The purpose of this project is to provide students with a transformative and practical learning experience that addresses real-world social issues. Students will harness design thinking and innovative problem-solving to create sustainable tiny homes, fostering a sense of responsibility and community impact. They will engage with experts and community partners to gain diverse perspectives, developing critical skills in collaboration, effective communication, and empathy while aligning their work with academic standards. Through this process, students will build self-awareness and confidence by directly applying their learning to authentic, meaningful challenges faced by individuals experiencing homelessness.
Learning goals
The learning goals in this project are to empower students to apply interdisciplinary skills that merge mathematics, science, computer science, arts, and social studies to design and build sustainable tiny homes. Students will actively engage in community-based problem-solving, leveraging collaboration and communication skills while gaining insights from architecture, construction, and social service partners. By the project's end, students will have developed the capacity to critically evaluate materials and technologies, ensuring their designs are innovative and socially conscious, while documenting and reflecting on their personal growth and teamwork through digital portfolios.
Standards
[Computer Science Teachers Association] 3B-AP-12 - Compare and contrast fundamental data structures and their uses.
[Common Core] CCSS.Math.Content.HSG-GPE.B.4 - Use coordinates to prove simple geometric theorems algebraically.
[National Core Arts Standards] VA:Re9.1.IIIa - Construct evaluations of a work of art or collection of works based on differing sets of criteria.
[Next Generation Science Standards] ESS.2.B - Plate Tectonics and Large-Scale System Interactions
[National Council for the Social Studies] D3.1.9-12 - Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
[Common Core] CCSS.Math.Content.HSG-GPE.A.3 - (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
[Common Core] CCSS.Math.Practice.MP7 - Look for and make use of structure.
[National Core Arts Standards] MA:Cn11.1.i.a - HS Proficient: Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity.
[Next Generation Science Standards] HS-PS1-8 - Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
[National Core Arts Standards] DA:Re.9.1.III.a - Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.
Competencies
Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
Products
Students will collaboratively design and construct a fully functional, modular tiny home, featuring interchangeable room designs to address diverse needs within the homeless community. Along the process, they will use video documentation to create a multi-part documentary, highlighting design iterations, innovative solutions, and personal reflections. The project culminates in an immersive exhibition event where students present the completed prototype, detailing sustainable features and insights from community partnerships.
Launch
To launch the project, host a 'Design and Dine' evening where students engage with architects, designers, and construction professionals over dinner to explore innovative materials and sustainable housing principles. Follow this with a 'Reality Check Workshop,' enabling students to build empathy through role-playing and virtual reality simulations that immerse them in the daily challenges faced by the homeless. Finally, kick-off an 'Eco-Challenge Day' filled with hands-on activities such as constructing models from recycled materials and experiencing sustainability-oriented games to ignite students' creativity and understanding.
Exhibition
Students will host a 'Tiny Home Immersive Experience Day' where they guide visitors through a completed tiny home prototype. During the tour, students explain the design process, highlighting sustainable features and insights gained from collaborations with social service organizations. This event provides an authentic platform for students to convey their project journey, emphasizing the practical and respectful nature of their solutions for addressing homelessness.
