Our sustainable school
Project title: Our sustainable school
PROF.GIUSI VIOLA
I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy
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Introduction |
In this project, students will initiate the change towards a more sustainable school by designing sustainable furniture or re-use and redesign old furniture. During the Field study, students will acquire the knowledge of the great masters in architecture and their use of sustainable design and materials. Furthermore, students will do real field work in the school in order to map the spaces of the school to which students could add something, to see the positive sites that could be enhances, and to interview students and staff about the needs they have in the school. This need based analysis will give the direction to the project. Through brainstorm and exchange of ideas, fabrication can either involve a digital project of spaces using specific software, or the actual fabrication of furniture in a FabLab.
With this project, students will understand the meaning of sustainability by applying it to a concrete and familiar environment (the school). Furthermore, students will learn the different techniques of architectural design, CAD, 2D and 3D digital modelling, and the different traditional and digital fabrication techniques of models and prototypes. Theme: -Transition from non-sustainable to sustainable -Sustainable architecture and design -Sustainability of life at school Age of students: 15 up to 18: 2 classes – one third grade, one fifth grade Aim: · Develop the skills and attitudes of active citizenship · Change the environment through architecture and design in a way that gives daily comfort to man and that is sustainable for the planet |
| Pre-knowledge | -Sketchup CAD software for architectural modeling and rendering
-3D printer, laser cutter and traditional tools |
| 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 SCHOOL |
| Time | 7 lessons, 24 hours |
| Assessment | Class presentation
Oral interview Written reports Digital productions Products of fabrication Observation of the team work and of the individual work |
| Resources and materials | -1 teacher, 1 assistant
-computer lab -internet -Architect’s design manual -2030 agenda of UN goals -Google Drive -Sketchup, Rhynoceros CAD software, for architectural modeling and rendering -CAM software -3D printer, laser cutter, traditional tools -Wood, paper, cardboard, PLA, PVC and plexiglass – Weschool platform |
Lesson 1
| Introduction
(brief description of what the lesson is about) |
Unsustainable conditions for the life of the planet
Difficulty of suddenly changing lifestyles from unsustainable to sustainable The movement of transition |
| Time (amount of lesson + minutes per lesson) | 2 hours |
| 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) | Knowing the meaning of the word sustainability and of the movement of transition. Knowing the meaning of sustainable architecture and design |
| Activity
(description of what the students will be doing) |
The students are provided with videos on the “transition”and “sustainability” by experts; they watch and share ideas.
Division of the class into heterogeneous groups to research.
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| materials | Internet, Weschool platform |
| 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
(Challenges or extra help that you can provide for students who go faster or slower than the average) |
Seven videos: “Video pillole per la transizione” by Cristiano Bottone (Transition Italia.it) |
| Expert tips |
Lesson2
| Introduction | Sustainable architecture and design
Sustainable materials |
| Hour | 2 hours |
| DBL phase model Investigation | Field study |
| Lesson Goals / results Design | Find out sustainable ingredients to build up sustainable architecture and design |
| Activity | The students analyze videos, visit sites, read documents obtaining key words
The students are given concrete examples of sustainable architecture, some suggested by the teacher, others found by the students themselves, highlighting the elements that make them sustainable: the materials, the construction technology and the sources of energy used. |
| Materials | Internet, Weschool and Google Drive platforms |
| 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 |
| Extra | http://www.abitare.it/it/architettura/architettura-sostenibile/2015/11/30/asilo-cucinella-guastalla/
http://www.kere-architecture.com/projects/lycee-schorge-secondary-school/ |
| Expert Advice |
Lesson3
| Introduction | A sustainable school |
| Hour | 6 hours |
| DBL phase model Investigation | Field study |
| Lesson Goals / results Design | After this lesson, students will be able to plan new spaces for a sustainable school starting from the analysis of needs |
| Activity | The class is divided in groups and they are instructed to do the following tasks:
-Analysis of the school -Analysis of the existing plans -Use of Cad Sketchup to draw the 2D floor plans and the 3D models of the actual state of our school – increase the knowledge and awereness of the current problems of the school – search for positive aspects that are already present in the school and that could be enhanced -Pupils, teachers and the school staff are interviewed -Students measure spaces and took photos |
| Materials | Smartphones, Google Drive, Cad Sketshup, tools to measure spaces and objects, pencils, papers |
| 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 -Increase sustainability in our SCHOOL – conduct an analysis of needs – doing qualitative research (interviews): developing questions and analyze its results |
| Extra | |
| Expert Advice |
Lesson 4
| Introduction | Sustainable school |
| Time | 4 hours |
| DBL phase model | Ideation |
| Lesson Goals / results Design | Put ideas together
Reach agreements |
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Activity |
Each student is given time to develop a sort of recipe based on precise indications for a correct design of a sustainable living space for the community, that is “responsible”, compatible with real needs, with real resources, respecting the environment and the quality of life of our and future generations.
Some of the ideas that came forward: -A new façade so that the school can be recognizable. -Inside a new distribution of the laboratories. -Mobile walls which, if necessary, can generate large spaces for exhibitions or large art installations. -Specific classrooms to assign to theoretical subjects such as Italian, Maths, English and Philosophy, with specific furnishings and relevant decorations. -A library space and a reading room. -New metal and wood laboratories, strictly connected with design cad-labs so as to create only one great Fablab equipped with both traditional and innovative equipment. -Terraces and courtyards, with vertical green and will become accessible and visible even from inside the classrooms through larger doors and windows. |
| Materials | -Computers and Sketchup CAD software
-Google drive and weschool platforms |
| 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 -develop the students’ idea of SCHOOL, their closer environment of life, by applying the sustainability criteria found and defined after the research. -To think GLOCAL, ie to think and act “local” without ever losing a “global” vision, general about current and future world. |
| Extra | |
| Expert Advice |
Lesson5
| Introduction | Sustainable school |
| Time | 6 hours |
| DBL phase model | Fabrication (at the school fablab of the High School Vittorio Emanuele III) |
| Lesson Goals / results Design | Verify the validity of ideas through fabrication |
| Activity | -Fabrication of some furniture: some stools and one polyhedron
-Modeling and rendering of new spaces |
| Materials | 3D printing, numerical control cutting of multilayer wood panels, wood panels
Sketchup, Rhynoceros and CAM software -CAD software for architectural modeling and rendering |
| 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 SCHOOL – Increase the knowledge of 3D printing, numerical control cutting of multilayer wood panels, Sketchup, Rhynoceros and CAM software |
| Extra | |
| Expert Advice |
Lesson 6
| Introduction | Sustainable School |
| Time | 2 hours |
| DBL phase model | Argumentation |
| Lesson Goals / results Design | Describe and argumentate choices of one’s own project through the product of fabrication, both CAD digital and material from fablab. |
| Activity | The students show their products, both digital and material, confrontation and argumentation follow to find out positive and negative elements. |
| Materials | All products, both digital and material |
| 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 SCHOOL – Gain expository and argumentative skills – Enhance technical language |
| Extra | |
| Expert Advice |
Lesson 7
| Introduction | Sustainable school |
| Hour | 2 hour |
| DBL phase model. | Reflection |
| Lesson Goals / results Design | Highlight both positive and critical aspects of the project through comparison and to achieve a unique, iterative and shared project solution. |
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Activity |
Free expression of personal impressions on all the projects carried out,
identification of the critical issues to be resolved with possible changes to be made |
| Materials | All products, both digital and material |
| 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 SCHOOL – Gain expository and argumentative skills – Enhance technical language |
| Extra | |
| Expert Advice |