creative Thinking, Ethical Understanding, Personal and Social Capability

Syllabus outcomes: DT4-5, DT5-5

Cross-curriculum priority: Sustainability 

Relevant parts of Year 9 & 10 Design and Technology achievement standards: Students explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities. Students create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability.

Skills

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

  • collaboration
  • problem-solving
  • prototyping
  • initiative
  • global citizenship
  • communication

Un Sustainable Development Goals

UN SDG 12: Responsible Consumption and Production

Target 12.4: By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimise their adverse impacts on human health and the environment

Target 12.5: By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse

Resources Required

  • A device capable of presenting audio/visuals to the class
  • Student access to devices

Additional Info

Level of teacher scaffolding: Medium – facilitate class discussion and design

This Closing the E-Loop unit has been developed in partnership with Comsol, a manufacturer, importer and distributor of electronics, who use a step-by-step approach to sustainability that aims to establish a sustainable, environmental and socially-supporting ecosystem for technology products and services. A key pillar of Comsol’s overarching framework is education. They believe that knowledge-sharing about the electronic waste crisis, sustainability and closed-loop solutions for electronic products provide opportunities for society to speed up the transition to a circular economy.

You can access all expert interviews and video content created for this unit through Vimeo. If you would like more information about the main topics and areas covered by these interviews, we have categorised them to make them easier to find and use in whatever context you see fit!

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