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Working Towards Sustainable Development | FabLab

Working Towards Sustainable Development

Title: Working Towards Sustainable Development

Prof. Giovanni Cacioppo

I.T.S.T. “Vittorio Emanuele III” – Palermo

 

Introduction The topic of this project is the transition towards sustainable development. Starting from the concept of sustainable development, the project aims to create an artefact through the use of recycled materials. During the initial research phase on the central theme of “sustainability” and the possible transition from unsustainable development to sustainable. Students will explore and analyze various solutions that involve low energy consumption, water saving, recycling, renewable energies, environmental cleaning, sustainable mobility. This will increase the students’ knowledge about waste disposal cycle and recycling of materials. After exploring together with the students what could be daily practices that can help keep the environment clean, students design prototypes from recycled materials (paper, cardboard, plastic, cans, etc.), and with a focus on sustainability. In small groups, students will go through a field study phase after which they design various models, and eventually propose a prototype. In our activity, for example, the students designed a drink dispenser made of cardboard and plastic bottles.

This project targets students from15 to 17 years old

The didactic module, starting from the concept of sustainable development, aims to create an artefact through the use of recycled materials, following a manufacturing process that at every step gives the opportunity to convey a series of specific knowledge and skills.

Pre-knowledge Basic computer skills for research phase

Knowledge of designing software

Learning goals

·      Soft skills (21st century skills?)

·      Knowledge (theoretical skills)

·      Practical skills

Soft skills

·      Use different types of design software

·      Find solutions to solve the problem of material recycling

·      Develop a critical sense towards the consumerist market

·      Develop self-criticism towards one’s own ideas

·      Use social networks for a real digital citizenship

Knowledge

·      Recognize the main consequences of global warming and

·      pollution

·      Know the meaning of sustainable development

·      Know the waste disposal cycle and recycling of materials

·      Learn to argue one’s own ideas

Practical skills

·      Identify daily practices that help keep the environment clean

·      Identify the most easily recyclable materials

·      Develop manual skill

·      Understand how improve a prototype

·      Create tutorials for similar fabrications

Time 12 lessons of 60 minutes
Assessment The final prototype

Questionnaire (multiple choice, open questions) concerning the knowledge and skills related to all phases of the learning process

Resources Human: 5 teachers; 2 assistants.

Facilities: video or slide projector; internet connection; design

software; workshop.

Materials Cardboard; paper; small plastic bottles; plastic caps; straws; hot glue;

cutter; ruler

Lesson 1-4

Introduction

Brief description of what the lesson is about

A first wide research phase concerning the issues about sustainable development and the possible transition from not-sustainable development to sustainable.
Time

Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes)

4 lessons of 60 minutes.
Phase of the DBL model Design Brief / Field Study (Research)
Lesson goals/design output

What will the students have achieved after this lesson?

Students will develop their knowledge on pollution and recycling and be able to critically evaluate the consumerist market.
Activity

Description of what the students will be doing

The first step is to give a definition of “sustainable”, an adjective inevitably associated with the word development. In this way, we have to define, through a brainstorming activity, what the idea of non-sustainable development suggests by contrast. Then we can proceed to a brainstorming on the idea of “sustainable”.

The students therefore may conduct a research on the “Greenhouse effect” and then, connected to that, a study on the “Kyoto protocol”. In this way, various solutions have to be analyzed that involve low energy consumption, water saving, recycling, renewable energies, environmental cleaning, sustainable mobility. At the end, a lesson will be dedicated to the study of waste disposal

cycle and recycling of materials.

Materials

Overview of what materials needed (also think about powerpoints etc)

Blackboard, video or slide projector; internet connection
Learning goals

·      Soft skills (21st century skills?)

·      Knowledge (theoretical skills)

·      Practical skills

Soft skills

·      Develop a critical sense towards the consumerist market

Knowledge

·      Recognize the main consequences of global warming and pollution

·      Know the meaning of sustainable development

·      Know the waste disposal cycle and recycling of materials

Practical skills

·      Identify daily practices that help keep the environment clean

·      Research skills

Extra

Challenges and help you can provide students with who are either faster or slower than average

There is also the opportunity to deepen some issues, related to environmental protection and sustainability of our development, through the viewing of short films or documentaries.
Tips from an expert Involve students more through the use of multimedia material (audio, video, photos, etc.).

Lesson 5-9

Introduction

Brief description of what the lesson is about

After the activities carried out in previous lessons, within the “research area” of the DBL model, we start the “ideation phase” now, after which we’ll move to the construction of the prototype
Time

Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes)

5 lessons of 60 minutes.
Phase of the DBL model Ideation / Fabrication (Creation)
Lesson goals/design output

What will the students have achieved after this lesson?

After these classes, students will come up with their own ideas about sustainable objects made out of sustainable materials.

They will choose one idea and fabricate this with sustainable materials.

Activity

Description of what the students will be doing

After explaining to students, in the previous lessons, what are the daily practices that can help to keep the environment clean, we ask them to design some prototypes that can be useful for this purpose because built with recycled materials.

To do this we can divide the students into smaller work groups. Each group, after careful research and design of various models, making use of software such as TinkerCAD, SketchUp, etc., using the Internet as well, will propose its prototype that will have to be realized exclusively with recycled materials like paper, cardboard, plastic, cans, etc.

At the end, among the various prototypes, one will be chosen to be built, for ease of execution or availability of materials. In this way we’ll move to the “fabrication phase” that will last about three hours of lessons.

Materials

Overview of what materials needed (also think about powerpoints etc) 

As an example) Cardboard; paper; small plastic bottles; plastic caps;

straws; hot glue; cutter; ruler.

software such as TinkerCAD, SketchUp

Learning goals

·      Soft skills (21st century skills?)

·      Knowledge (theoretical skills)

·      Practical skills

 

Soft skills

·      Use different types of design software

·      Find solutions to solve the problem of material recycling

Knowledge

·      Know the waste disposal and recycling cycle

Practical skills

·      Identify the most easily recyclable materials

·      Develop manual skill

Extra

Challenges and help you can provide students with who are either faster or slower than average

Depending on availability of materials, instead of one prototype for the whole class, you can also let every student make one prototype, or in couples.
Tips from an expert       Leave space for creativity.

Lesson 10-12

Introduction

Brief description of what the lesson is about

These last three lessons will take place within the “staging area” of the DBL model. “Argumentation” and “reflection” on the construction of the prototype will be faced.
Time

Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes)

3 lessons of 60 minutes.
Phase of the DBL model Argumentation / Reflection (Staging)
Lesson goals/design output Students will be able to reflect and argue for their choices

 

Activity

Description of what the students will be doing

At the beginning, it’s important to provide students with structured material to present their project. It could be, for example, a series of questions about strong and weak points of the prototype.

Later small groups can be created to argue their ideas and to identify the things to be modified in the various phases of the design process, sharing and discussing the project on social networks.

The final evaluation will take place through a questionnaire concerning the knowledge and skills related to all phases of the learning process

Materials

Overview of what materials needed (also think about powerpoints etc)

Workbook()

Presentation()

Learning goals

·      Soft skills (21st century skills?)

·      Knowledge (theoretical skills)

·      Practical skills

 

The students will have gained more knowledge on transmissions and more specific on gears
Extra

Challenges and help you can provide students with who are either faster or slower than average

Present alternative prototypes and provide critical ideas on new

projects

Tips from an expert Guide students to adequately discuss their ideas.