Published on March 16, 2014
We want to have less waste so we want to design a reusable bottle
Task for students: Design a bottle that holds 0,5 litre of fluid and looks good.
Setting the stage: focus on the task at hand
Communicate with other students to see different perspectives. (Mystery Skype)
Research the problem of pollution
Rethink Refuse Repair Reduce Reuse Recycle
Create a pamphlet that shows WHY we should use reusable bottles.
Brainstorm about their own reusable bottle
Create groups and assign tasks
Creative team Mathematical Design team Language team
Creative team Sketch out the design Choosing colors Comparing current reusable bottles Create a moodboard
Language team Writing a leaflet Creating a presentation Writing a manual of text
Technical design team Calculating size and contents Designing the bottle in SketchUp
Collaborate: Plan Evaluate Disseminate
Bring all pieces together
Print the design (prototype)
Present to peers
Communicate with other students to see different perspectives.
Which technology supports learning?
Communication Collaboration Graphic design Presentation Research Brainstorm Sharing 3D-Design
Real life mathematics
1. Search about environmental problems. 2. Realize that these problems can be global or local. 3. Investigate the consequences of non sustainable management of waste in their country.
4. Identify solutions that are already given (6Rs) and decide whether they are sustainable or not. 5. Draw a basic idea on how their sustainable bottle should look like. 6. Calculate the possible sizes of their bottle.
7. Design a 3D model that can be printed by a 3D printer. 8. Prepare an original and interesting presentation to promote their bottle design. 9. Realize how industrial design and products are produced.
10. Realize how the production of a product can help to the preservation of the environment. 11. Use appropriate ICT tools. 12. Work in groups where they will have the chance to collaborate and exchange ideas.
Task 1.Research The student did not come up with new and relevant information after a search. The student came up with some information after a search. The student found a lot of information but not all of it was relevant to the topic investigated. The student found relevant information and has structured it. 2. Design: 2.a Visual design The design was unfinished. There is a design, but the final result was not appealing. The final result was appealing but could be improved. The final result was beautiful. 2.b. Technical design The technical design was not finished or not correct. There was a design, but the final result was not practical. The final result was well calculated, but was not practical. The design was calculated thoroughly. 3 Presentation The presentation of the bottle wasn't finished. The presentation of the bottle was finished, but there was not coherent information. The presentation was clear, but in some cases there were some confusing concepts. The presentation is convincing for the viewers. 4. Content The student cannot explain in his own words what the 6 "R's" for sustainability are. The student can explain only some of the 6 "R's. The student can explain what the 6 "R's" for sustainability are, but cannot provide examples. The student can explain in his own words what the 6 "R's" for sustainability are and provide relevant examples.
Awareness Research Act
Clipboard by matthew hall Puzzle by SuperAtic LABS Brain by Martha Ormiston Robot by Ricardo Moreira Brochure by Mateo Zlatar Bottle by Anjan Shrestha Check Box by Nate Eul Blueprint by Dimitry Sokolov Idea by Joe Harrison 3D Printer by Julia Stoffer Drafting by Jacob Eckert Paint Brush by P.J. Onori Brainstorm by Bernice Beltran Community by Rémy Médard Briefcase by Tommy Lau Icons from www.thenounproject.com shared with a creative commons license
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