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Architecture and Design (BUILDING A TINY SUSTAINABLE HOUSE in Minecraft …

- - - - In-Class ACTIVITY 1A: NEED TO KNOW MIND MAP - MEDIA SET
        Learners must create a mind map on the wall / A3 or A4 paper using sticky notes/ words of ideas. The mind map must contain all “need to know” (budget, size, safety, imagine it, about building a tiny sustainable house. Learners can use laptops for research to write down their needs to knows.
        What a Tiny House need?
        https://www.lifehack.org/456433/5-things-you-need-to-know-before-building-a-tiny-house
        After creating their mind map, learners will compare their mind map “need to know” with their mine craft houses and discuss the differences and similarities in their groups.
        Make a comparison table of Want to have and Need to have
        
        In-Class Activity 1B: Like the article of 1A says, Know where the home will go - Learners need to know where the water comes from for their house.
        Uses of water
        -- Daily uses in personal lives
        Water as a resource
        --The natural water cycle: from sea to land and back to sea
        --Storing water:
        -- why people need to store water
        --Ways of storing water
        --How people get their water:
        --Rivers, streams, springs, borehols, taps
        
        In-Class Activity 1C: Learners will investigate how water gets to their house from the municipality. Focus will be on Gauteng.
        http://www.waterwise.co.za/site/water/purification/
        --Water from the municipaity to home and back to natural water cycle.
        --Wastewater:
        
        Which activity is Formal / Informal
        Informal: In-Class Activity 1A
        Informal: In-Class Activity 1B
        Formal Activity Outcomes:
        Formal: In-Class Activity 1C
  - - - In-Class ACTIVITY 2A: Flow Diagram
        Learners will watch a video about the architect and design process. They will then create a flow diagram illustrating the process.
        https://youtu.be/vu-9QaVNsxU
        
        In-Class Activity 2B:
        Learners need to do research about how to communicate to people around us. Which different ways can we communicate with people.
        They have to make a poster of communication of the past and communication of today. Show how did it change from the past to now.
        --The oldest forms of human communication
        --San hunter-gatherers (the first people in southern Africa) as an example
        --Change in modern forms of communication:
        -- Postal system
        --Radio
        --Early typewriters before electricity
        --Telegraph
        --Telephone
        --Camera
        --Television
        --Computer
        --Internet
        --Cellphone
        
        In-Class Activity 2C - Outer Space Communication
        Now that we have learnt about ways to communicate and the benefits of it, the client must ask for a balcony to look at the stars above their Tiny House. Learners will need to know about telescopes and what will the client see through the telescope.
        Learners must be informed about these thing to make sure they have all the information they need to plan and build the Tiny House of their client
        This can be a NST activity
        
        Which activity is Formal / Informal
        Formal Activity Outcomes:
        Informal: In-Class Activity 2A
        Formal: In-Class Activity 2B
        Informal: In-class Activity 2C
        Formal: In-Class Activity 2D
        
        Creative Arts component:
        Learners will use visual art elements to change visual style of posters to communicate the concept (i.e. monochrome for 'olden-days', upbeat/chic style for communication of today). The two posters should show contrast, colour (secondary) and proportion.
        Can be digital or on two A3 cardboard/papers
        VA2, VA4, VA7,
  - - - In Class ACTIVITY 3A: OPINION WRITING
        Learners will have a group/teacher-learners discussion about the questions they have compiled from the article. The educator will discuss each learner’s opinion and ensure that the opinion is valid and related to the driving question.
        Learners watch the video on opinion writing https://www.youtube.com/watch?v=KEK2oGBSsHk
        Learners complete an opinion writing framework individually and give their own opinion on the following topic:
        Can tiny houses help reduce our ecological footprint?
        https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/opinion_graphic_organizer.pdf
        
        This might be an English/PSWD activity
        
        In-Class Activity 3B:
        Now that learners have formed and write their opinions of can a Tiny House reduce our Ecological Footprint, they need to look at the things around the tiny house to make sure there are not harmful effects to build the house.
        Learners need to do research about Living and Non livings around the area they want to build their home. They need to conserve the surrounding of animals and their shelters to lesson their Ecological Footprint.
        This might be a NS activity
        
        Which activity is Formal / Informal
        Formal Activity Outcomes:
  - - - In-Class ACTIVITY 4A: DRAFTING A 2D FLOORPLAN/BLUEPRINT
        Learners will create a blueprint/floorplan for their client’s tiny sustainable house. Learners will make use of their notes taken when the expert came to discuss floorplans/blueprints with them. They will also indicate on the floorplan where the Tiny House will be situated.
        Learners will be given an A3/A4 grid map to draw/illustrate their floorplan/blueprint
        Learner will need to make Requirement Checklist
        Amount of rooms
        Where the kitchen, living area and bathroom must be
        Front door facing which directions
        Amount of windows
        Balcony for hobbies
        Learners will need to draw a free hand sketch first to see how things fits in. In this free hand sketch the following furniture must be drawn as well to help identifying the rooms
        A stove
        Dishwasher
        couch
        table
        bed
        Bathtub / shower
        toilet
        chair
        telescope
        After this they will need to draw the First Formal Draft of the blueprint that need to be focus on the following things:
        Learners must focus on the following:
        • Area and perimeter
        • Centimetres and Millimetres
        • Drawing with a pencil and ruler
        • Labelling each room in the tiny house
        Rooms are Living area, kitchen, bathroom and bedroom
        • Include items that will be in the spaces
        • Provide symbols for windows, doors, etc.
        
        In-Class ACTIVITY 4B: CRITIQUE AND FEEDBACK
        
        Learners will present the floorplan/blueprint to the teacher. The teacher will critique learner’s floorplan/blueprint and provide feedback on improvements on the floorplan/blueprint.
        Use the comments you received from the Educator that marked your assignment as your client’s feedback on improvements on the blueprint. The client will explain why the improvements must be made
        Part 1
        Use this feedback and make a list of the new changes in the table below. Make sure you mark up all the changes that need to be made.
        This table will also be attached to your assignment on Teams to fill in as well.
        Part 2
        Now that you have all the changes on the list, redraw you Tiny house with all the changes that needs to be made on the NEW Grid paper that is provided with the assignment on Teams:
        
        ACTIVITY 4 – PART C: IMPROVEMENT
        Now you have the final and improved blueprint of the Tiny House. The Final step to do is to work out the Perimeter and Area of the house and its rooms, windows and doors. This information will be used to buy materials and have them all in the correct sizes.
        Use the blueprint with all the measurements in centimetres to complete the table provided.
        The Mathematical Assignment will be the floorplan with
        the perimeter of the Tiny House
        The Area of the rooms
        Giving measurements in mm and cm.
        Map skills Geography.
        
        Which activity is Formal / Informal
        Informal Activity 4A - B
        Formal Activity 4C
        Formal Activity Outcomes:
        Caps Outcomes Measurements
        JCC Outcomes:
        MP2
        AS1, 2
        MR 1,2
        MPA1, 2, 3,4
  - - - In-Class Activity 5A - Book and Quill of Minecraft Tiny House
        Learners will go back to the world where they have designed their sustainable house. They will now construct a second house that is to the specifications of their client. Learners would have already created a sustainable house in their previous unit of study. There the objective was to make it as sustainable as possible. They can refer back to their Book&Quill for ideas to make their house sustainable.
        After creating their Tiny house they will create another Book&Quill depicting all the details of their house and the key features of their tiny house design. Their book and quill must explain how their feature meets the need of their client.
        Keeping their two house designs in mind. Learners will then need to compare the 2 houses and say which one is more sustainable for the future.
        Final product
        A Book&Quill comparing their sustainable house and their tiny house.
        This is an ICT activity
        https://www.youtube.com/watch?v=GZdwaVqbSA4
        
        CREATING DIGITAL CONTENT
        
        Formal activity: ICT
        Formal Activity Outcomes:
        ICT 51,52,53
        Map Skills: Geography
        
        In-Class Activity 5B - Sustainable Space (Mural)
        
        The client is now requesting the addition of an Outdoor Mural for the entrance of the home.
        In this activity students should learn that the spaces that we have direct contact with (where we live, work, get educated) have a great influence on our psyche (link to sustaining mental health?). We can't just design for function (sustainable house) without considering how we will feel inhabiting that space (grey recycled-plastic walls vs nature-inspired mural?)
        The client understand the value of creating beauty and harmony in the space we live in so would like to commission a mural (to go at the entrance of the tiny house).
        Students will design a 'mixed media collage' mural made from waste materials (preferably non-biodegradable). They will create two panels [diptych] that will wing the entrance so that you know you get the feeling that you are walking into a sustainable home (client wants theme: eco-friendly/natural world/ sustainable) when you pass through the murals .
        This mural should be made from waste materials that they manipulate (cut, tear, twist, etc.). Challenge: How natural-looking can plastic waste look? It can be a relief sculpture (3D) which will require a sturdy backing and appropriate glue.
        Students are creating 2 x A3 samples/models of the real mural (which would be 2 x 2mx3m panels).
        
        VA1, VA2, VA3, VA4
        
        Reflective video (could be warm-up for presentation Activity 6):
        Student will record themselves explaining what they want people to notice as they walk past, or feel as they enter the doorway between the two murals. Identifying areas for own improvement as artist, explaining process, challenges, solutions, etc.
        VA7, VA8, VA10
        
        Resources:
        
        Cold Glue/Bostik?
        
        Thick cardboard?
        
        Waste Materials
        
        Scissors
        
        Pencil, sharpener, eraser
        
        Formal Activity: Creative Arts
        Outcomes: VA1, VA2, VA3, VA4, VA7, VA8, VA10
      - In non-coronavirus years a model of this house could be physically built... not in 2020 though...
  - - - ACTIVITY 6: PRESENTING THEIR DESIGN TO THEIR CLIENT
        Each learner will present their tiny house to their client via the method they decide on. Learners must make use of their blueprints and book and quill of Minecraft to present it to the client. The client will ultimately approve / not approve of the house.
        • Learners must make use of the correct presentation skills when presenting.
        • Each member must have a chance to speak.
        • The presentation must be no longer than 5 minutes
        • Learners must start with the driving question
        The learners will record their presentation on FlipGrid/method they chose. The presentations will be shared with their clients. Client will have access to the videos
        This might be an English / Creative Art / ICT / PSWD activity
        
        Which activity is Formal / Informal
        Formal Activity Outcomes:
  - - - Activity 6:
        Laptops