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# Designing a school garden process handouts and notes

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### Designing a school garden process handouts and notes

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.
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)