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Sustainable Andolina | FabLab

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