Designing a school garden process handouts and notes


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Designing a school garden process handouts and notes

  1. 1. Your titlepage forprocesssection
  2. 2. Design Stage 1 : ____________________________________________________?A design project begins with a –problem-.You must try to solve this problem by designing something.Sometimes the problem is given to you as a question(s) or as a paragraph of writing by your teacher orother. At other times, you may even choose or determine the design problem for your project._________________________-  The problem is stated as a question(s) or paragraph______________________-A number of houses have been broken into on my street. It has been noticed that the number ofstrangers walking down our street has increased lately and house residents are becoming concernedabout the security of their houses. The police have advised people to make their houses look as if theyare occupied when they go away for a holiday or even out for the evening. This may deter a potentialthief from breaking into either the house or garage.The Neighbourhood Watch program has also been introduced recently and this has helped people feelmore secure. However, even though neighbours will keep an eye on your property if you decide to goout and leave the house empty, they cannot watch twenty four hours a day.Often even the police ignore house alarms when they are activated because of the high number of falsealarms.
  3. 3. Design Stage 2: ___________________ ________________________________________________?The design brief is a general plan or brainstorm. The „design brief‟ follows the „design problem‟ andstates in general but clearly how you intend to solve the design problem.____________________________-  The design brief contains multiple parts  The Design Problem is summarized  Key words in the Design Problem are determined, reviewed and clarified  A General Strategy Statement is given  A design brief is easily revisable____________________________-1. Do not be too specific. A Design Brief is –brief- ! And it is general. If you are too specific, it will bedifficult to make improvements and other changes later.__________________-(for the design problem about houses being broken into. See last note)Design Problem StatementA number of houses have been broken into on my street. It has been noticed that the number ofstrangers walking down our street has increased lately and house residents are becoming concernedabout the security of their houses.KeywordsHouses, strangers, concerned, securityGeneral Strategy StatementI am going to design and make a security device that will make my house look occupied when, in fact, itis empty. Police statistics clearly show that houses are much more likely to be broken into when they areempty. Consequently, if the house looks occupied it is likely to be safe.The device will be mobile so that it can be moved from room to room, easy to set up and control andalso cheap to make. It must not be powered by mains voltage and in this way it will be completely safeto be left „on‟ for a long time and will not be affected by power cuts. It will be activated by anyoneapproaching the hose from the front or back. It must deter even profession crooks from entering.
  4. 4. Design Stage 2: Creating a Design Brief –Student Page- For the next week or so, you will continuously complete parts in this handout (So not all parts will bedone now!)- This page will help you to get a good understanding of what kind of product would be good to make foryour design‟s problem- Listen to your teacher well and read carefully other handouts that given information about this pages.This handout is VERY IMPORTANT for the design process. Complete it well!!!Part 1-Design Problem Statement –What is your design problem? Can you describe it well? If necessary, talk to someone near and thenwrite a complete description of your design‟s problem on the space below:Part 2 –KeywordsTo help you understand your design problem better, write the key words from the problems follows: First,circle any important words in your design problem. Then, make a list of these words in the box below.Last (optional), you may make a brainstorm of other related words around each of your listed words.Part 3 –General Strategy StatementWrite here –briefly-a general strategy that you could use to solve your design‟s problem. Remember!Don‟t be too specific. Otherwise, it will be harder to revise and make other changes later.
  5. 5. ____________________________________________________________?The third stage of the design process is a very big and important stage. It involves doing 2 types ofactions. Also, the two actions are completed for two areas of exploration for advancing (improving) thedesign brief.________________________________-A. ______________________________________-  One important area of designing is the consideration of possible constraints for the artifact (thing) you want to makes.  You must spend a lot of time in multiple stages of your design defining and dealing with constraints_______________________________________________________?In design, a constraint refers to some limitation (restriction or control) that isplaced on one or more conditions of your design. The design constraint canvary (as you will see below). It could be something that restricts the overallshape of your design. It could be a requirement for the systems form, fit orfunction or could be in the technology to be used, materials to beincorporated, time taken to develop the system, overall budget, and so on. Adesign constraint is normally imposed externally, either by the organisation or by some externalregulation. During system design, it is as important to identify each design constraint as it is to elicitrequirements since the design constraints place an overall boundary around the system design process.Types of Actions Performed when Dealing with Constraints-1. _____________________(your design brief) –you must examine your design brief very carefullyand try to locate possible barriers or other concerns (ie. find any constraints)2. ______________________(other ideas) –you must try to develop or revise your design brief bymaking additional ideas that will help to ensure that design brief fits any conditions dictated byconstraints that you found. OR You must find ways to overcome some of your constraints to ensure yourdesign brief is still possible to use.________________________–(simple format)Design Problem (stage 1) –You want to help little children from accidentally eating toys with leadDesign Brief (stage 2) –You decide to make and sell a better toy that does not use any lead …Analyzing and Synthesis (stage 3)- You identify 2 constraints: time and money.You only have one month to make the toy. So you decide to choose a more simple toy to make. (a dollinstead of a robot) You do not have a lot of money. So you decided to ask your parents for some ….
  6. 6. Designing a Garden Stage3–Analyzing and Synthesizing (Constraints and …)Overview-  This handout set will help you to analyze your design brief for possible constraints and to synthesize possible ideas or ways for managing the constraints.Review of Problem or Challenge: The dumping area at SAIS is not very beautiful. It has garbageeverywhere. There are no pretty things to look at like flowers or trees.  This handout will help you to generate ideas for dealing with one important constraint: time of year--------------------------------------------------------------------------------------------------------------------------------------- Constraint #1 for Growing a Garden: Time of YearInstructions –1. Read through your teacher‟s analysis of the first constraint to be addressed2. Synthesis Ideas on how to manage your design brief better by addressing this important constraintPart 1- Analyzing a ConstraintDate - Friday, September 2, 2011Constraint - Time of YearDescription-Hi Class. I am very excited about building a garden with you to help make our school more beautiful andwelcoming to all people. I also want to consider and use all of your ideas that you wrote for your designbriefs. However, you need to understand a verybig constraint. Time of Year. It is now September andmany crops are harvested this month. But we are just starting our garden. As a result, we cannot growany kind of crop because many may not survive in September or especially later in November when itgets cold.So .. we need to choose crops to grow that can be grown right now and finish growing before it gets toolate.,How are you going to deal with this constraint? Work through the following 2 sections first alone andthen share with your group.Section A -Types of Appropriate Crops to grow  Answer any 3 of the questions below (you may use your own as well)1. What kind of plants would you like to plant?2. What kind of plants do you think will be possible to plant at this time of year?3. Is it possible to plant anything now and harvest after winter?4. _____________________________________ ? (my own)5. _____________________________________ ? (my own)____________________________________________________________________________________________________________________________
  7. 7. __________________________________________________________________________________________________________________________________________________________________________________________** Use handout back or other paper if you need more space!Section B–How to Get these Crops  Answer any 3 of the questions below (you may use your own as well)1. Do you know where you can buy crops (Ex. seeds or plants) at this time? _______________________________2. How will we pay for all the crops or seeds _______________________________3. Should we store or plant them right way? _______________________________4. _____________________________________ ? _______________________________ (my own) _______________________________5. _____________________________________ ? _______________________________ (my own) _Section C -Final Notes on Constraint 11. Talk about your ideas with your group and then your class2. After discussion, write some final notes on constraint 1 below____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Part 2-Synthesizing Ideas on Managing the Constraint  In this section, write down some possible ideas on how you/your group will manage the constraint, time of year.  Be sure to discuss it with the class____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  8. 8. Making a School Garden Synthesizing More Ideas1. Focus –how to deal with time of year (constraint 1)Idea 1 –we could build a whole greenhouseto control our plantingIdea 2 –we could just plant some small treesthat will just grow biggerIdea 3 –we could also plant bulbs (ex. tulipsor green onions, trumpet flowers)Idea 4 –we could plant seeds for somevegetables-beans, cabbage, lettuce,spinach
  9. 9. 2. Focus –(constraint 2)Idea 1 –Idea 2 –Idea 3 –3. Focus –(constraint 3)Idea 1 –Idea 2 –Idea 3 –(etc)
  10. 10. Design Stage 3(continued)B. ____________________________-Another important area of designing is the _____________________________________that are critical to the creation of your artifactThere are often many other types of questions that you have to ask and answer to design something in addition to asking what could hinder or prevent you from carrying out your initial design brief.Types of Actions Performed when Exploring Other Questions-1. ________________________(your questions)–you must examine your other questions carefully tounderstand what they mean. You also need to decide on a strategy for how you could find an answer toeach question2. _______________________(answers to your questions) –you must try to find answers to yourquestion. Then, you can use those answers to develop or revise your design brief more into a moreconcrete and workable plan._________________________–(simple format)Design Problem (stage 1) –You want to help little children from accidentally eating toys with leadDesign Brief (stage 2) –You decide to make and sell a better toy that does not use any lead …Analyzing and Synthesis (stage 3) You have considered all constraints like time and money. But youwonder other things. Which group members are going to do what to make the doll? What name will yougive the doll? Are you going to package the doll in some special way to keep it from getting dirty?You decide that Member 1 and Member 2 will do all the sewing since Member 3 has agreed to goshopping and buy all the necessary parts. Also, all members will paint the doll together. Member 2 isalso going to sew together a dress for the doll since Member 2 is the most skilled at sewing.Last, you decide to buy some pretty paper and just wrap the doll as a present. You will give your doll toa grade 2 student on her birthday!
  11. 11. Analyzing and Synthesizing –My Questions –Our QuestionsDirections-Alone Part-1. Write down at least 5 other important questions you have about designing the garden2. Write down a possible strategy for finding an answer to your question (ex. just thinking, checking a book,checking the Internet, asking someone, debating with someone…etc)3. Try to answer the question using your strategy. Remember, your answer is often just an idea canbechanged later!Together Part-1. Share your questions and answers with the class. Be ready to change your answer or even question upongetting feedback from others.2. Listen to other students‟ questions and answers. Give them feedback. Also, add any important questionsand answers that you hear. My Questions / Our My Strategies My Answers Questions
  12. 12. 2 Missing Handouts after Computer Crash-- perimeter and area math handout- final summary class note on our garden constraints* see me for these if you need them until I fix this problem. Sorry!
  13. 13. ______________________– Help Handout- DAY 1___________________________? It is a brief retelling of the contents of a passage (reading) INYOUR OWN WORDS.. Strictly speaking, you simply paraphrase the entire reading. It is not your job togive your opinion on anything. That would be a different kind of paper--a summary-response, a critique,or a position paper. While it is hard to give concrete guidelines for length, many good summariesare about 1/3 the length of the original.__________________________________-1. READ For the _________________________ (thesis) Read one time and take general notes on important parts of the reading such as the subject, thewriter, the setting andthe most important points After you read, study your notes and think about what you read and what you write In 1-2 sentences, write down what the WHOLE reading is about (ie. write down the main idea) (Hint: Often (but NOT ALWAYS!), the speaker will tell the main idea in the first part of the reading  USE PART 1 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP2. READ for the _____________________________ Read again and AGAIN (ANDAGAIN !…) As you read again, notice the speaker will (normally) write about one particular idea or subject matterand then go onto another idea. Each idea will have a slightly different content. Often there will be aseparate paragraph or separate paragraphs for each idea (but not always!). At the same time, all ideaswill relate to the MAIN IDEA. These ideas are called SUPPORTING IDEAS. Try to “pick out” each supporting idea (there may be as little as one idea OR as many as four or fivein each story) Write down ONLY 1-2 sentences for each supporting idea  USE PART 2 of the SUMMARY ORGANIZER HANDOUT FOR THIS STEP MODEL OF SUMMARY PARAGRAPH – DAY 1 Sentences 1-2  - ____________________________ Sentences 3-4  - ____________________________ Sentences 5-6  - ____________________________ … ETC (until the last supporting idea)
  14. 14. EXAMPLE SUMMARY – DAY 1 This reading is on how people in Nigeria cheat in school.  MAIN IDEA It is very easy to get good grades in school in Nigeria.  SUPPORTING IDEA 1 Furthermore, students can “rent” smart students to writethe exams or other papers for them.  SUPPORTING IDEA 2
  15. 15. The Importance of Weeding To me weeding ranks right up there with housework: its one of those chores that just never go away. As soon as you clear out a patch of weeds, it seems to grow right back, like a geckos tail. After a while you begin to wonder if it really is all that important to do. After all, some books and garden manuals actually say some weeds are beneficial such as "green manure" and "living mulches"Green manure is the name given to plants/crops put in (or allowed in) a garden that willlater be removed out. These plants are usually those that provide nutrients to the soil andare usually planted in off years when you dont put any food crops in the bed. Greenmanure plants include things like fava beans and buckwheat. They are also great forattracting pollinators.Living mulches, on the other hand, are plants you stick in the ground in and among yourfood plants, like clover. In theory they stay low, shading the soil from the harsh rays of thesun and the sharp patter of raindrops. Additionally, they are supposed to smother out"weeds." I tried some of the clover last did very well, grew quite tall, and tookover a section of the garden. Hm...seems like it became just another weed.So where do you do with weeds? Remove them all? Keep some? If so, which ones?Maybe it all comes down to the species of plant. Clovers, after all, do help providenutrients to the soil. Many other "Weeds," on the other hand, steal the nutrients and waterfrom your crops, reducing your yield, sometimes monumentally. Does the clover not dothis, too? Enquiring minds want to know.After Discussion Questions- 1. What are weeds? 2. Are all weeds beneficial or harmful? Explain well. 3. Should there be weeds in our garden. Explain well.
  16. 16. Activity 2 – After you Weed…* You have just done some weeding to hopefully make our garden healthier! Yeah!* But was your weeding really helpful or perhaps harmful (are the weeds you pulled out really bad or arethey good!)--> Now, you will try to identify your weeds and evaluate your actions and current state of our gardenInstructions- 1. Take some masking tape and write numbers along it until you get to the total number of weed types that you collected. 2. Label each type of weed using the masking tape piece with a number. 3. Create a big chart using the following headings below. Weed Number What It Looks Like What is it? (give name Will I keep more of it? and describe below) … etc Then, write now each weed number in the first column of your chart. 4. Using the sites below (or other ones is okay too), try to find each weed‟s name by matching it one picture from any sites. i. - ii. - iii. 5. Record the name of each weed and a little description if you can. Then tell whether you will keep it or not. Be sure to explain well your reasoning for this part.
  17. 17. Evaluation (And Maintenance)Good designers check theirfinished products to makesure that they are workingwell. As well, they see ifthey still can make theirproduct better by adding upgrades and otherimprovements. This stage is known asevaluation.In addition, designers sometimes need to dothings to keep their product in good workingcondition. Otherwise, product‟s condition orstate can worsen. Such actions are calledmaintenance. Maintenance is anotherimportant action to do along side evaluation.There are many ways to evaluate and alsomaintain a product.
  18. 18. Some important criteria to consider 1. Have general discussion with others on your opinions 2. Give out questionnaires or surveys 3. Continue to analyze and synthesize your constraints and other ideas 4. Consider possible new constraints and ideas
  19. 19. Evaluation (and Maintenance) – Activity 1  You have finished manufacturing your garden some time ago  You have also been learning a lot of knowledge about things in your garden However, it is important to still reflect, check & maintain or improve your garden  You will do these things in today‟s activityInstructions – 1. Complete the chart below by yourself 2. Share what you wrote with a partner and/or with your group and then class 3. As you share, add more ideas to your chart 4. At the end of the activity you will make a list of “Next Steps” to improve or maintain your garden Good Points on Our Design Bad Points on Our Design Things We Need or Could do to Maintain or Improve Design Photos
  20. 20. Next Steps to ConsiderNext Step How to Accomplish the Step