Students will design and create a perfect chair for their favorite stuffed animal for storytime. They will use measurement concepts in this project.

robotics to address environmental justice issues in queens

ENVIRONMENTAL SYSTEMS Curiosity ⚬ Collaboration ⚬ Communication PROJECT NAME GREEN LIVING: ECOLOGICALLY RESPONSIBLE URBAN PLAN GRADE LEVEL 9-10 DURATION 6 class periods CHALLENGE QUESTION Can cities co-exist with the environment? PROJECT DESCRIPTION Students design and build an environmentally progressive and responsible urban development. STANDARDS BIO 13(D) Threats To Biodiversity EnSystems E5(B) Management and Conservation of natural resources such as soil and water E5(C) Conservation and use of renewable and nonrenewable resources, including energy resources E9(C) Understanding the effects of national, state and local legislation on the environment, such as the Clean Air Act, Clean Water Act, Endangered Species Act, and associated regulatory bodies. FINAL PRODUCT Blueprint and 3D model of the urban plan PUBLIC ELEMENT Students will “pitch” their ecologically responsible urban development plan to a board of hypothetical investors. OVERVIEW DAY ACTIVITY DESCRIPTION TIME PHASE 1 Phenomenon: students will observe pictures/video of various urban environments showing negative impact on ecosystems. Students will participate in an I See, I Think, I Wonder activity. Students will be encouraged to discuss the threats to biodiversity, and if they can be avoided. 15 Engage Students will list/map threats to biodiversity they witnessed in Engage., with examples. Students will discuss which Environmental Justice Acts they can see being violated. Students will construct a G/O listing examples of Threats to Biodiversity examples tied to Env Justice Violations . 30 min Discover The Learners Will discuss how some of the examples they have listed could possibly be avoided or rectified. 30 min Discover 2 Students will be shown pictures/videos depicting responsible urban development, where ecosystems are minimally disturbed by human development. Examples could include the Woodlands. Ie Creating Sustainable Cities 10 min Engage Students will discuss how Threats to Biodiversity have been minimized/ eliminated by the examples of Environmentally Responsible Urban Development. 10 min Talk About It Students will discuss what Needs human urban areas have, ie Energy, Water, Transportation, Housing 10 min Talk About It Students will discuss/research solutions that have been proposed/implemented to address these needs in an environmentally responsible manner. This could be done in small action teams. 30 min Discover 3 Students will be tasked with designing a sustainable city in an undisturbed natural environment. What are the needs of the people living in the city? (Housing, Transportation, Energy, Food, Water, Recreation.) Discuss how each can be addressed that does not, or minimally, threatens the biodiversity of the natural environment. 20 min Talk About It Student teams will begin drawing a two dimensional relief drawing of their city, showing locations of housing, transportation, water, energy and recreational elements within the natural setting. 60 minutes Engineer Student groups will showcase their designs, and discuss how they have addressed human needs while maximizing conservation of natural ecological settings. 10 min Talk About It 4 Students will begin building a 3D model of their design. The students will select materials that they will use to build their model city. There will be a lot of trial and error opportunities, as students explore how to best represent their vision. 30 min Talk About It Students will begin construction of their 3D representation of their design, being sure to leave room for all the necessary features, such as habitation, energy production, food and water, and the natural environment. 40 min Revise & Improve Students will continue to build their model. 40 min Engineer 5 The students will complete their representation/model of their Sustainable City. 30 min Engineer. Gallery Walk: Student teams will observe other teams products. Teams will reconvene, and discuss their projects. Revisions, additions or deletions can be incorporated at this time. 10 min Talk About It. Revise and Improve. Students will complete theirmodel. 30 min Revise And Improve 6 Engage . 30 min Discover 30 min Discover DAY 1 - 90 MIN ACTIVITY 1 PHASE Engage: students will observe pictures/video of various urban environments showing negative impact on ecosystems. Students will participate in an I See, I Think, I Wonder activity. TIME 15 min DESCRIPTION Phenomenon: students will reflect on the images/videos DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 2 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 3 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS DAY 2 - 90 MIN ACTIVITY 1 PHASE Engage TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 2 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 3 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS DAY 3 - 90 MIN ACTIVITY 1 PHASE Engage TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 2 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 3 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS DAY 4 - 90 MIN ACTIVITY 1 PHASE Engage TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 2 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS ACTIVITY 3 PHASE Discover TIME DESCRIPTION DELIVERABLES INSTRUCTIONS MATERIALS

Project description: Students will select one topic to investigate. Students will select the materials they want to use for their investigation. Students will design their own experimental procedures. Students will execute their experiments and collect data. Students will analyze and determine if the experiment addressed the misconception of if further investigation is required. Students will create a presentation and present it to the class. Topics: Enzymes Cells Adaptations Response to stimuli plants

We will create an interactive periodic table museum as product. Students will be divided in groups and create an interactive experience to show how an element is related to our daily lives.

GREEN LIVING: ECOLOGICALLY RESPONSIBLE URBAN PLAN Students design and build an environmentally progressive and responsible urban development.

The idea that I found was creating a parachute that stays in a wind tunnel the longest. The wind tunnel is a tunnel set on a box fan.

Create a school newspaper, where students can learn about journalism, writing, editing, and layout design. They will publish articles on school events and topics of interest.