Description

Product description:

173 x size A4 pages. 17900 words, including many images, website links, and video links.

Contents:

VOLUME 2.  Page 5

Preface. Page 5

Keywords & Key Phrases: Page 6

Chapter 19: Model building to illustrate sustainable architectural principles. 14

Chapter 20: Primary and Intermediate students: Making links in secondary school to early sustainability practice, building on the foundations laid by primary school teachers.The work of Aflatoun. Animal Architecture. 27

AFLATOUN’S ENTREPRENEURS. 31

Animal Architecture: A practical approach. 31

THE INCREASING THE TUI BIRD POPULATION IN CITIES: A LOCAL APPROACH IN NEW ZEALAND. 32

New Zealand’s threatened birds. 35

Nationally Critical 35

Nationally Endangered. 36

Nationally Vulnerable. 37

Chapter 21: Changing the perception of the traditional shapes and forms of houses and buildings as we know it. 41

Sketches by students: Architecture – Traditional versus a modern technology perspective. 45

WINDOWS IN SUSTAINABLE BUILDINGS. 47

Chapter 22: Retrofitting existing homes and buildings with sustainable components. 53

WHAT IS A ZERO-ENERGY BUILDING?. 54

EXCELLENT EXAMPLE OF RETROFITTING.. 56

Illawarra Flame Project 57

About this design: Environmentally Conscious Features. 58

LANDSCAPE AND WATER: 62

Chapter 23: Preparing a Design and Visual Communication portfolio for submission to a tertiary institution (after completion of secondary school). 67

WHEN STUDENTS ARE NOT SURE OF WHICH CAREER PATH TO FOLLOW. A NEW ZEALAND CONTEXT. 67

PROFESSIONAL SERVICES AVAILABLE ONLINE: FOR EXAMPLE, FIVERR.COM… 69

CREATING A WEBSITE TO SHOWCASE A PORTFOLIO.. 69

Introduction To How To Make a WordPress Website (Video) 70

PRINTING THE PORTFOLIO IN BOOK FORM… 70

Visit the TKI website (NZ) to view the top Scholar DVC 2013 (NZQA – New Zealand – 18-year-old student): 72

Chapter 24: Finding creative inspiration. 75

Example of such a light-box-poster-design. Use canva.com. 83

Why should the arts get to have all the fun? Bring aspects of creativity into all of your subjects, including Math and Science. 85

These tips offer up some fun and interesting ways to explore lessons creatively in the classroom: 87

Don’t know much about creativity? Then learn! These tips will help you to become a creativity expert. 90

References. 92

Appendix A: Student activity. “Measuring carbon footprint.”. 94

Appendix B: Student activity – Create an “ECODESIGN WEB.”. 98

Instructions: ECODESIGN WEB. 100

INSTRUCTION: 100

Appendix C: Eco-design web (chart) – focusing on areas to improve a product’s (or a building’s) environmental performance. 104

Eco-design Web – cloudfront.net 104

Example: Isotonic Drink. 107

For More Information. 109

Visit the SDC Consulting firm’s website: 109

Appendix D: Typical example of a sustainable house design from the 3-d Warehouse (Google Sketch-up). 112

NOTES ON THE SUSTAINABILITY OF THE HOUSE SHOWN IN THE EXAMPLE. 114

Appendix E: Student activity – Create 3 x concepts (sustainable solutions) for your sleep-out. 117

ECODESIGN CREATED BY W VAN ZYL: SUSTAINABLE ARCHITECTURE – A SLEEP-OUT. 119

Appendix F: Student activity: Before and after picture of your best concept/idea – Sustainable sleep-out design. 122

Appendix G: BEFORE AND AFTER. Example of what the completed activity could look like when finished. 127

Appendix H: Competition Mark Sheet: Most sustainable architectural design concept. 131

Appendix I: Flow Diagram – Sustainability. 150

Technology Unit Design:  Planning for Teaching and Learning – The marking of Sleepout concepts & Carbon Footprints associated with the concepts. 151

See the contents of Volume 1(book 1) (preview). 160

ABOUT THE RESEARCHER (AUTHOR):  Page168

APA REFERENCING AND CITATION:  Page170

Additional resources available related to this book by the author. Page 171

 

Excerpt:

MODEL: The above model, partially completed, illustrates the passive solar functions, movement, and some other sustainable features and functions. See the water tanks (white translucent plastic aircraft tanks situated at the front, centre) which store the rainwater harvested from the roof. Greywater at the top and whitewater in the bottom tank (filtered). A model aircraft’s fuel filter is used here to filter the water from the greywater (top) tank to the whitewater tank (bottom). See the small black translucent filter in the tubes (same diameter as the tubes). The louvres move up and down remotely and act as a sunscreen to screen the amount of sunlight that enters the building at any given time through the windows. A model plane remote control system controls some of the movement of the components (louvres) in the model (servo movement). An EBook is available which illustrates the working of the components. It also illustrates the design of the Model in detail. The eBook is available at https://fivehousepublishing.com/

Excerpt from Chapter 21:

Drawing of a house by a young child. See the typical pitch roof (triangular shaped roof) and the larger windows. Huge flowers are on both sides of the house. Credit: https://pixabay.com/en/children-drawing-drawing-painting-68896/

Sketches by students: Architecture – Traditional versus a modern technology perspective.

These sketches show the typical drawings by young children that illustrate the basic shapes and forms used to draw typical homes. Compare the sketches to more informed students who understand the principles of passive solar design and sustainable architecture.  It is a  good idea to address these sustainability principles early in primary and intermediate school when the typical sustainability concepts are taught. For example, sustainability concepts like worm farming, composting, recycling, and veggie gardens. Artwork should include a scientific approach, making the children more aware of the role of science and economics. It does not mean that aesthetics should be ignored. However, the challenge to teachers is to not only develop student’s artistic skills but also, to address the practical interpretation of science and economics in design and artwork. Teachers should model sustainability (focus on the environment) and passive solar design principles. It is about striking a balance between aesthetics and function. The combination and balance of aesthetics and sustainable features and functions should be considered. That is the challenge!

Let’s look at the sleep-out design for inspiration. For example, the sustainable sleep-out brief could be combined with simple biomimetic principles like the sunflower following the sun (photovoltaic panels could track the sun). By miming the sunflower, there are huge benefits for successful solar design.  The practical advantages are that teachers could teach the basics of science in a class by using experiments inside and outside the classroom. For example, teachers could invest in purchasing toys that include solar (electrical) mechanisms, small wind turbine components, Led lights, small electric motors, and so on. See the video clips on some toys that are available to enthuse and entertain young students on the next pages. There are so many neat opportunities for primary and intermediate teachers to prepare students for secondary school. It is the knowledge of teachers, the attitude of teachers, and the modelling of informed, sustainable practice by teachers that could make a difference in making students more aware of sustainable architectural design and the impact on the environment. Make it fun and experimental! It is recommended that junior classes have small practical areas (remember health and safety first) where students could experiment with sustainability ideas and concepts. For example, students could work together in groups to assemble projects related to solar technology.

This volume 2. Included below is the contents of Book 1 (Volume 1):

 

See the contents of Volume 1(book 1) – preview.

 

CONTENTS:

 

VOLUME 1. Page 5

Preface. Page 5

Keywords & Key Phrases: 6

Introduction. 9

Summary: 16

Links to primary schools: Sustainability Practice. 21

Chapter 1: A brief overview of sustainability in primary schools and the links to secondary school – a New Zealand context. 23

Chapter 2: A Māori or indigenous perspective on sustainable practice: Looking at the cultural diversity of New Zealand within an educational context. 26

Education for Sustainability in New Zealand Schools: Summary Report (2010) 29

References: 43

Bibliography. 44

Chapter 3: A quick view of biomimetics and some sustainable features and functions—Sustainable architecture design brief. 47

EXPLORING THE ONION (ORGANIC) AND ARMADILLO (ANIMAL) CONCEPTS TO INFORM DESIGN IDEAS FOR A SUSTAINABLE SLEEP-OUT. 48

PASSIVE SOLAR DESIGN: 49

What is PASSIVE SOLAR DESIGN?. 52

Sustainable sleepout design by a 16- year old student: ‘The Egg.’ 54

PASSIVE VENTILATION: ‘EARTHSHIP’ DIAGRAM… 58

Chapter 4: The situation, the brief, and the specifications: Sustainable Sleep-out 60

Chapter 5:  Sustainable sleep-out design. A Design and Visual Communication approach from a New Zealand perspective (curriculum), including educational research to support this design process and to inform design decisions, educational models, strategies, assessment, and more. 73

Software used for design work: Google Sketch-up (free software – SketchupMake) 75

Curriculum task alignment 77

5.1 Planning for practice: 77

5.2 Brief development: 78

5.3 Outcome development and evaluation: 78

5.4 Technological modelling: 78

5.5 Technological products: 79

5.6 Technological systems: 79

5.7 Characteristics of technology: 79

5.8 Characteristics of technology outcomes: 79

5.9 Biomimetics: 80

Chapter 6: Creative and innovative elements of this task. 84

Design Competition for students: 86

Chapter 7: Why this task? 88

Chapter 8: Carbon footprint 90

The intention is to explore the multi-media options for this task. 90

Chapter 9: A competition with prizes. 93

Chapter 10. Pedagogical Content Knowledge (PCK) 96

Chapter 11: ‘The living classroom,’ a living example of the application of PCK. 100

The Living Room… 100

Wine bottles to insulate the floor. 101

Chapter 12: How the activities have been chosen and ordered. 108

Chapter 13:  The planning of student’s learning—Models of learning. 111

BEHAVIOURIST LEARNING MODEL- Ivan Pavlov (1849-1936), John B. Watson (1878-1958) & B. F. Skinner (1904-1990): 111

DEVELOPMENTAL LEARNING MODEL: 115

Cognitive Theory – Jean Piaget (1896-1980): 115

The 4 x Stages of Cognitive Development as developed by Piaget. Piaget identified four stages of cognitive development: 116

Sensorimotor stage (Infancy). 116

Pre-operational stage (Toddler and Early Childhood). 116

Concrete operational stage (Elementary and Early Adolescence). 116

Formal operational stage (Adolescence and adulthood). 117

Sustainability. 117

Summary of Maturation Learning Model 118

Humanistic Learning Model: 118

Humanist Theory: 119

Sustainability: 120

SOCIAL CONSTRUCTIVIST: 120

Socio-cultural Theory. 120

ENACTIVIST: LEARNING IS EXPERIMENTAL, REQUIRING PEOPLE TO ACT ON THEIR WORLD. 121

Chapter 14: Justification and ordering of tasks chosen. 124

Chapter 15: Assessments. 128

A short summary of possible assessments: 128

Chapter 16:  Possible extension of work. 131

Chapter 17:  The next steps forward. 133

Chapter 18: Useful websites: 135

Great websites to visit (links): 136

CHAPTER 19: SUSTAINABLE ARCHITECTURE DESIGN BRIEF – The Armadillo and Onion Inspired Sustainable Sleep-out. 138

Sustainable features and functions phrases: 139

Step 1: Doing research: Armadillo and onion inspired sleep-out 141

Onion (scientific facts, shape & form) 142

Armadillo & onion ideation: 152

‘How To Think Like An Architect: Designing From Organic Form’ -by Barry Berkus: 153

THE PINK FAIRY ARMADILLO.. 162

The onion shape and form: 166

Freehand sketches that illustrate the concept idea for the solution to the brief: 167

Working with shadows and shading in SketchUpMake: 169

The 3D Warehouse in Sketch-up. The application of deciduous landscaping (trees). 172

Geo-location of your building in SketchUpMake. 175

Orientation of the sleep-out on the building site. 183

The Sketch-up model: Quick description of the different features and functions: SUSTAINABLE SLEEP-OUT. 186

ILLUSTRATION OF CONCRETE FORMWORK: See the video and the image below on the traditional method of pouring concrete into a steel shutter boxes (formwork) for a basic wall: 186

Green roof areas: 189

Living walls (interior): 191

Doors (interior and exterior): 193

Photovoltaic panels (solar panels): 193

LED Lighting: 193

Water tanks: 195

Sleep-out model in Sketch-up: Shadows and shading. 197

Link to Sketch-up website: 198

END OF VOLUME 1. 204

PREVIEW: THE CONTENTS OF VOLUME 2. 205

ABOUT THE RESEARCHER (AUTHOR): 211

See more eBooks by the author available on page 212

APA REFERENCING AND CITATION: Page 213

Additional resources available related to this book by the author. Page 214