This page contains engaging lesson plans that can be used to create a gender neutral learning environment.
The 'Green Packaging' and 'Collisions and Biomechanics' lessons are ones that were specifically written for The GiST and includes Girls in Focus recommendations.
A selection of lessons have had Girls in Focus recommendations added.
The other lessons on this page are considered to be relevant STEM approaches which you may use to apply the Seven Principles for Gender Inclusive Lessons.
Students explore the purpose of food packaging, the science of food spoilage, and investigate food packaging design. They design an experiment to select the most appropriate packaging material for a product, considering design for a circular economy. They construct a prototype and pitch their design.
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Students investigate the forces involved in a collision and explore the role of biomechanical engineering in designing car safety features. Note: Be aware that car accident-related content may be a strong emotional trigger for some students.
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Students explore connections between science, design and technologies through the lens of food innovation. Students experiment with molecular gastronomy techniques and design innovative food solutions.
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Students consider contemporary research approaches to disease identification. They assess the merits of two different proposals and write an argumentative essay in support of the project they believe most merits further funding.
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Students learn about the role of vegetation as carbon sinks, conduct field work to evaluate local carbon sinks and explore urban design issues.
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Students explore how architects consider sustainability factors when designing innovative climate-resilient homes. Students then design their own climate-resilient home for a location of their choice.
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Students explore different approaches to data representation, with the aim of engaging audiences with scientific data. They explore local temperature and rainfall datasets over time and represent trends in innovative ways.
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Students working in groups are given the task to design and build: • a camera monitoring device to observe the types of animals who inhabit the reserve • an appropriate artificial habitat for one of the identified species.
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Working in groups, the student’s task is to design and create a garden which will grow in a sustainable manner in a school environment so that it does not need attention during the holidays and weekends.
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Working in groups, the student’s task is to design and build a secure, moveable and sustainable dwelling to help meet the need for short-term/emergency accommodation in Tasmania.
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In teams, the student’s task is to design a model of a renewable energy generator (e.g. wind turbine) complete with a demonstration video and an instruction manual.
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Students design and build a solar oven using passive solar design principles.
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This STEM Careers Pack is design to teach students about making well reasoned judgements about empirical and ethical matters. Students explore the science of anthropogenic climate change, and whether we have a responsibilty to future generations.
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Students design and build a lunar landing module to ensure survival of the crew. They compare their model’s performance with an actual moon landing and take risk factors and budgeting into account.
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Students learn about nanotechnology and make and test ‘gecko tape’. They create their own design for new products.
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A STELR module design to engage students in learning about the Earth’s water resources and sustainable use of water. Includes inquiry-based and hands-on learning, and an exploration of careers in hydrological engineering.
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A unit that introduces students to using computer-based mathematical simulations to investigate complex behaviours. Contexts are from games of chance, social science, optimal stopping and game theory.
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Select student activities related to the future of oceans that link to the Australian Curriculum for science, technologies, mathematics, and the arts.
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