Urban Planning | | : United States 7th

Urban Planning

United States 7th

Discover 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.


Overview and Objectives	05:00	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.
Preparation	30:00	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.
Warm-up	10:00	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.7.3 described in text. For CCSS.ELA-LITERACY.RI.7.7 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.7.R.2.1 - ENGLISH LANGUAGE ARTS (B.E.S.T.). The text's use of headings and descriptive text blocks enables students to identify key information within the text. By narrating how each inventor addressed real-world problems and limitations through tinkering and experimentation, students can recognize the main focus of each inventor's work and understand the challenges faced and solutions devised by these inventors.
Imagine	15:00	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.
Create	30:00	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 MS-ETS1-1 - ENGINEERING DESIGNpresent the problem to the students. Discuss the criteria (e.g., efficiency, cost-effectiveness, environmental impact) and constraints (e.g., available materials, budget) for their designs. Discuss relevant scientific principles with the students. Explain that their designs should consider concepts like energy transfer and mechanical advantage. And for MS-ETS1-2 - ENGINEERING DESIGNguide students in evaluating their prototype's performance against the defined criteria and constraints. Students should also consider potential impacts on the environment and people. Based on the evaluation, ask students to refine and improve their designs. This iterative process allows them to make modifications to their projects to increase efficiency or address any shortcomings.
Build	45:00	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 MS-ETS1-1 - ENGINEERING DESIGNpresent the problem to the students. Discuss the criteria (e.g., efficiency, cost-effectiveness, environmental impact) and constraints (e.g., available materials, budget) for their designs. Discuss relevant scientific principles with the students. Explain that their designs should consider concepts like energy transfer and mechanical advantage. And for MS-ETS1-2 - ENGINEERING DESIGNguide students in evaluating their prototype's performance against the defined criteria and constraints. Students should also consider potential impacts on the environment and people. Based on the evaluation, ask students to refine and improve their designs. This iterative process allows them to make modifications to their projects to increase efficiency or address any shortcomings.
Reflect	30:00	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.
Challenges	30:00	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. 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 MS-ETS1-2 - ENGINEERING DESIGN have students engage further research after their first prototype is created from Create and Build. Then give materials to improve their designs.

SDGs


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


MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*	Harnessing the power of scientific principles, design-oriented projects can be embarked upon to monitor and reduce human environmental footprints. Through active engagement in the design process, from conceptualization to mock-testing, a richer understanding emerges of how various human actions, from water withdrawals to pollution, impact the environment.
MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.	Students will identify a design challenge and delve into its constraints and criteria through research and discussion. By engaging hands-on, they'll recognize the scientific principles at play and the potential societal and environmental impacts. For assessment, students can prepare a detailed report or presentation discussing their understanding of the problem's boundaries and requirements. They might also conduct group debates or round-tables to refine their definitions.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.	Brainstorm and represent potential solutions using hands-on methods, such as sketching or rudimentary mock-ups of the design challenge. They'll then evaluate each solution's efficacy against the problem's constraints and criteria. For assessment, students can engage in peer-to-peer reviews, record videos explaining their evaluations, or present their evaluations using multimedia tools to their classmates.

ISTE Students


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


SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.	By piecing together physical models highlighting terrain, climate, and resources, the integral role of these factors in influencing North American settlement, economy, and relations is emphasized.
ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.	By delving into the construction of text segments, a realization emerges about the intentionality behind textual choices. Reconstructing these text sections brings clarity to the purpose behind features and the reasons for their incorporation.

Common Core ELA

CCSS.ELA-Literacy.RI.7.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Blend the rigor of analysis with the creative elements of art and technology. By deconstructing a text that highlights the interplay between individuals and ideas, learners can then employ engineering concepts to create a tangible model or flowchart that visually demonstrates these interactions. For instance, after reading about the dynamics of a historical movement and its key proponents, they might use interconnected nodes or circuits to represent influence and flow of ideas. This tangible representation promotes a multifaceted grasp of complex textual interactions, fusing literary understanding with practical application.

CCSS.ELA-Literacy.RI.7.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Tapping into the myriad dimensions of STEAM, delve into the nuance of language by incorporating aspects of design or math. Upon encountering a particularly impactful word or phrase in a text, learners might craft visual representations or even simple algorithms to demonstrate its tone and meaning. For a term with layered connotations, they could design a 3D model or a layered diagram that unpacks its various nuances, offering a visual and tactile understanding of the term's depth. This approach elevates the exploration of language, grounding abstract concepts in tangible, hands-on experiences.