Learning Goals
Students will be able to investigate community park users and their needs through interviews, observation, and feedback to define an evidence-based design problem.
Students will be able to describe and justify transformation sequences on coordinate grids using translations, rotations, reflections, and dilations to preserve or change a design as intended.
Students will be able to analyze triangle angle relationships and parallel-line angle patterns to support accurate geometric reasoning in a park layout or treasure-map path.
Students will be able to generate multiple park design ideas and transformation-based map or logo concepts before selecting one solution path.
Students will be able to prototype a park plan or transformed visual design with labeled coordinates, geometric rules, and user-centered features that respond to stated needs and constraints.
Students will be able to test and refine a design using peer and user feedback to improve clarity, accessibility, and mathematical accuracy.
Students will be able to present and defend design decisions using mathematical evidence, clear visuals, and ethical attribution of sources.
Products
User Interview Summary and Annotated Park Design Prototype
Each student creates a research artifact showing what they learned from at least one real user interaction, then translates that evidence into an individual prototype for the park redesign. The product must make the design problem clear before proposing solutions.
Community Park Redesign Proposal with Problem Statement and Testable Scale Model
Teams combine individual research into one evidence-based How Might We statement and a higher-fidelity park model or service plan ready for stakeholder review. The final presentation explains how user needs, feedback, and geometry shaped the solution.
No rubric has been generated yet.