Sustainable Andolina
Title: Sustainable Andolina
Enrique Curiel Puerto
Colegio Andolina, Gijón – Asturias – Spain
Introduction  This project emerges as a way of working with the Sustainable Development Goals of the United Nations. Specifically, goal 11 “Sustainable cities and communities”. The aim of the project is to design and manufacture “something” that would help in the school of the students.
The starting point is to think in groups about the definition of sustainability. Students will think about questions such as: How can we make our city more sustainable? And what about our school? By the use of images, students will debate and put their ideas together. The design has to meet three requirements: ecological, stackable and easy to clean materials. The designs can be manufactured during the fabrication phase, however it is good to keep in mind what are realistic projects. In this particular project, students decided to manufacture containers to facilitate the separation of waste within the centre. The students follow all the phases of the Design Circle and learn and use digital design and manufacturing tools. What is it about (topic): Design circle. Sustainability The target group for the project is Fifth and sexton primary (9 12 years). Time: 10 lessons of 30 minutes @school 4 lessons of 3.5 hours @FabLab The method to work with the “design circle”. Group create something that serves our school to improve sustainability. That each student can create what you want by following the steps indicates the “design circle” method.. 
Preknowledge  Computer use. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Using the method of “design circle” for their creations.
Teamwork, joint decisionmaking. Using software: Tinkercad, Inkscape. What is Agenda 21. Sustainable development goals. 
Time  10 sessions in class 30 ‘.
Labor practices in 4 sessions of 3.5 h. 
Assessment  Surveys.
Self appraisal. Observation 
Resources  1 teacher. 1 assistant.
1 classroom. 1 room equipped with computers. 
Lesson 1
Introduction
Brief description of what the lesson is about 
Introduction to Agenda 21. Sustainability. 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
One lesson of 30 minutes 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Knowing what Agenda 21 means
Know the meaning of the word sustainability. 
Activity
Description of what the students will be doing 
Professor makes a brief presentation of the Agenda 21.
We do 4 heterogeneous groups of 4 children each. Each group has to say what it means for them the word “sustainability” Then you are asked to describe how each group would make the city sustainable Afterwards the group will share their results. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionary 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach agreements. 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert  Teachers can give examples from daily life about sustainability 
Lesson 2
Introduction
Brief description of what the lesson is about 
Words sustainability. sustainable cities 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
Two sessions of 30 ‘ 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Reflect on the concept of sustainability.
Putting ideas together. Reach agreements. 
Activity
Description of what the students will be doing 
Words of sustainability.
I pass a list of words to each group. They say each word means. Then they asked each group would describe as a sustainable city. Sharing. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionaries. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach common agreements 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert  . 
Lesson 3
Introduction
Brief description of what the lesson is about 
Sustainable Gijon 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
Two sessions of 30 ‘ 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Reflect on the concept of sustainability.
Putting ideas together. Reach agreements. 
Activity
Description of what the students will be doing 
The same groups.
Generate ideas to make more sustainable Gijon. Sharing. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionaries. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach common agreements 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert 
Lesson 4:
Introduction
Brief description of what the lesson is about 
Sustainable Andolina 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
Two sessions of 30 ‘ 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Reflect on the concept of sustainability.
Putting ideas together. Reach agreements. 
Activity
Description of what the students will be doing 
The same groups.
Dynamic photos. Each group chooses 4 photos to generate ideas about creating something that makes our most sustainable cole . Sharing. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionaries. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach common agreements 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert 
Lesson 5
Introduction
Brief description of what the lesson is about 
Sustainable Andolina 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
1 lesson of 30 ‘ 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Reflect on the concept of sustainability.
Putting ideas together. Reach agreements. 
Activity
Description of what the students will be doing 
The same groups.
We return to what worked so far and give them a spin. Sharing. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionaries. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach common agreements 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert 
Lesson 6
Introduction
Brief description of what the lesson is about 
Sustainable Andolina 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
1 lesson of 30 ‘ 
Phase of the DBL model  Design brief, Fieldstudy and ideation 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Reflect on the concept of sustainability.
Putting ideas together. Reach agreements. 
Activity
Description of what the students will be doing 
The same groups.
Each group presents its projects and together choose the one considered most suitable. Sharing. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
paper, markers, paper, dictionaries. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Approach to Agenda 21.
Approach to the concept of sustainability. Search dictionary. Share with peers their own ideas Reach common agreements 
Extra
Challenges and help you can provide students with who are either faster or slower than average 
Which is capable of from the ideas of all the members of your group find concepts inclusive. 
Tips from an expert 
Lesson 7
Introduction
Brief description of what the lesson is about 
Practices in FabLab Laboral 
Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) 
Five sessions of 3.5 h. 
Phase of the DBL model  Fabrication, argumentation and reflection 
Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas 
Using Tinkercad and Inkscape.
Manufacture. Thinkevaluate. Redesign 
Activity
Description of what the students will be doing 
Each student makes his own creations.
In parallel, a group made creation that group agreed. In each session students go through the different group of common creation. 
Materials
Overview of what materials needed (also think about powerpoints etc) 
Computer 3D printer, laser cutting, laser punch. 
Learning goals
Soft skills (21st century skills?) Knowledge (theoretical skills) Practical skills 
Using tools 3d2d
Implement creative thinking “Artthinking” Share with peers their own ideas Reach common agreements. 
Extra
Challenges and help you can provide students with who are either faster or slower than average 

Tips from an expert 