Sustainable Technology Design Challenge
Whakatōhea — Working Toward a Problem Together
Ngā Whāinga Akoranga · Learning Intentions
- Apply design thinking to a real local sustainability problem
- Move through the stages of Empathise, Define, Ideate, Prototype, and Test
- Connect technology design to principles of kaitiakitanga
Paearu Angitu · Success Criteria
- I can produce a labelled prototype sketch showing dimensions, materials, and how my solution works
- I can justify my material choices using sustainability reasoning
- I can explain how my design connects to taiao and community benefit
Hononga Marautanga · Curriculum Alignment
Technological practice — planning for practice, brief development, outcome development and evaluation. Students develop and evaluate technological outcomes in response to a design brief.
Nature of science — investigating in science. Social sciences — understanding how people make decisions about resources and environments (sustainable use of resources).
Te Kaupeka · The Challenge
Your challenge is to design a sustainable technology solution to a real local problem in one of these areas:
- Wai (Water): How might we reduce water waste, improve water quality, or collect rain more effectively?
- Para (Waste): How might we reduce, reuse, or transform waste in our school or community?
- Hiko (Energy): How might we generate, save, or share energy more sustainably?
- Kai (Food): How might we grow, share, or reduce waste of food in our community?
Before you design anything, you need to understand the problem. That begins with listening to real people.
Ngā Āhuatanga Hoahoa · Design Thinking Process
1. Whakamārama — Empathise
Interview at least 2 people (classmates, family, community members) who experience this problem. Record what they said:
Person 1 — what they told me:
Person 2 — what they told me:
2. Tautuhia — Define
Write a problem statement using this format:
"[User] needs [need] because [insight]."
3. Whakaarohia — Ideate
Sketch or describe 3 rough ideas below. Do not judge them yet — quantity over quality at this stage.
Idea 1:
Idea 2:
Idea 3:
4. Hoahoa — Prototype Sketch
Choose your best idea. Draw a labelled sketch below. Include: dimensions (roughly), materials used, and an arrow or note explaining how it works.
5. Whakamatau — Test
How would you know if your solution works? Write 2–3 specific tests or observations you could make:
Rārangi Rauemi · Materials Consideration
For each material in your design, consider whether it is sustainable. If not, suggest a better alternative.
| Material / What it's made of | Is it sustainable? (Yes / Partly / No) | Alternative if not sustainable |
|---|---|---|
Aronga Mātauranga Māori
The concept of whakatōhea — working toward a problem together — is central to how Māori communities approached technological challenges. Engineering was never individual: rua kūmara (storage pits) were community achievements requiring collective knowledge of soil, temperature, and seasons. Pā design embedded defensive and sustainable food-growing principles together. Waka were built through shared expertise across generations of carvers, navigators, and weavers.
Technology that does not account for its relationship to taiao is not kaitiakitanga. Before you finalise your design: who benefits from this technology? What does it do to the environment? In how many generations will its effects still be felt?
How does my design connect to taiao and community?
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- Design thinking process reference card
- Sustainability material guide (Unit 3 resource pack)
- Interview question starters sheet
- Prototype labelling checklist
Aronga Rerekē · Differentiated Pathways
Tīmata · Entry Level
Choose a specific challenge option from the list above. Use sentence starters provided. Your sketch can be rough — focus on labelling materials and explaining one key feature.
Paerewa · On Level
Complete all five stages of the design process. Your sketch should include at least 3 labels and a brief note on how the design addresses the problem statement.
Tūāpae · Extension
Build a physical or digital prototype. Write a short evaluation: how would you test it with real users? What would you change after testing? Research one example of Māori engineering that used similar principles and compare it to your design.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will engage with design thinking as a creative and cultural practice, drawing on toi Māori — the arts as an expression of whakapapa, identity, and community values — to develop innovative solutions to real-world challenges. Students will explore how Māori artistic traditions embody sophisticated design thinking rooted in tikanga and te ao Māori.
Ngā Paearu Angitū — Success Criteria
- ✅ I can apply the design thinking process (empathise, define, ideate, prototype, test) to a creative challenge.
- ✅ I can identify how Māori visual arts traditions reflect design principles and cultural values.
- ✅ I can evaluate my design process and explain how I incorporated feedback to improve my work.
Differentiation & Inclusion
Scaffold support: Provide step-by-step design thinking templates for entry-level access. Offer extension tasks requiring students to independently identify a community need and develop a prototype solution, integrating cultural design principles.
ELL / ESOL: Pre-teach design vocabulary (prototype, iteration, empathy, ideation). Allow students to sketch ideas before writing. Visual communication is a valid mode of expression in arts and design contexts.
Inclusion: Offer choice in materials and media to ensure access for all learners. Neurodiverse learners benefit from clear task structure, visual exemplars, and the tactile nature of prototyping. Ensure the classroom environment supports creative risk-taking without judgment.
Mātauranga Māori lens: Connect design thinking to toi Māori — the mauri (life force) in creative work, the role of whakapapa in informing aesthetic choices, and the principle that great design serves the wellbeing of the collective (whanaungatanga). Explore how Māori weaving, carving, and tā moko embody iterative design processes refined over generations.
Prior knowledge: No specialist prior knowledge required. Best positioned after foundational arts exploration.