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.. |
| Pre-knowledge | 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 decision-making. 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. Think-evaluate. 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 3d-2d
Implement creative thinking “Art-thinking” 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 |