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 own city sketches. In doing so, students will create their own unique urban layout. Upon completion, students will next have the opportunity to expand their city designs while 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. | | | Recognize that a city is a large community made up of many smaller communities, where many people live and work together. | 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.
Common Core ELA
When reading text, students apply vocabulary from Preparation section following CCSS.ELA-LITERACY.RI.3.3 described in text. For CCSS.ELA-LITERACY.RI.3.7 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.
Florida - NGSSS
The Warm-up section begins with students reading to activate prior knowledge from Preparation for ELA.3.R.2.1 - ENGLISH LANGUAGE ARTS (B.E.S.T.). They will read short descriptions about each inventor and their inventions, the sequence as chronologically presenting the inventors' journeys, and finally the problem/solution of highlighting the challenges faced by these inventors and the solutions they developed. The text narrates how each inventor faced real-world problems or limitations and engaged in a process of tinkering, experimenting, and persevering to find better solutions. | | | Explain needs and challenges of people living in a city as well as 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 a 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.
NGSS
For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGNstudents engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. | | | Build a unified city layout planning out the energy, transportation, green spaces, and housing for the community to live. | 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. Use the Map asset for students to plan the layout of their city. Watch the video to get an idea of the project's structure and demonstrating how it works. For some, they may figure out an idea of 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 guidence.
NGSS
For 3-5-ETS1-1 - ENGINEERING DESIGN, students will consider constraints, such as the materials they have available, the time they have to complete the project, and any limitations when starting to build. For 3-5-ETS1-2 - ENGINEERING DESIGN, students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. And for 3-5-ETS1-3 - ENGINEERING DESIGNstudents engaged in this learning experience helps students understand how to design and build functional prototypes, as well as how to evaluate and refine their design through testing. | | | Reflect on the challenges that urban planners face 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 learning through opportunities to expand city design with focus on sustainability and innovation. | 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.
Florida - NGSSS
For SC.35.CS-CS.1.2 - COMPUTER SCIENCE when students build a project, they are essentially creating a physical model of a system. Through engaging this hands-on activity from Create and Build, students develop a tangible understanding of how such systems and ideas work. The activity bridges the gap between science and engineering by allowing students to apply scientific principles (e.g., the transfer of energy) to an engineering challenge (building an effective invention). For SC.35.CS-CC.1.3 - COMPUTER SCIENCE have student groups share their improved prototypes and the solutions they've developed with the class. This sharing session can include feedback and suggestions for further enhancements.
ISTE Students
For engaging 1.3.D KNOWLEDGE CONSTRUCTOR and 1.6.C CREATIVE COMMUNICATOR 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.
NGSS
For 3-5-ETS1-3 - ENGINEERING DESIGN have students engage in further research after their first prototype is created from Create and Build. |
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. |
NGSS | |
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3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.* | Utilizing principles from environmental engineering and design thinking, individuals are prompted to explore, create, or evaluate solutions addressing weather-related hazards. Whether it's brainstorming barrier designs for flood-prone areas or evaluating the efficiency of lightning rods, hands-on experimentation or model creation can be encouraged. This active immersion into problem-solving elucidates the multifaceted nature of weather hazards and the innovative approaches that can mitigate their impact. | 3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | Students will identify a design challenge considering specific needs or wants. Through hands-on exploration and discussions, they will determine the criteria for a successful solution while acknowledging constraints like materials, time, and cost. Assessment can be carried out by having students research related problems and their solutions, creating visual or physical representations of their findings, or presenting their understanding of the problem's criteria and constraints to their peers. | 3-5-ETS1-2
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | After understanding their design problem, students brainstorm multiple potential solutions. They will use hands-on techniques like sketching, model building, or creating simple mock-ups to visualize and represent their ideas. For assessment, students can engage in peer reviews to compare and critique each other's solutions, record videos explaining their proposed solutions, or organize a small showcase where they present and justify their ideas based on the criteria and constraints. | 3-5-ETS1-3
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | With their proposed solutions in hand, students will design tests to evaluate the effectiveness and viability of their ideas. They will use hands-on approaches to control variables, conduct their tests, and identify failure points. As an assessment, students could maintain a detailed journal documenting their testing process, discuss their observations in group discussions, or create visual aids (like charts or slides) to represent their findings and suggested improvements. |
ISTE Students | |
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1.3.d Knowledge Constructor
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. | Guide students in critically evaluating the information they have gathered. Teach them to analyze sources for credibility, bias, and relevance to their learning goals. Encourage them to compare and contrast different perspectives and synthesize information to construct their own understanding. Support students in synthesizing and constructing knowledge based on their research findings. Encourage them to make connections, draw conclusions, and develop their own ideas and theories. Provide opportunities for discussion and collaboration to deepen their understanding. | 1.4.a Innovative Designer
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. | Facilitate brainstorming sessions where students generate creative ideas and potential solutions to the identified problem. Encourage them to think outside the box, consider diverse perspectives, and explore a range of possibilities. Guide students in designing and prototyping their innovative solutions using Strawbees and the micro:bit. Encourage them to consider the needs and constraints of their target audience and iterate on their designs as they refine their solutions. | 1.4.b Innovative Designer
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. | Guide students in designing and prototyping their innovative solutions using Strawbees and the micro:bit. Encourage them to consider the needs and constraints of their target audience and iterate on their designs as they refine their solutions. | 1.4.c Innovative Designer
Students develop, test and refine prototypes as part of a cyclical design process. | Teach students how to integrate the micro:bit into their prototypes to add interactivity, automation, or data collection capabilities. Guide them in programming the micro:bit to enhance their designs and address specific aspects of the problem or solution. | 1.4.d Innovative Designer
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. | Provide opportunities for students to test and gather feedback on their prototypes. Encourage them to iterate on their designs based on the feedback received, identifying areas for improvement and refining their solutions for better functionality, efficiency, or effectiveness. Have students document their design process, including sketches, diagrams, and explanations of their solutions. Encourage reflection on the challenges encountered, the creative problem-solving strategies employed, and the lessons learned throughout the innovative design process. | 1.6.c Creative Communicator
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. | Introduce students to a variety of digital tools and media that can enhance their communication. This could include graphic design software, multimedia creation tools, video editing software, or presentation platforms. Help students choose the appropriate tools based on their communication goals and the requirements of their project. |
Florida - NGSSS | |
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SC.35.CS-CS.1.2
Describe how models and simulations can be used to solve real-world issues in science and engineering. | Demonstrate understanding of how models and simulations can be used to address real-world problems in science and engineering. Reflect on a specific scenario and explain how a model employs to solutions to the problem by explaining thought processes and provide examples. For instance, present a scenario depending on the lesson's contents to students: "Imagine your city is prone to flooding during heavy rains, and this flooding causes damage to homes and infrastructure. City planners need to find a way to reduce flooding and protect the city. How can models or simulations help in this situation?" | SC.35.CS-CC.1.3
Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation. | Collaborate using technology to explore its potential in enhancing teamwork, streamlining communication, and nurturing innovative problem-solving techniques. Experiment with various collaborative platforms and tools to discover how technology optimizes team dynamics. |
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