E Using the EDEN PROJECT · This resource pack provides KS3 and KS4 teachers with the background to plan structured and ... MESSAGES & VALUES The Eden Project is fuelled by a set

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1copyright © Eden Project

Using the EDEN PROJECTas a resource for DESIGN AND TECHNOLOGY

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CONTENTS

Introduction

17 - 18Messages and values A section explaining the core values of the Eden Project.

15 - 16Context A section explaining how the Eden Project can provide the context for a design and make project.

5 - 14Stimulus A section outlining the stimulus material available within the Eden Project.

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Example activities

Food technology A fruit drink - design a fruit drink which could be sold at the Eden Project. 24 - 25

Textiles A carrier - using the plant shapes and forms as a stimulus. 22 - 23

An interactive message card as a vehicle to demonstrate a message or value from the Eden Project.

Resistant materials 26 - 27

Observing and recording at the Eden Project

Teachers’ notes Planning a visit to the Eden Project.

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INTRODUCTION

Using the Eden Project as a resource to fuel design and making activities

A visit to the Eden Project can greatly enhance the provision of Design and Technology by :-

• providing a stimulating range of natural and human design solutions

• providing a context for a project or activity

• communicating a set of contemporary values and messages that challenge design decisions

This resource pack provides KS3 and KS4 teachers with the background to plan structured and stimulating projects, using the Eden Project as the source of inspiration and focus for activities in school.

Remember that to maximise the Design and Technology impact of a visit to the Eden Project students need to be carefully briefed beforehand in order that they are clear about : -

• the purpose of the visit

• what they need to do

• how much time they have for each activity

• how they are to collect and store information

• how they can work together

• what use will be made of the visit on returning to school

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pages 5 - 15 pages 16 -17

MESSAGES & VALUESThe Eden Project is fuelled by a set of messages relating to the relationship between plants, people and places and the future of our world.

As consumers and designers we must be aware of these messages and issues so that we can justify the choices we make in the way we design, make and use products.

These messages can also be used to help evaluate design and making activities.

pages 18 -19

SAMPLE PROJECTS Three sample projects can be found on pages 22 - 29

They demonstrate how elements from all three strands can be interwoven and combined to form exciting and original projects.

In this pack we have looked at the Eden Project from three perspectives : -

HOW TO USE THIS PACK

These three strands are unpacked in the pages that follow and provide starting points for Design and Technology activities. Design and Technology projects may focus on one or all of them.

The projects are supported with a range of techniques for investigating, recording, communicating and evaluating ideas that are sympathetic to a visit to the Eden Project.

CONTEXTAs an attraction and education centre the Eden Project has many thousands of visitors every year.

All these visitors, employees and the residents (plants and animals), have a wide range of wants and needs.

These wants and needs provide a rich context for designing and making activities.

STIMULUSThe environment which has been developed within the Eden Project is unique, creating a sense of excitement and stimulating the senses everywhere you look.

The shapes - the colours - the smells - the textures - the structure - the materials - the sculptures ........

Photograph, sketch, observe the plants and forms at the Eden Project to stimulate ideas for design and make projects.

MESSAGE / VALUE Plant forms

Product Design • An interactive message card

• Design an interactive greetings card which could be sold in the Eden Project shop that helps to spread an environmental message.

• Explore the Core and the Biomes and find an important message that you would like to communicate to others.

• Interact with the automata around the Eden Project and discuss the stories they tell about our planet and our lives.

CONTEXT

• Investigate how ‘food miles’ clock up as fruit is transported around the world.

• Research fruit drinks available in the café and record where the ingredients may have come from.

• Design and make a tasty drink which would be suitable for sale at the Eden Project. You will need to show how you have resolved sometimes apparently conflicting values.

MESSAGE / VALUE

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STIMULUS

CONTEXT

Food miles

The knowledge exhibit

Fruit drinks for the café

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MESSAGE / VALUE

Sending a greetings card from the Eden Project

Recycling

STIMULUS Interactive static displays

STIMULUS ++

CONTEXT

Biomimicry

Carrying things around the Eden Project

• Look at the different shapes, structures and forms found in the plants within the Eden Project.

• Design a flexible container that is suitable for use in the Eden Project.

• Develop your functional and aesthetic ideas from your research into plant forms (biomimicry).

Textile Technology • Bag/carrier

Food Technology • Fruit drink

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The Eden Project as a stimulus

The environment which has been developed within the Eden Project is unique, creating a sense of excitement and stimulating the senses everywhere you look.

The shapes - the colours - the smells - the textures - the structure - the materials - the sculptures ...

Photograph, sketch, observe the plants and forms at the Eden Project to stimulate ideas for design and make projects.

‘It is amazing what you see when you start looking.’

Jake, age 14

MaterialsDesigners need to consider carefully how they use nature’s precious resources.

Thinking about such physical properties as strength, weight, rigidity, alongside sustainablity and environmental impact.

FoodThe Eden Project provides a wide variety of natural and processed foods. These can be used to stimulate a range of thoughts - how are they used ?- how do they affect people’s lives ?

Mechanical systemsThe built environment of the Eden Project provides a wide range of examples of mechanical systems.The automata designers have used mechanical principles to provide interesting outputs that grab the viewers’ attention.See the Plant Takeaway.

Visual elementsColour, shape and form, line and texture are basic elements that designers use to give their products visual identity.

Our appreciation of aesthetics often comes from nature’s example.

StructuresAll natural and made objects relate to structural principles.

Look at the structure of plants, products and buildings around the Eden Project to identify various structural principles.

Communicating messagesLiving things are great communicators! Animals and plants display who they are and what they want. Humans have devised more complex and comprehensive methods of communicating their messages.See the Plant Engine.

Six themes have been developed as visual stimulus boards

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STIMULUS • Visual Elements • Colour Colour can • emphasise shape / form • be warm / cool • be contrasting / harmonious • appeal to our emotions • camouflage • be subtle / bold • highlight • attract • have cultural associations

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Shapes and forms may suggest purpose/be• harmonious • geometric • stylized • organic • positive • negative • functional • decorative • have cultural associations

STIMULUS • Visual Elements • Shape and Form

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STIMULUS • Visual Elements • LineLine can• enclose shape and form • suggest movement • create pattern • indicate structure • be implied • be actual

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STIMULUS • Visual Elements • TextureTexture may be • intrinsic to a material • functional • random • planned • affected by light • coarse or fine • smooth or rough

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• How are they made stable? • How do they withstand forces and loads? • Why are some flexible?

STIMULUS • Structure Structures may be • high tech • ground breaking • spectacular • traditional • natural • flexible • geometric • organic • frames or shells • heavy or light

Structures need to withstand either dynamic or static forces • members are in compression and tension

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STIMULUS • Communicating Messages

Essential signage

• helping the pubilc negotiate the site • portable • safety / warnings• sustainable / recycled materials• use of colour• use of symbols

Displays that send a message

• recreate scenes • interactive• animate an issue • eye catching• thought provoking• entertaining• communicate complex ideas simply

Communication in nature

• colour • shape • patter• odour • warning • inviting• noise • striking • movement

Signage to give information

• plant information• environmental information• reinforce messages • explain values / issues

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STIMULUS • Materials Materials may be • manmade • natural • traditional •high-tech • composites • tactile • rigid • flexible • worked in a variety of ways • recycled • reused

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STIMULUS • Food Foods may be • natural • processed • organic • wild • cultivated • local • imported • solid • liquid • fresh • preserved • seasonal • nutritious

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STIMULUS • Mechanical SystemsMechanisms can • change the type and direction of movement • change the axis of rotation • increase output speed or force • decrease speed or force

Nuffield Design and Technology students’ book ISBN 0-582-21266-9 Refer to pages 118 and 119 for a mechanisms chooser chart.

You can use • wheel and axle • rack and pinion • screw thread • rope and pulley • chain and sprocket • belt and pulley • crank, link and slider • crank, link and lever • gears • levers • bevel gears • flexible couplings • worm and wheel • linked levers • peg and slot • cam and slide follower • cam and lever follower

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As an attraction and education centre the Eden Project has many thousands of visitors every year.

All these visitors, the employees and the residents (plants and animals), have a wide range of wants and needs.

These wants and needs provide a rich context for designing and making activities.

‘Where are we going to have our lunch?’

Lucy, age 13

The Eden Project as a CONTEXT

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CONTEXTFood Technology

• sit-down meals

• eating and drinking on the go

• packed lunch

• children’s food

• buying a gift - sweet, savoury, unusual...

• drinks to warm people up / cool people down

• meeting different dietary requirements

• food with an ethical focus

Textiles Technology

• uniforms for employees

• staying warm or cool, keeping dry

• textiles from natural fibres

• buying a gift - t-shirts, bags, banners...

• carrying things around

• wind driven attractions

• textiles from recyclates

Resistant Materials Technology

• having a rest, taking a seat

• carrying things around

• buying a gift - jewellery, games, miniature versions of the exhibits

• sorting and disposing of waste

• interactive exhibits that make learning fun

• lighting for function or for aesthetics

• renewable energy devices

• tools for horticulture

• strong materials and structures covering the Biomes

Graphic Design

• buying a gift - cards, games, posters...

• finding out about the exhibits

• communicating without reading

• packaging gifts and food

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The Eden Project is fuelled by a set of messages concerning the relationship between people, plants, places and the future of our world.

A true project, this educational charity is a work in progress and a symbol of the strength of people working with nature.

‘The Eden Trust’s interests lie in exploring the natural world through the lens of plants in order to understand our dependence on them and develop best practice for principles of sustainable living that can act as a model for others.’

Tim Smit, CEO, the Eden Project

‘The Eden Project is demonstrating behaviour change on site, holding a mirror to our values and civilisation and encouraging respect for the things that sustain us and respect for each other.’

Dr Tony Kendle, Foundation Director, the Eden Project

As consumers and designers we must be aware of these messages and issues so that we can justify the choices we make in the way we design, make and use products.

These messages can also be used to help evaluate design and making activities.

‘When are we going to make one of these?’

Adrian, age 14

MESSAGES and VALUES

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copyright © Eden Project

Messages and Values

Through careful design

and responsible use, we can make

a difference throughout the

world

Local design and technology industries

The origins

of natural materials

Design and

technology in other societies

Food miles

Fair trade goods

Energy use

throughout product lifecycle

Careful use of

materials

Uconventional and innovative

structures

Energy - efficient buildings

Waste neutral

Thoughtful design

Creative arts

Tourism and visitor attraction

Pictures, writing and

sound

Attractive layouts

Plant forms as an

inspiration for design

Architecture, horticulture & landscaping

Communication

Design and technology is about producing products to meet people’s wants and needs

The Eden Project showcases our

relationship with plants and ways we can act to ensure

a sustainable planet and a positive

futures

Sustainability

The products we develop and

consume, and the natural world have close and complex

relationships

Plants and the natural

world

Education

Ideas to adopt in our own lifestyles

Demonstrate positive practice

Relationships between the environment, society and economics

Reduce, re-use, repair,

recycle, re-invest

Valuing our partners

from the plant world

Using sculpture and performance

to engage people’s attention

A venue for art and

theatre

An engine for economic

renewal

Making complex subjects

approachable

Attracting the full

demographic range

Seasonal programme

Live events

Providing a world

class tourist destination in

Cornwall

Inspiring, exciting

and up-beat messages

regarding our world

Fascinating stories about

how plants are used

Engaging in the

international discussion on

environmental issues

Opening people’s eyes to the technicalities and beauties of

the natural world

Celebrating our inter-

relationship with plants

Showing how plants

provide us with food, shelter, food

and medicine

Exploring issues of

biodiversity and conservation

Preparing today for a

positive future

Showcase innovative,

bold architecture

Inspired by nature

- biomimicry

Plant forms as an inspiration for

engineering

Biodegradable materials

Inspired by

biodegradabilityInspired by nature

- biomimicry

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Teachers’ Notes Before the visit

Book your visit in advance on 01726 811913.

Visit the site beforehand if possible to :-

• ensure that the tasks you set the students are achievable in the time available

• understand the scale of the site including The Core

• identify meeting points

• produce your own photographic resources to be used in school

Consider how you will maximise the educational value of a visit to the Eden Project :-

• ensure that the activities make full use of the Eden Project site and are not activities which could be equally well done in school

Try to ensure that any ‘handouts’ produced are as active as possible and encourage the students to think and make their own decisions rather than merely ‘tick and move on’ sheets.

Be clear on the objectives for your visit and how these integrate with your normal Design and Technology objectives.

Explain to the students :-

• how the Eden Project visit relates to the scheme of work which will be undertaken in school

• your expectations of them in terms of what they need to achieve at the Eden Project and how it will form the basis of future work in school

During the visit

Ensure that the students and accompanying adults:

• never work alone

• have access to appropriate materials :-

map of site

sketchpads

notebooks

cameras : digital, traditional or disposal

• have clearly timed activities which ensure a variety of appropriate tasks are undertaken

• are polite and courteous - remember Eden is a very busy visitor attraction

Arrange to meet the students at various times during the visit to ensure all is well and the pupils are on task.

After the visit

Follow up the visit as soon as possible.

Encourage the students to present their research materials in a variety of ways :-

• individual moodboards, notebooks etc

• collective large displays which focus on the topics investigated - these may be presented on display panels, large sheets of paper etc

Modelling has proved to be a very effective way for pupils to develop their design ideas :-

• using CAD/CAM for the card project

• paper, tape and staples in the textile project

The Eden Project and the DMC would really like to see any work resulting from this pack.

Ensure that your visit complies with County and school guidelines for school visits.

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Observing, Recording and Interpreting

Photography

• Enables students to record their observations quickly and accurately.

• Encourage the students to use the cameras outside or in the Mediterranean Biome first as these locations tend to be easier to photograph.

• Demonstrate to the students that the macro setting allows close up photographs to be taken.

• Cameras need to be acclimatised to the atmosphere in the Rainforest Biome to stop the lens steaming up!

• One camera can be shared between a small group.

• Always record who has been given a camera, and remember to check them in at the end of the day!

RECORDING

Students will need a variety of methods to help them record their observations quickly and effectively.

These methods should be chosen depending on the specific learning objectives, the skills of the students and the availability of resources.

Sketchbooks, notebooks, clipboards

• Available in a variety of sizes (consider pocket size).

• Grid paper gives an easy reference for proportions and page layout.

• Encourage students to use the same media for notes and drawings as this prevents annotations overpowering sketches.

• Consider producing exemplars that clearly illustrate the quality and content that is expected from their sketches.

Maps, worksheets, writing frames and word banks

• A large-scale site map with grid references can be annotated by students to record the location of their observations.

• Worksheets or writing frames can be differentiated and designed to focus on the specific research task. Ensure that these really encourage the students to think, rather than acting as just a tick off check list.

• Word banks can be differentiated and designed to encourage students to annotate observations with meaningful descriptions.

OBSERVING

It is very easy for adults and students to be overawed by the Eden Project. Help students to remain focused by giving them specific things to look out for.

Observing plants by looking at :-

• specific features such as bark, leaves, petals etc

• scale - close-ups, whole plant etc

• aesthetics such as colour, line, pattern and texture

• functions such as nutritious parts, structural forms, soft fibres etc

Observing exhibits and displays

• What is it? Interactive exhibit, display, poster...

• What is the message? Ethical, environmental, informative, instructive...

• How is it being communicated? Captions, cartoons, illustration, photographs, models, audio...

• How does it work? Humour, mechanical, electronic, relates to life experiences, simple ...

• What are people’s reactions? Laughter, curiosity, having a go, taking a photo, talking with friends...

Observing people

• Who are the people? Age group, visitor, employee...

• What are they doing? Looking, sitting, walking, digging, carrying...

• What might they need? Shade, glasses, warmth, drink...

• What facilities have been provided? Café, shelter, wheelchair, map...

INTERPRETING

A variety of strategies may be used to help students to interpret the observations they made whilst on their visit.

Modelling

• Purpose - develop, explore, evaluate, cost...

• Materials - food, card, reclaimed materials, staples, sticky tape, pens, CAD/CAM.

• Dimension and scale - 2D, 3D, whole product, focus on a part...

Presentations/displays (groups)

• Style • verbal

• visual

• formal

• casual

• Purpose • informative

• ask questions

• obtain answers

• share

• gain confidence

• experience teamwork

• develop communication skills

Moodboards (individuals, groups)

• Purpose - investigate, inspire, present, reflect...

• Theme - people’s needs, exhibits, visual elements...

• Layout - border, grids, overlaps, visual flow...

• Content - sketches, photos, writing...

Mindmaps and brainstorms

• Whole class, groups, individuals ...

• Purpose - summarise, explore, generate...

• Theme - stimulus, context, message...

• Layout - organic, roomy, large scale...

• Content - sketches, photos, observations...

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Three sample projects can be found on pages 22 - 27 :-

• Bags/carriers

• Juice drink

• Greetings cards

They demonstrate how elements from all three strands can be

interwoven and combined to form exciting and original projects.

Activity ideas

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TEXTILE TECHNOLOGY • Bags / Carriers • Key Objectives

This project follows the Cornish Design and Technology planning strategy, where six strands of knowledge, skills and understanding are taught to fuel the ‘process skills’.

The objectives for the project are listed under each of the strands. Some of these objectives need to be addressed prior to a visit to the Eden Project, others during a visit and some after a visit. Suggestions for how to approach the objectives are given on the next page.

The process skills addressed in this project are investigating and developing ideas, and communicating ideas. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands.

SIX STRANDS OF KNOWLEDGE, SKILLS AND UNDERSTANDING PROCESS SKILLS

• Designing for other people.

• Identifying needs through observation of people in a busy environment.

• Observing and taking inspiration from the natural world.

• Writing and working from a specification.

DESIGNING SKILLS

Investigating & developing ideas

Level 4 • Use imagery taken directly from the plant world to help generate ideas.

Level 5 • Identify and record visual and functional characteristics foundin plants, and use these whendeveloping ideas.

Level 6 • Develop detailed criteria for designs and use these when exploring design proposals.

Communicating ideas

Level 4 • Use sketches, notes and talk to describe alternative ways of using visual and functional stimulus takenfrom the plant world.

Level 5 • Model 3D ideas in paper or dipryl.

Level 6 • Test 3D models against the design criteria and make appropriate changes.

• 2D and 3D sketching from real life

• Testing materials for strength, water resistance, biodegradability, recyclability.

• Exploring flexible shell structures.

• Identifying suitable methods for fastening, eg zips, buttons, velcro.

SCIENTIFIC & TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING


• Identifying line, shape, form, colour and pattern in the plant world.

• Mimicking organic elements in visual design.

AESTHETIC AND SENSORY KNOWLEDGE AND UNDERSTANDING


• Using nature as a stimulus for design (biomimicry).

• Using materials that are sustainable, recycled, biodegradable, reused or/and naturally produced.


• Using natural materials.

• Using a sewing machine to make a 3D shell.

• Handstitching or hand printing design details.

MATERIALS AND PROCESSES INFLUENCES AND ISSUES - social, cultural, environmental, etc...


• Cutting and pasting sketches, photographs and other imagery to make a moodboard.

• 3D modelling in paper.

• Testing models against the criteria in a specification.

DESIGN AND TECHNOLOGY ATTAINMENT TARGETS

CLARIFICATION AND COMMUNICATION SKILLS

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TEXTILE TECHNOLOGY • Bags / Carriers • Design Brief • Activity Ideas

MESSAGE / VALUE - Biomimicry

Use plant forms to inspire the aesthetic and functional design.

CONTEXT - Carrying things around Eden

Design a flexible container that is suitable for use at the Eden Project.

STIMULUS - Plant forms

Investigate the different shapes, structures, colours and forms of the plants within the Eden Project.

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• Find and record examples of visually stimulating plants.

• Find and record functional ideas from plants.

• Observe people and record the kinds of things they carry around.

Students should meet at regular intervals to share findings and focus on a new task.

Refer to Page 19 Teachers’ Notes

Give students focused, timed activities. These suggested tasks will help them to gather ideas for their designs.

+The stimulus, context and message/value come together to form the design brief.

shape

line

colour

texture

form

aesthetic

plant

forms

pattern

leaves

cactus spines

bamboo clumps

protection

comfort

weatherproof

fastenings

flexible

weight

functional

plant

featuresvine tendril

waxy leaf

seed pod

Before your visit After your visitDuring your visit

Students could expand on these mindmap hubs to help them recognise the kinds of things they should look out for.

Use examples to introduce students to biomimicry:

• camouflage uses organic colours and shapes

• cockle burrs inspired velcro

Use the displays within The Core and/or collate a handling collection for use within the classroom.

• Identify the kinds of objects visitors and/or workers carry at the Eden Project.

• Observe and take inspiration from plants.

• Record this research using 2D and 3D sketching, notes and photography.

The following structure could be used as a basis for your scheme of work :-

• Cut and paste sketches, photographs and other imagery to make a moodboard.

• Identify visual and functional elements that can be used in the design.

• Identify who and what they will design for.

• Use these to develop a detailed design specification.

• Model ideas using paper and staples, clips and sticky tape.

• Investigate colours, lines and patterns using paper and colouring media .

• Test models against the criteria in a specification and make appropriate changes.

• Identify suitable natural materials for use in the finished product.

• Make the product with hand and machine stitching.

• Include aesthetic details using embroidery or printing techniques.

Give students the opportunity to record their inspiration using a variety of tools and techniques.

• Sketch books, coloured paper, textured paper or recycled paper.

• Pencils, pens, charcoal, chalks etc.

• Word banks and writing frames.

• Digital cameras or phone cameras.

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FOOD TECHNOLOGY • Juice Drink • Key Objectives


The objectives for the project are listed under each of the strands. Some of these objectives need to be addressed prior to a visit to the Eden Project, others during a visit and some after a visit. Suggestions on how to approach the objectives are given on the next page.

The process skills addressed in this project are investigating and developing ideas, and evaluating. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands.


• Modelling using fresh and/or processed fruit and fruit juice.

• Recording research using spider charts.


• Identifying opportunities for juice drink products.

• Analysing the environmental impact of a range of juice drinks.

• Writing and working from a specification.

DESIGNING SKILLS


• Considering the nutritional value of fresh and processed fruits.

• Understanding the various ways that fruit is protected to keep it fresh and blemish-free during transportation.

• Understanding the methods and ingredients that keep fruit drinks fresh.

• Understanding the implications of the above for energy use, transport, sustainability, etc - see page 19.



Level 4: Use information about existing drinks to generate ideas for new juice drink products.

Level 5: Identify and record a range of fresh fruits, and use these when developing ideas.

Level 6: Develop detailed criteria for designs and use these when exploring design proposals.

Evaluating

Level 4: Compare a range of flavour combinations and identify what works well and what could be improved.

Level 5: Consider food miles as a constraint on the design of the product.

Level 6: Balance the issues of food miles against consumer demand and make informed judgements about the design of their juice drink product.


• Using the sensory qualities of fruits to produce an appetising drink product.

• Using colour to attract consumers /customers.


• Understanding the meaning of ‘food miles’.

• Understanding that using locally sourced seasonal fruits can help minimise ‘food miles’.

• Consumer demand (cost, preferences in taste).

• Realise that environmental compromises will have to be made.

• Identifying where fruits are grown.

• Considering fresh and processed fruits and fruit juices.

• Juicing, pulping and blending fruits.

MATERIALS AND PROCESSES



INFLUENCES AND ISSUES - social, cultural, environmental, etc...

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250ml glass of organic

tropical fruit juice, £1.20

FOOD TECHNOLOGY • Juice drinks • Design brief • Activity ideas

+ +The stimulus, context and message/value come together to form the design brief.

Before your visit After your visitDuring your visit

The following structure could be used as a basis for your scheme of work :-

• Taste test a range of commercial drinks and as a class rank them in order of preference.

• Speculate on the possible ingredients in each of the commercial drinks, then reveal their possible food miles value. Cost could also be discussed at this point.

• Discuss how designers have to balance taste with environmental and economic issues.

• Develop detailed design criteria using taste, food miles and cost as focus points.

• Model potential fruit dinks, using sensory appraisal techniques to evaluate what works well, and what needs improvement.

• Identify the ingredients of the final drink product, showing how the design criteria have been met addressed.

The issues raised in these activities could be explored further in other products for example :-

• maufacturing

• product life cycle

• waste / recycling

The objectives during the Eden Project visit are to :-

• Explore the biomes and identify a range of fruits, along with the countries they are grown in.

• Explore the Core, visiting the interactive exhibits to learn more about the issues behind food miles.

• Identify areas of positive environmental practice that could be incorporated into the fruit drink product.

Mangoes from Brazil = 5778 miles

Bananas from the Windward Islands = 4170 miles

Oranges from South Africa = 5637 miles

Apples from New Zealand = 11691 miles

Strawberries from Egypt = 2180 miles

GIve students a world map. While they explore the Biomes they should sketch fruits and identify where they are grown on the map.

• How many miles does the fruit travel to reach the UK?

• How may the food be protected and preserved during transport?

Encourage students to explore the range of factors that influence people when they buy products.

This activity encourages students to consider the reasons behind their own buying preferences.

330 ml can of Cola 80p

250ml carton of applejuice, 60p

500ml bottle of flavoured milk, £1.00

• If they were given £1 to buy a drink, which would they choose? (they can keep any change, or make up the difference with their own money).

• Why have they made this choice?

Reasons may include flavour, cost, nutrition, convenience, environmentally friendly, never tried it before...

There are no right or wrong choices, but many different and personal reasons behind the decisions.

Students will have to balance these personal, economical and environmental factors in the design of their drink product.

MESSAGE / VALUE - Food miles

Investigate how fruit clocks up ‘food miles’ as it is transported around the world.

CONTEXT - Fruit drinks for the café

Design and make a tasty drink which would be suitable for sale at the Eden Project.

STIMULUS - Fruit and fruit products

Research fruit drinks available at the Eden Project and find out where the ingredients may have come from.

Consideration of the implications for energy usage and resource issues through packing manufacture, the product life cycle and waste /recycling etc. should be given at some stage in this project.

Note - When considering environmental and sustainable issues a series of value judgements is required Example - The use of mango juice in your fruit drink will increase food miles but may be using recyclable packaging and/or the mango juice may come from a fair trade source.

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• Recycled and recyclable materials.

• Using different graphic drawing media to produce a professional - looking card product.

• Using CAD/CAM to design and make working mechanisms from card.

MATERIALS AND PROCESSES

• Exploring a range of lever and linkage systems.

• Transferring movement from one part to another.

• Understanding the implications of the above for transport, sustainability, biodegradability, recycling etc.


• Observing and taking inspiration from the work of exhibit designers.

• Applying mechanical principles to make moving parts in cards.

DESIGNING SKILLS

PRODUCT DESIGN • Greetings Card • Key Objectives


The objectives for the project are listed under each of the strands. Some of these objectives need to be addressed prior to a visit to the Eden Project, others during a visit and some after a visit. Suggestions for how to approach the objectives are given on the next page.

The process skills addressed in this project are investigating and developing ideas, and making quality products. By delivering the learning required to reach the six-strand objectives, students are expected to achieve level 4, 5 or 6. A higher or lower range of attainment levels can be reached by teaching to more or less challenging objectives in the six strands.


• 2D drawing to record the graphical style of exhibits and display accurately.

• Modelling working mechanisms using card.

• Communicating environmental issues through a mechanical message card.



Level 4 • Find information about the 5 Rs and generate ideas for the content of a message card.

Level 5 • Identify and record effective communication techniques used in exhibits.

Level 6 • Apply these communication techniques in the card design.

Making quality products

Level 4 • Use card and graphic media to produce a message card with a simple working mechanism.

Level 5 • Check work as it develops and modify the design in the light of progress.

Level 6 • Use CAD/CAM facilities to their full advantage by designing more sophisticated mechanical systems.


• Mimicking stylised design types to create clear graphical imagery.

• Designing within the capabilities of available manufacturing methods.


• Understanding the meaning of ‘food miles’.

• The 4 Rs

• reduce

• reuse

• recycle

• reinvest



INFLUENCES AND ISSUES - social, cultural, environmental, etc...

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PRODUCT DESIGN • Greetings Card • Design Brief • Activity Ideas

++The stimulus, context and message/value come together to form the design brief.

After your visitThe following structure could be used as a basis for your scheme of work :-

• Share research of the 4Rs, focusing on the stories and messages already used by the Eden Project.

• Identify other aspects of the 4Rs that have strong imagery.

• Use working models of levers and linkage systems to explore various mechanical movements that could be translated into a greetings card.

• Consider ways to apply mechanical movement to enhance the imagery and develop a simple story.

• Model and refine ideas using card and butterfly clips. This could be done using hand tools or CAD/CAM.

• Identify suitable recycled or reused materials for use in the finished product.

• Make the mechanical parts of the card using CAD/CAM.

• Select appropriate graphic drawing media and use them to illustrate and add text to the greetings card.

During your visit

The objectives during the Eden Project visit are to :-

• Interact and take inspiration from the exhibits and displays in The Core and around the Eden Project.

• Record messages and stories about reducing, reusing and recycling waste.

• Record various techniques used by designers to communicate stories and messages.

Investigate and record stories and messages concerning the 4Rs :-

• The ‘Alchemy Centre’ recycling exhibition at the Pineapple car park.

• Recycling bins positioned throughtout the site

• The Dance of Life arcade game based on the 4Rs to be found in The Core.

• Reused rubber tyre seating in the Humid Tropics Biome.

• Look for the Waste Neutral exhibits throughout the Eden Project site.

Investigate and record how messages and stories are communicated through interactive and static exhibits :-

• The Plant Processor in the Core is a people-powered automaton, where issues are explained through illustration and writing.

• The Plant Engine in the Core uses a combination of living plants, automata and captioned cartoons.

Interact with the exhibits and automata and identify the ways they communicate messages.

Before your visit

Design an interactive message card to be sold in the Eden Project shop.

CONTEXT -

The message should illustrate an aspect of the 4Rs.

Students could take part in a sorting activity to help them relate to the 4Rs.

Use real waste (ensure that it is washed and safe to handle) or photographic collection of waste and sort into the following categories :-

• REDUCE - Identify excess or unnecessary packaging.

• Products and containers that can be REUSED.

• Waste that can be RECYCLED.

• REINVESTED - Look for products made from recycled materials or ones that can be recycled.

Interactive resources will help students to understand ways to achieve various mechanical movements.

Students will use this understanding to help them recognise and interrogate the mechanical exhibits and design their own interactive product.

STIMULUS - Fruit productsMESSAGE / VALUE -

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This teaching resource has been developed by the Design and Making Centre in association with

the Eden Project. It is the copyright of the Eden Project.

The original exhibits to which this resource responds can be found at the Eden Project. The

exhibits on the ground floor of the Core and the Arcade of ideas are the copyright of Engineered

Arts and are the property of the Eden Project.

The teaching resource is free to download from the Eden Project website for use in educational

activities. Any further use or reproduction of the exhibits must be by written permission of the

Eden Project.

This work has been kindly funded by the ReDiscover Fund, a joint venture between the Millennium

Commission, Wellcome Foundation and Wolfson Trust.

The Eden Project wish to thank the pupils from Wadebridge School, Humphry Davy School and

Camborne Science and Community College for their help in the compilation of this pack. The

Eden Project is grateful to all the photographers whose work appears in this pack. Their copyright

is retained. We would like especially to thank the Design and Making Centre team who created

this pack.

The copyright to images owned by the Design and Making Centre is retained.

Printed copies • A4 or A3 full colour paper copies of this pack may be obtained at cost from the

Design and Making Centre if required www.designandmakingcentre.co.uk.

COPYRIGHT AND REPRODUCTION

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E Using the EDEN PROJECT · This resource pack provides KS3 and KS4 teachers with the background to plan structured and ... MESSAGES & VALUES The Eden Project is fuelled by a set