Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project.

Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises.

Recognize that inventors solve problems to make the world a better place.

Explain how the iterative nature of design aims to continually improve human life through the watermill invention.

Experiment with friction to create a mechanical invention that spins in water.

Build a water-powered mechanical invention to propel a grindstone.

Reflect on potential inventions such as the waterwheel to solve big problems in the world and how to improve hydropower with water conservation efforts.

Extend water-related prototypes through open-ended challenges that link to Sustainable Development Goals.

Understand the disparities in energy access and its impact on communities. Begin with a reflective activity where students share their understanding of energy sources and their availability in different parts of the world. Encourage brainstorming of actions students can take to promote clean energy adoption, such as raising awareness, advocating for policy changes, or participating in energy-saving initiatives.

Create a sense of responsibility towards building sustainable infrastructure and utilizing resources mindfully. Provide resources such as articles, videos, and discussions that explore different forms of innovation (technological, social, organizational) and their potential benefits. Conduct class debates and discussions that encourage students to critically assess the ethical and societal implications of technological advancements. Assign projects or discussions that challenge students to propose sustainable infrastructure solutions for specific challenges in their local area. Guide students in creating awareness campaigns or presentations to promote sustainable development principles within their school or community.

I can research and design a range of interesting, useful and appealing products that are aimed at certain people or groups.

I can develop and communicate my ideas through discussion. I can develop and communicate my ideas through sketches. I can develop and communicate my ideas through diagrams. I can develop and communicate my ideas through models. I can develop and communicate my ideas through patterns. I can develop and communicate my ideas through computer-aided design.

I can explore products, say how good they are and explain how they could be better

I can explain how good my own product is, listen to the views of others and explain ways I could make it better.

I understand how key events and people in design and technology have helped shape the world.

I can build structures and explore how they can be made stronger, stiffer and steadier

I can explore and use things like gears, pulleys, cams, levers and linkages in my product.

I understand and can use electrical systems, such as series circuits incorporating switches, bulbs, buzzers and motors in my product.

I can use computing to program, monitor and control my product.