Teaching Sequence

Work through this resource material in the following sequence:

15 minutes	Part A: My school
25 minutes	Part B: Postcards from a sustainable school
15 minutes	Part C: Reading postcards
05 minutes	Reflection

Part A: My School

Some Definitions of Sustainability:

- The ability for something to keep going at the same rate and in just as good condition s before.
- Meeting the needs of the present without compromising the ability of future generations to meet their own needs.
- Living within the limits of what the environment can provide and understanding the many interconnections between the economy, society and the environment.

Step 1.

Begin by dividing students into groups of three and give each group a piece of A3 paper and some Connector Pens. Ask them to draw a line down the centre, creating two columns; one labelled ‘sustainable’ and the other labelled ‘unsustainable’. Inform students that they will be completing this activity outside (set the rules for outdoor boundaries and time allowance before leaving the classroom), making observations and documenting their thoughts on the sustainable and unsustainable practices in their school. Remind students of the definitions of sustainability:

Step 2.

Guide students to go outside and observe their surrounds. Encourage students to consider the following questions to help them to adopt a more critical approach to their observations:

Are there enough social communal areas?
Is there a balance in social areas that get enough shade/sun?
Is there a litter problem? A need for more rubbish bins?
When looking around do they see outdoor furniture made from environmentally sustainable materials such as wood?
Are there enough plants, trees, garden areas?

Invite students to write down their ideas in the appropriate columns on their A3 sheets and encourage them to continue to explore their environment.

Step 3.

Once students have returned to the classroom, highlight your school’s sustainable practices that aren’t necessarily obvious. For example, recycling programs, plant a tree day, use of recycled paper/stationery, and any other efforts your school is making towards a sustainable future. Ask students to add these to the appropriate columns on their sheets.

Part B: Postcards from a Sustainable World

Step 1.

Explain to students that for this part of the lesson, they will be incorporating their observations into a brainstorm of ideas to design a sustainable school. They will focus on one area of the school in order to make improvements to it with consideration to one aspect of sustainability – economic, social or environmental. For example, a student may select the playground as their area of choice and focus on environmental sustainability by creating a play area entirely made from natural or recycled materials, containing no plastic or toxic paints and chemicals. Another student may select the garden as their area and focus on economic sustainability by designing a self-sufficient vegetable garden that produces enough food for the school community.

Step 2.

Ask students the following questions (also on the Student Worksheet) to prompt their ideas for their sustainable school design:

1. What specific area/location in the school have you chosen to re-design?
2. What materials feature in this part of the school? Can you see wood, steel, concrete or other materials?
3. What important sustainable features/improvements will you add to the area?
4. How will your design make your school a more sustainable place?

Step 3.

Once students have documented their ideas for their sustainable school design, show them the Faber-Castell video on Colour Grip Pencils. Draw their attention to the different types of colouring techniques: Blending, Stippling, Stardust, Hatching and Layering (more information on how to use these techniques can be found in this Pencil Colouring Techniques Handout). You may need to demonstrate some of the drawing techniques to students. Encourage students to complete the exercises on their Student Worksheet to practise their colouring techniques.

Grip Colour Pencil: How to use the Colour Wheel by Faber-Castell (https://vimeo.com/231975962)

Step 4.

Inform students that they will now start drawing their sustainable school design in postcard format. Distribute this postcard template to students.

Students can begin their drawings using graphite pencils and PVC-free erasers to plan and refine their design, adding detail with Colour Grip Pencils and Fine Liners. Explain that they should carefully select some of the drawing techniques from the previous activity to help portray the textures of the objects in their design. For example, blending is suited to smooth surfaces, whereas a rough texture might best be conveyed through the use of stippling or hatching.

Reiterate from the video that they can use the colour wheel to help select their colour scheme. For example, they might create a more harmonious drawing by selecting analogous colours, create contrast by using complementary colours, or more contrast and visually pleasing colour combinations by using tetrad (double complementary). Once their drawing is complete, ask students to write a message on the back, explaining what it’s like at their sustainable school. Use the questions from Step 2 to prompt students who are not sure what to write.

Part C: Reading Postcards

Step 1.

Ask students to swap their completed postcards with a partner to read and view each other’s sustainable school designs. Repeat this step a few times to allow students to view their peer's designs and ideas.

Reflection

Ask students to answer the reflection questions on the Student Worksheet. They will be asked to summarise their ideas for their sustainable school, and how they selected specific drawing techniques to help convey their ideas.

Differentiated Learning

Extension

Students could choose another area of the school to re-design, this time focusing on a different aspect of sustainability than before.
Alternatively, students could create an unsustainable school that negatively affects their environment. Use the questions in Part B, Step 2, but in reverse, to assist in coming up with ideas. They can create a sense of unpleasantness by using dull, dark colours to portray the school setting. The design could be an exaggeration of how schools will end up if we don’t look after the planet.

Provisions for Learning Support

Teachers can support students who are unsure by assigning them an area of the school and an aspect of sustainability to focus on (the examples in Part B, Step 1 can be used). Teachers can also guide students to use only 1 or 2 drawing techniques from the video.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

Creative Sustainability - Designing a Sustainable Space

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