Sustainable house
Project: Sustainable house
PROF.RENATO ALESSI
I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy
| Introduction |
The impact of human activities has reached an unsustainable level for the planet. Architecture is one of the human actions that has the greatest consequences on the environment. Today, however, thanks to the development of sustainable architecture, it is possible to build the human environment in harmony with the natural habitat. Through the knowledge and study of the scenario, namely the human transforming the natural environment, students will face the dilemma: how is it possible to build beautiful and sustainable architectures? Students will imagine a transition society through architectural design, from unsustainable to sustainable, focusing on increasing liveability, reducing pollution and using renewable energy sources. Following the Design Circle, they will define the field of study through a research phase on sustainability and transition, with the help of videos and the internet. In the conception phase, through experimenting and sharing their ideas continuously with their peers, students will seek solutions to specific problems. In the manufacturing phase students will express and execute their idea of transition through digital modelling of a project, rendering and 3D printing of scale models. Theme: Sustainability of life in cities and communities Age of students: 16 -20 years old Aim: · Develop the skills and attitudes of active citizenship · Change the environment through architecture in a way that gives daily comfort to man and that is sustainable for the planet |
| Pre-knowledge | -Rhinoceros software
-CAD SW for architectural modeling and rendering – Google SW cloud and Google Drive for files archive |
| 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 HOUSE, in our SCHOOL, in our PARKS, in a city that is in drought condition. |
| Time | 1-year project |
| 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 | 1 teacher, 1 assistant
-computer lab -internet to research on the theme of “transition to the sustainability of life in our cities and communities” ; -Architect’s design manual -2030 agenda of UN goals -Rhinoceros software -CAD software for architectural modeling and rendering -3D printer Additional resources: ● https://drive.google.com/open?id=1SNwR8eY8sbVrtqgcUSMDu9D6r8j_kDXI ● http://transitionitalia.it/cose-la-transizione-2/ ● https://www.youtube.com/watch?v=40Zgh17fIyo&t=30s ● https://www.youtube.com/watch?v=GyIPiyVtjOM ● http://www.la7.it/non-classificati/rivedila7/la7-doc-evitare-lapocalisse-17-02-2018-234314 |
Lesson 1
|
Introduction
|
In this lesion, we discuss:
· Unsustainable conditions for the life of the planet. · Difficulty of suddenly changing lifestyles from unsustainable to sustainable. · The movement of transition. |
| Time | 2 hours |
| Phase of the DBL model | Design brief & fieldstudy |
| Lesson goals/design output
(What will the students have archived after this lesson?) |
Knowing the meaning of the word “sustainability” and of “the movement of transition”. |
| Activity | Use of internet to research on sustainability and watching videos on the Transition movement.
Division of the class into heterogeneous groups to research on sustainability and transition movement Groups share findings and ideas |
| materials | Computer lab, internet |
| 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 | Seven videos: “Video pillole per la transizione” by Cristiano Bottone (Transition Italia.it) |
| Expert tips | ———— |
Lesson2
| Introduction | Going through the meaning of sustainability and sustainable cities |
| Time | 2 hours |
| DBL phase model | Field study |
| Lesson goals/design output | -Reflect on the concept of sustainability and transition
-How to pass from unsustainability to sustainability city : find out possible solutions -Put ideas together. -Reach agreements. |
| Activity
|
– individual and group research on the internet
– Brainstorming on a possible transition city -Share ideas |
| Materials
|
Computers, paper, pencils |
| Learning goals
● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills |
Develop critical thinking through problem solving and peer collaboration |
| Extra | |
| Expert Advice | —————— |
Lesson 3
| Introduction | Sustainable Palermo |
| Time | 2 hours |
| DBL phase model | (Fieldstudy &) Ideation |
| Lesson Goals / results Design | Put ideas together
Reach agreements |
| Activity | · Generate ideas to make more sustainable houses, schools and parks in Palermo
· Share ideas in the classroom At this point, the field of research focused on the design themes: each student developed a presentation where s/he identified technological, scientific, formal and creative themes that s/he wanted to apply in her/his own sustainable architectural design. Here are some of the themes dealt with: – Solar Roof; |
| Materials | -computer lab
-internet -Architect’s design manual -2030 agenda of UN goals |
| 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 HOUSE, in our SCHOOL, in our PARKS, in a city that is in drought condition. |
| Extra | ———— |
| Expert Advice | ———— |
Lesson4
| Introduction | Sustainable houses, schools and parks in Palermo |
| Time | 4 hours |
| DBL phase | Fabrication |
| Lesson Goals / results Design | Individually find solutions to create a sustainable house, school and cities in drought condition,
Share ideas |
| Activity | Each of the students create their own projects, inspired by already existing ones, with the aim of making Palermo as livable as possible, reducing pollution and using renewable energy sources.
Share and reflect |
| Materials | -computers and internet
-Architect’s design manual -2030 agenda of UN goals -Rhinoceros 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
-Create a methodology for the transition from unsustainable to sustainable -Increase sustainability in our HOUSE, in our SCHOOL, in our PARKS, in a city that is in drought condition. – Increase the knowledge of design and rendering software. |
| Extra | ——– |
| Expert Advice | ——– |
Lesson 5
| Introduction | Sustainable houses, schools and parks in Palermo |
| Time | 4 hours |
| DBL phase | Fabrication |
| Lesson Goals / results Design | Fabricate 3D models |
| Activity | -Fabrication of a house with a 3D printer.
-Modeling and rendering of sustainable houses, schools and parks. |
| Materials | -computer lab
-Architect’s design manual -Rhinoceros software -CAD software for architectural modeling and rendering -3D printer – google drive for sharing projects |
| 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 HOUSE, in our SCHOOL, in our PARKS, in a city that is in drought condition – Increase the knowledge of design and rendering software -Use a 3D printer
|
| Extra | |
| Expert Advice |
Lesson 6
| Introduction | Sustainable Palermo |
| Time | 1 hour |
| DBL phase model. | Argumentation |
| Lesson Goals / results Design | After this lesson, students are able to describe and argument choices of one’s own project through the product of fabrication, both CAD digital and material from fablab. |
| Activity | The students show their products in front of the class, 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, PARKS and CITY – Gain expository and argumentative skills – Enhance technical language |
| Extra | |
| Expert Advice |
Lesson 7
| Introduction | Sustainable Palermo |
| Time | 1 hour |
| DBL phase model. | Reflection |
| Lesson Goals / results Design | Highlight both positive and critical aspects of the project through comparison |
| 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, PARKS and CITY – Gain expository and argumentative skills – Enhance technical language |
| Extra | |
| Expert Advice |