Awareness factory
Title: “AWARENESS FACTORY” (GLOCAL in improving SUSTAINABILITY)
Beatriz Álvarez Mendívil, Isaac Montes Solares, Félix del Olmo
I.E.S. Peñamayor, Nava – Asturias – Spain
| Introduction | What it is about (topic): Sustainability Who it is for (age group): Short outline of what will happen during the course/project: In the project students design and create useful artefacts to fight noise pollution and plastic waste. Through this project, students will reuse broken everyday objects by fixing them with simple spare parts designed and made by students, and 2) reduce the noise pollution in classrooms through simple but smart solutions (for example, sustainable acoustic panels). During the field study students research and measure their surroundings in order to design solutions fitting the specific setting. They use Tinkercad and 3D printer + PLA to design and manufacture spare parts to replace or add to other damaged or incomplete objects. Besides the tangible and practical outcomes that this project offers to students and their classrooms, it also increases the awareness on sustainability and waste. Link to other subjects/courses: |
| Pre-knowledge | What knowledge do you expect from your students at the start of the project? : Searching for information, handling of the basic functions of Inkscape and Tinkercad. |
| Learning goals | ● Develop critical thinking about the effects on the environment of human actions and own actions.
● Be able to Communicate and collaborate ● Know the concept of sustainability. ● Learn to search and select information. ● Collaborate in carrying out the surveys ● Communicate with people close to them. ● Use of ITC to prepare statistical reports. ● Develop critical thinking to identify the environmental problems in their immediate environment. ● Develop critical thinking to recognize the actions that they can carry out themselves to minimize the environmental impact. ● Foster a recycling concept ● Learn how to measure accurately, design with a computer and print with a 3d printing. ● Use critical thinking to be aware of the environmental impact of not recycling or repairing ● Communicate ideas through drawings. ● Foster collaborative work. ● Develop their knowledge of Graphic design and ● Cutting of stickers, ● Screen printing and T-shirt printing. ● Develop the collaboration between different departments: technology, literature, arts, languages and music. ● Communicate concepts about sustainability through a story and artistic graphic design. ● Learn about and use graphic design software. ● Learn how to use laser cutter and assembly of the parts. ● Find information from various sources: internet, interviews with experts. ● Learn to use software autonomously. ● Develop knowledge about sustainable materials with good acoustic properties. ● Foster team work respecting the work and opinions of others ● Fulfill the goals sequentially as far as possible in the rest of the pedagogical phases. ● Apply these attitudes to other activities outside the project ● Understand the need to develop these phases of the process in the global development of the project. |
| Time | 28 lesson of 50 minutes |
| Assessment | ● We will evaluate the work of the students (designs, information, prototypes, stickers, etc.) with templates of verification of the demanded characteristics and his attitude through direct observation.
● Self- assessment before and after the feedback sessions. ● Contests and exhibitions within the school community related to the issues developed in the project |
| Resources | ● 3 teachers and 2 assistants
● Fablab equipment and classroom with computers. |
| Materials |
|
1. Design brief about sustainability
| Introduction
Brief description of what the lesson is about |
● What is the Sustainability. What is the environment and how many kinds of pollution do we know?
● Research on how to improve the environment |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Design brief |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
Develop in the student the concern to global problems of the near and far environment.
Being able to search for information on sustainability. Make students aware of how important individual actions are for the preservation of the environment. |
| Activity
Description of what the students will be doing |
Watching short films and documentaries leading to awareness of the subject
Selective search on sustainability, areas of action and measures to improve it Brainstorming and analysis of search results. |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
· Films
· Documentaries · Internet · Computers · Paper and pencil |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills |
Develop critical thinking about the effects on the environment of human actions and own actions.
Be able to Communicate and collaborate Know the concept of sustainability. Learn to search for and select information. |
| Extra | |
| Tips from an expert |
2. Field study on sustainability
| Introduction | Research on what people know about sustainability, and what resources can I have to improve it. |
| Time | 2 lessons of 50 minutes |
| Phase of the DBL model | Field study |
| Lesson goals/design output
|
Come up with possible action measures, leading to real solutions
Identify the environmental problems that can be improved at home, at school and in the immediate environment of their daily life. Find a way to fit the kamishibai into this new project |
| Activity
|
Preparation and active participation in own surveys and for other interest groups
Analyze the results of the surveys and prepare statistical reports Reflection the information held by people close to us and analyze it to make a report. |
| Materials
|
· Surveys
· Internet access · Computers · Paper and pencil. |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills
|
· Collaborate in carrying out the surveys.
· Communicate with people close to them. · Use of ITC to prepare statistical reports. · Develop critical thinking to identify the environmental problems in their immediate environment. · Develop critical thinking to recognize the actions that they can carry out themselves to minimize the environmental impact. |
| Extra | |
| Tips from an expert |
3. Recycling
| Introduction | Recycling: repair of damaged objects by designing and printing 3D parts |
| Time | 7 lessons of 50 minutes |
| Phase of the DBL model | Field study, ideation, fabrication, argumentation |
| Lesson goals/design output
|
Find at least one object that has a broken part that cannot be replaced by a commercial part.
Measure the piece with sufficient precision. Design and manufacture 3d pieces that meets the needs given. Experience the satisfaction of repairing and recovering a damaged object. Become aware of the need to repair as a tool to achieve a sustainable system. |
| Activity
|
Search objects with broken pieces.
Measure, design and print 3d parts. Check the suitability of the manufactured part and adjust the design if necessary. |
| Materials
|
· Computer and internet access.
· Tinkercad, CURA. · 3D printer. · Paper and pencil. · Measuring instruments: ruler, Vernier caliper. |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills |
● Foster a recycling concept
● Learn how to measure accurately, ● design with a computer and print with a 3d printing. ● Use critical thinking to be aware of the environmental impact of not recycling or repairing. |
| Extra | |
| Tips from an expert |
4. Stickers
| Introduction | Design and manufacture of stickers to raise awareness among people about sustainability. |
| Time | 7 lessons of 50 minutes |
| Phase of the DBL model | Field study, ideation, fabrication, argumentation |
| Lesson goals/design output
|
Locate local or global action topics that arouse student interest.
Design images and slogans that try to be eye-catching. Make various types of stickers (normal, transfer, stamping) Summarize concepts and specify them in short sentences. |
| Activity
|
Search information on the Internet about global environmental problems.
Design of stickers with Inkscape. Cutting stickers with the vinyl cutter and manipulating them. Screen printing and T-shirt printing. |
| Materials
|
● Computer, internet access, USB memory.
● Vinyl cutter. ● Various types of vinyl. ● T-shirt printing machine, mesh, frames, paint and shirts. ● Squeegee, stapler, pliers, tweezers, cuter. |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills
|
● Communcate ideas through drawings.
● Foster collaborative work. ● Develop their knowledge ofGraphic design and ● Cutting of stickers, ● Screen printing and T-shirt printing. |
| Extra | |
| Tips from an expert |
5. Kamishibai
| Introduction | Design and manufacture of a kamishibai with which to show the winning stories of the story contest about sustainability. The winning story will be drawn and translated into English, French and Bable. |
| Time | 6 lessons of 50 minutes |
| Phase of the DBL model | Field study, ideation, fabrication, argumentation |
| Lesson goals/design output
|
Find information about the dimensions and functioning of the kamishibai.
Draw the sketch that fits the required shape and dimensions, first freehand and later with Inkscape. Develop creativity in the design and decoration of kamishibai doors. Observe the operation of the laser cutter. |
| Activity
|
Search information about models and dimensions of kamishibai.
Drawing of sketches. Design with Cadstd and Inkscape. Manufacture of the prototype in cardboard. Manufacture with laser cutter and assembly. |
| Materials
|
● Computer and internet access.
● Paper and pencil. ● Graphic design software. ● Cardboard, wood fiberboard, plywood, wood slats, hinges, screws, screwdriver, glue. ● Laser cutter. |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills
|
● Develop the collaboration between different departments: technology, literature, arts, languages and music.
● Communicate concepts about sustainability through a story and artistic graphic design. ● Learn about and use graphic design software. ● Learn how to use the laser cutter and assembly of the parts. |
| Extra | |
| Tips from an expert |
6. Panels
| Introduction | Design and manufacture of panels to improve the sound of a classroom. |
| Time | 4 lessons of 50 minutes |
| Phase of the DBL model | Field study, ideation, fabrication, argumentation |
| Lesson goals/design output
|
Find manufacturing techniques and placement of acoustic panels.
Find software to measure the reverberation, install it and learn how to use it. Find several sustainable materials with good acoustic properties. |
| Activity
|
Search for information on the internet and through interviews with experts on techniques, software and materials to reduce and evaluate reverberation.
Design, manufacture and evaluation of acoustic panels. Paint and decorate the panels. |
| Materials
|
● Computer with internet access.
● Plywood, cork, egg carton, stapler, hot glue gun. ● Sackcloth, paints. ● Laser cutter. ● Sound level meter and mobile phone. |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills |
● Find information from various sources: internet, interviews with experts.
● Learn to use software autonomously. ● Develop knowledge about sustainable materials with good acoustic properties. ● Foster team work respecting the work and opinions of others |
| Extra | |
| Tips from an expert |
7. Reflections and improvement
| Introduction | Reflexión grupal (feedback) acerca de cada una de las fases pedagógicas. Feedback acerca de la utilidad, estética, durabilidad y posibles mejoras de los productos fabricados, y sobre los recursos utilizados
Group feedback about each of the paedagogic phases and about the usefulness, aesthetics, durability and possible improvement of the products, and about the used resources. |
| Time | 2 lessons of 50 minutes |
| Phase of the DBL model | Argumentation, Reflection |
| Lesson goals/design output | ● Make students who have designed the product aware of the new ideas as a real improvement
● Make sure that constructive criticism is appropriate to the context and it benefits the improvement of the product (both in aesthetics and practice) ● Make students handle with the exhibition means in an appropiate way. ● Make students develop new means of appealing, organized and effective presentation (prezi, ppt…) |
| Activity | Exposición del producto final
Final output Debate sobre cada uno de los objetos fabricados Feedback on the peers´ products Surveys on different aspects of the Project |
| Materials
|
● Computer and internet access
● Projector lamp ● Products made along the project ● Surveys |
| Learning goals
● Soft skills (21st century skills?) ● Knowledge (theoretical skills) ● Practical skills |
● Fulfill the goals sequentially as far as possible in the rest of the pedagogical phases.
● Apply these attitudes to other activities outside the project ● Understand the need to develop these phases of the process in the global development of the project. |
| Extra | Knowledge in electricity and electronics |
| Tips from an expert | Introduce electronics into the products that allow us to give them alternative uses, higher visibility, more efficiency in its primary use, etc (arduino) |