🇬🇧 Urban PlanningDiscover the complexities of urban planning, including housing, transportation, energy consumption and production, readiness for natural hazards, and sustainable development concepts. Prototype a solar panel for a sustainable city, integrating this design into their city sketches. In doing so, students will create their own unique urban layout. Students can expand their city designs upon completion whilst addressing the Sustainable Development Goals. | | | |
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| | Facilitators set the groundwork for students to understand the purpose and components of the project with a well-defined set of learning objectives. By delving into the lesson's fundamentals, students gain the confidence and insight to craft their unique renditions of the project. | Assign this lesson as a student resource. Have students read the list then watch the video.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started, and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Equip students for before starting the lesson by familiarizing them with frequently used vocabulary words, enhancing their writing skills, and engaging in constructive building exercises. | Get familiar with Sustainable Development Goals & vocabulary. Assign this lesson as student resources. Have students read the list and watch the video.
As students progress in the lesson, they will reflect on their learning with a group conversation or sketching in a journal in the Reflect section. This process includes assessing their own progress and identifies next steps to improve their project that are meaningful to them as they go into Challenges section. | | | Recognise that a city is a large community made up of many smaller communities where many people live and work together. | When reading text, students apply vocabulary from Preparation section described in text. For students engage in rich images complementing the text and showing colorful science and engineering infographics and image media illustrating these concepts applying vocabulary terms. They'll see examples of a topics discussed, which gives them insight, especially when students lack access to see these inventions in person.
After reading the text, in a discussion, ask students to describe what the tone and mood of text is. For example, reading as melancholy or as determination. It highlights the stories of innovators, who faced challenges and setbacks, but persevered to make groundbreaking contributions where students can idenfity the tone of the text as informative and appreciative. The mood and tone is written as inspirational, informative, and appreciative. Students can infer that the author intends to inspire readers by showcasing the inventors' perseverance and innovative spirit.
Read and answer questions in Warm-up.
This section prepares students to engage the lesson. The listed student objectives are a basic platform to get started and students are encouraged to modify these and set their own goals based on their interests and areas for growth. Throughout the teaching of this entire lesson, the facilitator provides an opportunity for students to collaborate with each other and provide feedback on their individual or group project. | | | Explain the needs and challenges of people living in a city and potential problems or design constraints in particular cities. | Begin by exploring the needs, challenges, and solutions for people living in urban areas. In this guide, we will outline the key topics and activities for facilitating discussions and assessments related to infrastructure, transportation, housing, Earth and human activity, sponge cities, green spaces and parks, and energy production and consumption.
Infrastructure
- Show students pictures and videos of various city infrastructures, such as transportation systems, housing complexes, and sanitation facilities. Discuss the significance of each element in making a city functional and habitable. Ask students to list at least three critical components of a city's infrastructure and explain why they are essential.
Transportation
- Explore the different modes of transportation in urban areas and the challenges they pose.
Housing
- Show images of various types of city housing, from apartments to suburban homes. Discuss the key factors that make housing suitable for urban living, such as proximity to public transportation and healthcare facilities.
Earth and Human Activity
- Share statistics about cities at risk of natural disasters. Discuss the different types of natural disasters and their potential impacts on cities. Present a case study of a city at risk of a specific natural disaster (e.g., flooding or earthquakes) and ask students to propose preventive measures that the city should take.
Sponge Cities
- Explain how sponge cities use natural surfaces like soil and plants to manage excess water. Show examples of cities implementing sponge city initiatives.
Green Spaces and Parks
- Share images of urban parks and green spaces. Discuss how these areas contribute to physical and mental well-being and reduce environmental issues. Have students outline at least three advantages of having green spaces in cities and how they can improve the quality of life.
Energy Production and Consumption
- Explain the challenges of producing and consuming energy in urban areas.
This Imagine section can be facilitated as whole-group reading and discussion, or it can be facilitated in small groups or with partners. In particular, images are meant to stimulate discussion and help students think about the concepts in the text. Questions can be used as formative assessments to check for comprehension. | | | Construct models of the solar panel array for the city’s sustainable infrastructure. | Urban Planning is a large group and collaborative theme meaning you can have students work on the instructions together in large groups of 3-5. Sharing ideas amongst peers and helping each other is encouraged during this process.
Curriculum for Excellence
For TCH 2-06A - TECHNOLOGIES, TCH 2-07A - TECHNOLOGIES, TCH 2-09A - TECHNOLOGIES, TCH 2-10A - TECHNOLOGIES, TCH 2-12A - TECHNOLOGIES this purpose is to evaluate students' ability to analyze the impact of lifestyle choices on the environment, suggest sustainable living practices, propose technology-driven solutions for sustainability, apply design and engineering skills to solve problems, and recognize suitable materials for tasks. Provide students with examples of technological solutions that promote sustainability, such as renewable energy systems, waste reduction technologies, or eco-friendly transportation. Assign a design challenge and ask students to discuss which materials would be most suitable for each task, considering their properties. Assess their ability to recognize material properties and make informed decisions about material selection. Ask students to analyze sustainable living practices or lifestyle changes to minimize the environmental impact. | | | Build a unified city layout planning out the energy, transportation, green spaces, and housing for the community. | Watch the video to get an idea of the project's structure and a demonstration of how it works. Some may figure out how to construct the project just from pausing the video or looking at a few images from the steps. The instructions are helpful for new builders or those seeking general guidance.
Curriculum for Excellence
For TCH 2-06A - TECHNOLOGIES, TCH 2-07A - TECHNOLOGIES, TCH 2-09A - TECHNOLOGIES, TCH 2-10A - TECHNOLOGIES, TCH 2-12A - TECHNOLOGIES this purpose is to evaluate students' ability to analyze the impact of lifestyle choices on the environment, suggest sustainable living practices, propose technology-driven solutions for sustainability, apply design and engineering skills to solve problems, and recognize suitable materials for tasks. Provide students with examples of technological solutions that promote sustainability, such as renewable energy systems, waste reduction technologies, or eco-friendly transportation. Assign a design challenge and ask students to discuss which materials would be most suitable for each task, considering their properties. Assess their ability to recognize material properties and make informed decisions about material selection. Ask students to analyze sustainable living practices or lifestyle changes to minimize the environmental impact. | | | Reflect on urban planners' challenges in creating sustainable cities through student designs. | As students progressed throughout this the lesson, they reflect on their learning with the following questions which can be discussed all together as a class or within each group. You can use the Student Journal asset as a helpful resource to capture ideas and process on the computer or printed ahead of time and distributed. This process includes assessing their own progress and identifies next steps to improve their project as progress into the next section Challenges. | | | Extend your learning through opportunities to expand city design, focusing on sustainability and innovation. | Have students decide and research their chosen topic to gain a deeper understanding on a topic of interest related to the lesson. They can research online or choose one from the provided list of topics. After they engage the research phase and once students have a good grasp of their chosen topic, pick a challenge card at the end of section. The challenges are based on real-world problems. Guide students to think of potential solutions to incorporate into their prototype previously built. This may involve making design modifications or adding new features to address the challenge.
When approaching the Challenges section, this is an opportunity for groups collectively to research a topic of interest in searching on their own or start from a list of student-friendly resources online. When exploring a topic of interest, student groups will apply this knowledge to extend their projects. Student groups can work with little guidance as they engage the card randomizer and pick a challenge to continuously iterate on their project model design. There are open-ended ideas to further improve on the watermill model to continue the design process. |
SDGs | |
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Goal 7
Ensure access to affordable, reliable, sustainable and modern energy for all. | Understand the disparities in energy access and its impact on communities. Begin with a reflective activity where students share their understanding of energy sources and their availability in different parts of the world. Encourage brainstorming of actions students can take to promote clean energy adoption, such as raising awareness, advocating for policy changes, or participating in energy-saving initiatives. | Goal 11
Make cities and human settlements inclusive, safe, resilient and sustainable. | Understand the challenges faced by individuals living in urban areas. Conduct case studies of cities that have successfully implemented sustainable urban planning strategies, allowing students to analyze the benefits and challenges. Conduct interactive sessions explaining the environmental impacts of urbanization, including pollution, waste management, and loss of biodiversity. Assign projects or discussions that challenge students to research and propose solutions for minimizing the negative environmental effects of urban growth. Challenge students to design and implement community improvement projects, such as creating public art, organizing clean-up events, or starting community gardens. Provide guidance on project planning, implementation, and measuring the impact of their initiatives on community well-being. Assign students to research and present on urban policies, initiatives, or organizations that promote sustainable cities and communities. Guide students in creating awareness campaigns or presentations to raise public awareness about sustainable urban practices and advocate for policy changes. | Goal 15
Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss. | Get a sense of connection and appreciation for the diversity of life on land. Engage students in discussions about the impact of deforestation, habitat destruction, and climate change on terrestrial ecosystems. Share stories or case studies of threatened or endangered species and their habitats, prompting discussions about the ethical responsibility to protect them. Provide resources such as articles, videos, and discussions that explore the diversity of plant and animal species and their interactions. Conduct virtual or in-person field trips to local parks, nature reserves, or botanical gardens to observe and study different species and ecosystems. Provide guidance on creating personal action plans that involve reducing resource consumption, supporting sustainable agriculture, and participating in habitat restoration efforts. |
Curriculum for Excellence |
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SOC 2-08a
I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way. | SOC 2-08b
I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community. |
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