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.

Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.

Discover how moving water generates electricity in a turbine.

Imagine section is a critical phase where students are encouraged to conceptualize, and visualize their ideas before diving into the building and prototyping stage in Build section. Pause to have a short group reflection.

Create a spinning turbine with five blades powered by running water.

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.

Understand the challenges faced by individuals living in urban areas. Conduct case studies of cities that have successfully implemented sustainable urban planning strategies, allowing students to analyze the benefits and challenges. Conduct interactive sessions explaining the environmental impacts of urbanization, including pollution, waste management, and loss of biodiversity. Assign projects or discussions that challenge students to research and propose solutions for minimizing the negative environmental effects of urban growth. Challenge students to design and implement community improvement projects, such as creating public art, organizing clean-up events, or starting community gardens. Provide guidance on project planning, implementation, and measuring the impact of their initiatives on community well-being. Assign students to research and present on urban policies, initiatives, or organizations that promote sustainable cities and communities. Guide students in creating awareness campaigns or presentations to raise public awareness about sustainable urban practices and advocate for policy changes.

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.