Science · Year 6

Active learning ideas

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.

• ACARA Content Descriptions
• AC9S6H02

• 45–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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 must justify their choices using criteria like potential impact, urgency, and feasibility.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

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

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Methods used in this brief

• Collaborative Problem-Solving
• Mock Trial
• Stations Rotation