Science in Global Problem Solving

Active learning makes global problem-solving concrete for Year 6 students. When they simulate real-world processes like policy debates or waste management, they see how science connects to everyday decisions. These hands-on experiences build both scientific literacy and civic engagement.

• Year 6
• Science
• 3 activities
• 45 min–60 min

Learning Objectives

1. Design a prototype for an improved plastic recycling sorting mechanism.
2. Analyze scientific data to justify recommendations for environmental legislation.
3. Evaluate the ethical considerations involved in prioritizing global scientific challenges.
4. Synthesize information from various sources to propose solutions for waste reduction.
5. Critique existing waste management strategies based on scientific principles.

Collaborative Problem-Solving

⏱ 60 min·Small Groups

Collaborative Problem-Solving: The Waste Challenge

Groups are given a 'waste profile' of their school. They must use scientific thinking to design a new system (e.g., a better composting method or a soft-plastic recycling plan) and create a pitch to convince the principal to adopt it.

Prepare & details

Design innovative scientific approaches to improve plastic recycling processes.

Facilitation Tip: During The Waste Challenge, circulate and ask groups to explain their data choices rather than giving direct answers.

Setup: Groups at tables with problem materials

Materials: Problem packet, Role cards (facilitator, recorder, timekeeper, reporter), Problem-solving protocol sheet, Solution evaluation rubric

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Mock Trial

⏱ 50 min·Whole Class

Mock Trial: The Plastic Ban

Students role-play a community meeting where a ban on single-use plastics is being discussed. They must represent different viewpoints (scientist, shop owner, turtle conservationist, busy parent) using scientific evidence to support their claims.

Prepare & details

Evaluate the critical scientific information that policymakers require to formulate environmental legislation.

Facilitation Tip: In The Plastic Ban mock trial, assign roles carefully so every student contributes to the argument structure.

Setup: Desks rearranged into courtroom layout

Materials: Role cards, Evidence packets, Verdict form for jury

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Stations Rotation

⏱ 45 min·Small Groups

Stations Rotation: Global Solutions

Set up stations featuring different global problems (e.g., dirty water, malaria, rising sea levels). At each station, students read about a scientific solution and then brainstorm one way that solution could be improved or adapted for Australia.

Prepare & details

Justify the criteria used to prioritize which global scientific problems are most urgent to address.

Facilitation Tip: For Station Rotation, time each station strictly to keep the pace fast and focused on rapid decision-making.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers should frame science as a process that includes failure and iteration, not a series of right answers. Avoid presenting global problems as solvable in one lesson; instead, model how scientists refine solutions over time. Research shows students grasp sustainability better when they connect it to their local context first.

What to Expect

Successful learning looks like students using scientific reasoning to evaluate solutions, justify choices with evidence, and recognize their role in addressing global challenges. They should move from passive observers to active problem-solvers who see science as a tool for change.

Watch Out for These Misconceptions

Common Misconception

During The Waste Challenge, watch for students assuming a single ‘perfect’ solution exists for waste management.

What to Teach Instead

Use the activity’s data cards to prompt groups to compare trade-offs, such as cost versus effectiveness, and explain why their chosen solution is realistic.

Common Misconception

During The Plastic Ban mock trial, watch for students believing only scientists or politicians can solve environmental issues.

What to Teach Instead

Have the class reflect on how their mock trial role connects to real-world advocacy, such as community petitions or awareness campaigns.

Assessment Ideas

Discussion Prompt

After The Waste Challenge, pose the question: ‘If we could only fund one global scientific problem to solve in the next 10 years, which should it be and why?’ Facilitate a class discussion where students justify their choices using criteria like potential impact, urgency, and feasibility.

Quick Check

During Station Rotation, provide students with a short article about a new environmental policy proposal. Ask them to identify: 1) The specific problem the policy aims to solve. 2) Two pieces of scientific information that likely informed the policy. 3) One potential scientific challenge in implementing the policy.

Exit Ticket

After The Plastic Ban mock trial, have students complete the sentence: ‘To improve plastic recycling in our school, I would design a process that...’ They then list one scientific principle their design relies on.

Extensions & Scaffolding

• Challenge: Invite students to research a global problem not covered in class and design a citizen science project others could join.
• Scaffolding: Provide sentence starters for students who struggle to articulate how their solution addresses the problem.
• Deeper exploration: Have pairs research how a real policy (e.g., plastic bag bans in other countries) was developed and present the scientific data used to support it.

Key Vocabulary

biodegradable	A material that can be broken down naturally by biological processes, such as by microorganisms, reducing its environmental persistence.
circular economy	An economic system aimed at eliminating waste and the continual use of resources, contrasting with the traditional linear economy of take, make, dispose.
life cycle assessment	A methodology for assessing environmental impacts associated with all stages of a product's life, from raw material extraction through materials processing, manufacture, distribution, use, repair and maintenance, and disposal or recycling.
policy brief	A concise summary of a particular issue, the policy options to address it, and recommendations, intended to quickly inform policymakers.