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The Eco Fair Design Project is a five-week sustainability-focused design challenge in which students work collaboratively to research, design, and build a physical prototype that promotes environmental awareness and inspires positive behavioral change within the school community.
The project centers on the key concept of sustainability, with related concepts of systems, form, and function. Students explore how creative design solutions can address environmental challenges and raise awareness in their immediate community.
Students select one of eight sustainability topics:
Their task is to design and create a physical prototype (or video) that promotes awareness of their chosen topic and encourages positive action. Prototypes must:
Students document their work through the full design cycle:
Students work in house groups, participate in peer feedback rounds, and engage in a house-wide vote. The selected prototype represents the house at the Eco-Fair & Design Fair. Evaluation criteria include relevance, creativity, practicality, and impact.
1. Planning & Curriculum Materials
2. Research & Sustainability Resources
3. Design & Technical Resources
3. Feedback Forms
Students will critically analyze a selected sustainability issue (e.g., food, water, energy, pollution) by identifying at least three root causes and two measurable real-world impacts, supported by credible and properly cited research sources.
Students will develop a structured research plan that prioritizes at least two primary and two secondary research methods, demonstrating how the findings directly inform and strengthen their prototype design.
Students will design and construct a functional physical prototype that meets a minimum of four clearly defined success criteria (e.g., relevance, practicality, sustainability, visibility) while adhering to all project constraints and specifications.
Students will demonstrate effective teamwork by actively contributing to brainstorming sessions, integrating at least two pieces of peer feedback into revisions, and delivering a clear and engaging presentation of their prototype at the Eco-Fair.
Student Feedback
Students responded positively to the cross-curricular learning experience between Advisory and Design, appreciating the opportunity to connect ideas across subjects. They particularly enjoyed having access to a wide range of tools in the Fab Lab, including the laser cutter, 3D printer, vinyl cutter, and cardboard construction materials, which allowed them to explore different forms of creation. Many students were motivated by the idea that their projects would be displayed throughout the school and could inspire behavioural change within the student community, especially around their chosen environmental topics. Collaborative group work was another highlight, as students valued the chance to share ideas and work together.
One common challenge was that many students initially proposed overly ambitious projects, such as complex water purification systems or large-scale environmental solutions. Guiding them toward more focused, realistic, and achievable goals that could be implemented within the school setting required additional support and redirection.
Teacher Feedback
Due to time constraints, both Advisory and Design teachers noted that their timelines and due dates were not always aligned, making it difficult to coordinate the project effectively. This misalignment limited opportunities for iterative feedback during Advisory sessions. Additionally, since classes meet only once a week, any missed session due to holidays or special events significantly set students back.
Another challenge was the varying levels of familiarity and comfort with Fab Lab tools among Design teachers. As a result, there were noticeable differences in the quality of work produced across classes, as well as in the types of projects students were able to pursue.
My Observations
Overall, students were engaged and enthusiastic throughout the project. Allowing open access to Fab Lab tools encouraged a diverse range of creative outcomes and project ideas. However, the sketching and prototyping stages require further development, as many students were eager to move quickly to the final product without fully refining their ideas. Strengthening this part of the process could lead to more thoughtful and well-executed designs.
Prepare before launch (teacher setup)
Choose the project dates (5-week window) and block time for: research, ideation, building, feedback, revisions, and final presentations.
ECO FAIR – DESIGN PROJECT
Confirm tools/materials access (Fablab/makerspace, storage bins, 3D printer/laser cutter/Microbit if available).
ECO FAIR – DESIGN PROJECT
Print or share:
– project brief + success criteria/voting criteria
– design journal templates / evidence expectations
ECO FAIR – DESIGN PROJECT
Set up assessment: decide how you will grade (rubric or MYP criteria A–D) and share it with students early.
WEEK 1 — Research the problem + existing solutions
Teacher checkpoint: approve research plan + confirm topic clarity.
Brainstorm + sketch
Teacher checkpoint: approve final concept + materials plan.
Build prototype + feedback round 1
Teacher checkpoint: verify each group has feedback and a revision plan.
WEEK 4 — Improve prototype + house vote
WEEK 5 — Presentation (Eco-Fair & Design Fair)
After the fair — Evaluation & reflection
Students complete a short evaluation:
ECO FAIR – DESIGN PROJECT
Teacher provides final feedback (end-of-journal teacher feedback page).
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