Build-a-Structure: DC's Inclusive Design Quest!

7th Grade

Project
2 weeks

Build-a-Structure: DC's Inclusive Design Quest!

Kathleen Ryan

CCSS.Math.Content.7.G.A.1

CCSS.Math.Content.7.G.A.2

CCSS.Math.Content.7.G.A.3

CCSS.Math.Content.7.G.B.4

CCSS.Math.Content.7.G.B.5

+ 1 more

Purpose

Students will design a structure in Washington, DC, focusing on functionality, inclusivity, and sustainability while addressing the needs of diverse communities. Through this project, students will apply mathematical principles, including geometric and spatial reasoning, to create a design that balances aesthetic appeal, functionality, and social responsibility. They will engage in real-world problem-solving, considering social justice and conflict resolution as they explore how their designs can positively impact the community. The project encourages students to express their reasoning through writing and collaborative discussions, ensuring all voices are heard and valued.

Learning goals

Students will design a structure in Washington, DC, applying geometric concepts to create scale drawings and models. They will explore the intersection of mathematics and social justice by ensuring their design addresses community needs and accessibility. Through collaborative problem-solving, students will analyze spatial relationships and resolve design conflicts, using mathematical reasoning to justify their decisions. Writing tasks will allow them to articulate their design process, reflect on challenges, and propose solutions that balance aesthetics, functionality, and inclusivity.

Standards

CCSS.Math.Content.7.G.A.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.Math.Content.7.G.A.2 - Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS.Math.Content.7.G.A.3 - Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
CCSS.Math.Content.7.G.B.4 - Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
CCSS.Math.Content.7.G.B.5 - Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
CCSS.Math.Content.7.G.B.6 - Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Products

Students will create a detailed scale model of their chosen structure, incorporating geometric shapes and principles. They will also develop a project portfolio that includes design sketches, calculations for area and volume, and a written proposal addressing the structure's functionality, inclusivity, and social impact. Additionally, students will present a reflective report discussing potential conflicts in the design process and how they were resolved, emphasizing the balance between aesthetics, functionality, and social responsibility.

Launch

Begin the project by organizing a walking tour of Washington, DC, focusing on diverse architectural styles and structures that serve various community needs. During the tour, prompt students to take notes and sketch elements they find intriguing or problematic, considering accessibility and social justice. Back in the classroom, facilitate a discussion where students share their observations and brainstorm potential structures they might design, highlighting how their choices could address community conflicts and inclusivity.

Exhibition

Students will present their architectural designs at a community exhibition, showcasing scale models and digital renderings of their structures. Each presentation will include a written explanation detailing the mathematical principles applied, the social justice considerations addressed, and the potential community impact. Attendees, including local architects and community leaders, will provide feedback and engage in discussions about the inclusivity and sustainability of the designs. This exhibition will be an opportunity for students to articulate their reasoning and reflect on the challenges and successes of their projects.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Launch the project with a walking tour of Washington, DC's diverse architectural styles. Students observe and sketch various structures, focusing on accessibility and social justice elements.	Activity 2: Facilitate a classroom discussion where students share insights from the tour. They brainstorm ideas for their own designs, considering community needs and potential conflicts.	Activity 3: Introduce scale drawing concepts. Students practice by creating scale drawings of simple geometric shapes, incorporating measurements and annotations.	Activity 4: Students select a structure type for their project. They begin drafting initial sketches, highlighting key geometric features and discussing intended functionality and inclusivity.	Activity 5: Conduct a workshop on using rulers and protractors to create precise geometric shapes. Students apply these skills to refine their design sketches and prepare for detailed scale drawings.
Deliverables	1. Deliverable 1: Submit a reflective journal entry detailing observations from the walking tour, including sketches and notes on potential design inspirations. 2. Deliverable 2: Create and submit initial design sketches of the chosen structure, annotated with preliminary measurements and geometric considerations.
Preparation	1. Prep Task 1: Organize and plan the walking tour, securing permission and arranging any necessary transportation. 2. Prep Task 2: Gather and prepare materials for scale drawing exercises, including graph paper, rulers, protractors, and pencils. 3. Prep Task 3: Prepare a presentation on scale drawing and geometric principles, ensuring it includes visual aids and interactive elements. 4. Prep Task 4: Develop a rubric for assessing design sketches, focusing on creativity, mathematical accuracy, and attention to community needs. 5. Prep Task 5: Arrange access to technology or software that can aid in creating digital sketches or models, if applicable.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Begin the week with a peer review session where students present their initial sketches and receive feedback from classmates. Encourage discussion on how design choices address community needs and inclusivity.	Activity 2: Guide students in refining their scale drawings based on peer feedback and further mathematical calculations. Incorporate more complex geometric elements and ensure all measurements are accurately scaled.	Activity 3: Introduce digital modeling tools and guide students through creating digital representations of their designs. Ensure multilingual students and those with learning disabilities have access to software tutorials and support.	Activity 4: Students write a detailed proposal that explains their design choices, mathematical applications, and social justice considerations. Encourage inclusion of reflections on potential conflicts encountered and resolutions.	Activity 5: Conduct a mock presentation where students present their digital models and proposals to the class. Provide constructive feedback focusing on clarity, mathematical reasoning, and community impact.
Deliverables	1. Deliverable 1: Submit refined scale drawings with accurate measurements, incorporating feedback from peer review. 2. Deliverable 2: Create a digital model of the structure, showcasing geometric precision and design creativity. 3. Deliverable 3: Submit a comprehensive written proposal that outlines design rationale, mathematical applications, and addresses social justice elements and conflict resolutions.
Preparation	1. Prep Task 1: Prepare guidelines and a rubric for peer review to ensure constructive and focused feedback. 2. Prep Task 2: Gather resources and tutorials for digital modeling software, ensuring accessibility for all students. 3. Prep Task 3: Develop a template for the written proposal, highlighting required sections and key points to address. 4. Prep Task 4: Set up a schedule and criteria for mock presentations, ensuring each student has equal opportunity to present and receive feedback. 5. Prep Task 5: Coordinate with local architects or community leaders to attend the final exhibition, if possible, providing real-world feedback on student designs.