The Sustainable City
PROF.CONCETTA DI NOTO
The Sustainable City
The city in transition: from unsustainable to sustainable.
I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy
| Introduction | This project is about designing objects in public (green) spaces to create a (more) sustainable city. The objects designed should not only be made of sustainable materials, but also contribute to a growing awareness and education on sustainability in the city.
The project starts with the theme of “overpopulation and the unlivable condition of the city”. The field study will consists of self-reflection, interviews in the street with tourist and locals on the pros and cons of the city, and a review of chosen literature. The students will reflect on what does not work in today’s world and why. In order to have different opinions and alternative solutions that might not be shared by the economic market, the students will read extra literature, such as the book “invisible cities” from Italo Calvino, watch selected documentaries and will have a debate in order to stimulate their interests and motivate their choices. This coincides with a research carried out at the same time on sustainable and recycled materials. The main question then follows for the students: “How can you can contribute?” During the ideation phase different ideas will be put forward, shared and chosen, which in turn will be executed as prototypes during the fabrication phase, leading to a scale-model of a park. Theme: Transition from non-sustainable to sustainable toys to furnish a city’s playground Age of students: 15-16 years old Related subjects: Italian, Geo-history, Design and planning |
| Pre-knowledge | |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
GOAL 1) Access information efficiently (time) and effectively (sources)
GOAL 2) Evaluate information critically and competently GOAL 3) Develop critical thinking through problem solving and peer collaboration GOAL 4) Increase sustainability of the living space in our community GOAL 5) Create a methodology for the transition from unsustainable to sustainable GOAL 6) Increase sustainability in our PARKS |
| Time | 21 hours, 6 classes. |
| Assessment | Class presentation
Oral interview Written reports Designs produced Products of fabrication Observation of the team work and of the individual work Surveys |
| Resources and materials | 2 teachers
wood lab internet The book “Le Città Invisibili” by Italo Calvino 2030 agenda of UN goals wood, cardboard, traditional tools |
Lesson 1
| Introduction | Overpopulation in the world and its effects
Overpopulation in the city seen by Italo Calvino |
| Time | 4 hours |
| Phase of the DBL model | Design brief |
| Lesson goals/design output | [to be filled in] |
| Activity | Reading of the book: “Le Città Invisibili” by Italo Calvino, analysis and discussion in group work. |
| Materials | The book “Le città Invisibili” |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
-Access information efficiently (time) and effectively (sources)
-Evaluate information critically and competently -Develop critical thinking through problem solving and peer collaboration |
| Extra | “Le Città Invisibili” by Italo Calvino |
| Expert tips |
Lesson 2
| Introduction | Sustainable toys
Sustainable materials |
| Time | 4 hours |
| Phase of the DBL model | Field Study |
| Lesson goals/design output | After this lesson, the students have ideas about sustainable materials to use for the design of sustainable toys |
| Activity | The students are given concrete examples of sustainable toys, some suggested by the teacher, others found by the students themselves on the net. They highlight the elements that make them sustainable.
Students interview people in the street to ask their opinions about their favourite toys and those they imagine inserted in city parks. |
| Materials: (overview of what materials needs (also think of powerpoints etc) | Internet, google drive platform
smart phone or dictaphone for registering interviews pens and paper to write down answers and research findings |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
-Access information efficiently (time) and effectively (sources)
-Evaluate information critically and competently -Develop critical thinking through problem solving and peer collaboration -Create a methodology for the transition from unsustainable to sustainable -Increase sustainability of the living space in our community -Learn how to interview people |
| Extra | |
| Expert tips |
Lesson3
| Introduction | Brainstorming phase where students launch project ideas in free flow. |
| Time | 3 hours |
| DBL phase model | Ideation |
| Lesson Goals / results Design | Reflect on the concept of sustainability
Put ideas together Reach agreements |
| Activity | The students are grouped together, each group elaborates project ideas.
Inspired by “Le Città Invisibili”, the students decide to develop ideas to fabricate toys to put in a city park. The groups decided to create: a book at child height, each page is browsable and contains a fairytale; a turtle bench; a dinosaur to ride; a mushroom house and a tower-shaped slide. |
| Materials | Paper, pens, colours, etc. |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
Develop critical thinking through problem solving and peer collaboration
-Increase sustainability of the living space in our community -Create a methodology for the transition from unsustainable to sustainable -Increase sustainability in our PARKS -Learn how to create objects using different materials |
| Extra | |
| Expert Advice |
Lesson 4
| Introduction | Sustainable toys |
| Time | 6 hours |
| DBL phase model | fabrication |
| Lesson Goals / results Design | After this lesson, the students will be able to give shape (3D) to the words of a book through fabrication |
| Activity | The students will fabricate with recycled materials their ideas for the playground. The ideas are fabricated in small format. |
| Materials | Most materials are recycled: wood, wood sawdust, natural resins, colors, cardboard, clay, tools to work with the wood and clay, scissors. |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
-Develop critical thinking through problem solving and peer collaboration
-Increase sustainability of the living space in our community -Create a methodology for the transition from unsustainable to sustainable -Create sustainable toys |
| Extra | |
| Expert Advice |
Lesson5
| Introduction | Sustainable toys |
| Time | 2 Hours |
| DBL phase model | Argumentation |
| Lesson Goals / results Design | after this lesson, the students will be able to argue and present the parallels between the fabricated products and the passages from the book. |
| Activity | Students will present in front of their colleagues their products. They will compare and argue for their choices and relate it back to the passages of the book |
| Materials | The toys and the book “Le Città Invisibili” |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
-Develop critical thinking through problem solving and peer collaboration
-Increase sustainability of the living space in our community -Create a methodology for the transition from unsustainable to sustainable – increase presentation skills |
| Extra | |
| Expert Advice |
Lesson 6
| Introduction | Sustainable toys |
| Time | 2 Hours |
| DBL phase model | Reflection |
| Lesson Goals / results Design | after this lesson, the students will be able to highlight the positive and critical aspects of the project and of their personal objects, through means of comparision |
| Activity | Free expression of personal impressions on all the projects carried out.
Identification of the critical issues that can be resolved with possible changes to be made. |
| Materials | The fabricated products and the book “Le Città Invisibili” |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills
|
-Develop critical thinking through problem solving and peer collaboration
-Increase sustainability of the living space in our community -Create a methodology for the transition from unsustainable to sustainable – Gain expository and argumentative skills |
| Extra |