Key stage 2, year 6: Constructing a geodesic dome on the school grounds
A geodesic dome is an almost spherical structure based on a network of circles. Using the school grounds as a ‘real’ context for learning had a profound effect on students and gave them ways of connecting with and understanding the concepts being taught.
Students from Appledore School sitting underneath the dome structure © Appledore Community Primary School
What were we trying to achieve?
The curriculum areas covered were:
- citizenship
- design & technology
- geography
- ICT
- maths
- science.
The project made a significant contribution to the school’s ability to offer learning outside the classroom and met key aims of Every Child Matters.
Learning objectives
The learning objectives were for students to:
- express their views on environmental and design issues and to justify them
- develop teamworking, communication and decision-making skills
- learn about the school grounds and thier design for a range of purposes.
How did we organise our learning?
Activities
Introduction
Students were introduced to the work of Richard Buckminster-Fuller who popularised and developed the geodesic dome and patented the design.
Activity 1
Each student built a small-scale model with rolled-up newspaper.
Activity 2
Students:
- were introduced to geometric solids, the tetrahedron and icosahedron
- tested and evaluated the strength of triangular structures and other shapes
- experimented with paper and cardboard models.
Activity 3
The students investigated geodesic domes and how they’re used, including looking at the world’s 10 largest domes.
Activity 4
The students began constructing a real geodesic dome. They researched and specified materials, finally choosing hazelwood rods with water-piping joints and stainless steel bolts.
They were taught the skills needed to make a geodesic dome by a Forest School leader. This included learning how to shape wood for joints using forestry tools,stripping off bark with potato peelers and making joints from alkathene pipe using drills and hacksaws.
Activity 5
The students designed and created a template for a canvas roof, which was made into the final roof covering by a local sail maker in Dorset.
Activity 6
Students made a film of the construction process and shared their work with the whole school.
Resources used
- school grounds
- background materials on Richard Buckminster and geodesic domes
- school and online resources on shape and space
- model-making materials
- construction materials
- digital video camera and editing software.
Funding
£1,500 was received as a Commission for Architecture and the Built Environment (CABE) educational grant.
Bodmin College student at the Eden Project 2007 © Chris Saville / APEX
How well have we achieved our aims?
Outcomes
- Students developed the ability to express their views on environmental and design issues and were able to justify them.
- Students improved their teamworking, communication and decision-making skills.
- The reception and nursery classes use the dome as an outdoor classroom, providing an important link between the environment and learning.
- The presence and use of the building are a source of enormous pride for the class involved, which has increased their confidence.
The headteacher commented that the project ‘extended the children’s learning and expectations. Most people would not think that such young children could make a building.’
What worked well
- The modelling and construction processes demanded high levels of teamwork, as well as an opportunity to work on individual interests and strengths.
- It gave students the opportunity to improve their manual dexterity.
- The cross-curricular nature of the project reinforced learning links between subject areas for teachers and students.
- The project increased teachers’ confidence to develop more ambitious learning activities: year 3 students are building a small Celtic round house as part of their Forest School work.
What didn’t work so well
- We had difficulty finding a local sail maker to make the dome roof.
- The project could have lasted longer, but there were time constraints.
Further information
The Eden project
BBC Bitesize Mathematics
More on school grounds
Learning through Landscapes
Love school grounds
Further case studies on school grounds available on teachernet.
