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Students are firstly demonstrated the use of biomaterial to make into a functional product.
They embark on their innovative journey to create and fabricate as a team of 3 / 4 a product that use the biomaterial that they have created.
Subject: Innovation Module
Concept: Design & Sustainability
Lesson Title: Design and Fabricate a Sustainable Biomaterial Product
Duration: 2–3 sessions (90–120 min each)
Lesson Flow
Phase 1: Introduction (15 min)
Hook: Show plastic vs biomaterial products
Introduce SDG 12: Responsible Consumption and Production
Driving Question: “How can we design products that reduce environmental impact?”
Phase 2: Demonstration (30 min)
Teacher demonstrates biomaterial production
Highlight variables (gelatine, glycerol, water ratios)
Students record observations
Phase 3: Guided Practice (30 min)
Students produce first biomaterial batch in teams
Teacher checks measurement accuracy
Phase 4: Design Challenge (45 min)
Task: Design a biomaterial product (e.g., carrier)
Constraints:
* Must hold at least 500g,
* Must use limited material,
* Must include sustainability consideration
Phase 5: Prototype & Test (45 min)
Students fabricate product
Conduct testing (load, durability)
Record results
Phase 6: Iteration (30 min)
Improve design based on test results
Document changes and reasoning
Phase 7: Presentation & Reflection (30 min)
Present product and sustainability justification
Submit learning diary
Differentiation
Scaffold templates for weaker students
Extension: modify biomaterial recipe
Materials per team of 3/4:
Water 240 ml
Gelatine 48 g
Glycerol normal 24 g
Lesson Objectives
Students will be able to:
* Formulate and produce a biomaterial sample by accurately measuring and combining ingredients
* Design and fabricate a functional biomaterial product that meets at least 2 performance criteria (e.g., load-bearing, flexibility).
* Apply an iterative design process (prototype → test → refine) with at least one evidence-based improvement.
* Evaluate the environmental impact of their product using at least two sustainability criteria (e.g., biodegradability, material sourcing).
* Collaborate effectively and present design rationale including sustainability considerations.
I enjoy making the biomaterial and designing a product that utilise the biomaterial i.e carrier. I have benefit much from the use of Chat GPT to review my lesson plan. I will use it again to offer my suggestion and area of improvement in my future lesson plans.
I intend to make another batch of biomaterial and explore ways to create less bubbling effects.
Teacher to watch this link to make his/her own biomaterial https://www.youtube.com/watch?v=IuNljtOz6wg
Amount of Materials used:
Water 240 ml
Gelatine 48 g
Glycerol normal 24 g
Cooking Process:
Drying Process:
Teacher to create a sample product to trigger students thinking. Below is a example of product made using the bio material. It can be laser cut, laser engrave or even cut using traditional pen knife and ruler. I am also exploring the use of buttons for leather onto such material.
Final product sample
Inspiration from an existing product:
Laser engraved or even pen knife
Laser Engraving Setting used
The different phases of the lesson
Phase 1: Introduction (15 min)
Hook: Show plastic vs biomaterial products
Introduce SDG 12: Responsible Consumption and Production
Driving Question: “How can we design products that reduce environmental impact?”
Phase 2: Demonstration (30 min)
Teacher demonstrates biomaterial production
Highlight variables (gelatine, glycerol, water ratios)
Students record observations
Phase 3: Guided Practice (30 min)
Students produce first biomaterial batch in teams
Teacher checks measurement accuracy
Phase 4: Design Challenge (45 min)
Task: Design a biomaterial product (e.g., carrier)
Constraints:
* Must hold at least 500g,
* Must use limited material,
* Must include sustainability consideration
Phase 5: Prototype & Test (45 min)
Students fabricate product
Conduct testing (load, durability)
Record results
Phase 6: Iteration (30 min)
Improve design based on test results
Document changes and reasoning
Phase 7: Presentation & Reflection (30 min)
Present product and sustainability justification
Submit learning diary
Differentiation
Scaffold templates for weaker students
Extension: modify biomaterial recipe
This is the assessment rubric.
The process is important part of this hands on learning experience.
The lesson ends with a showcase and celebration of each team effort and creative ideas.
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