Students will investigate local parks during a field trip and consult an Elizabeth City Parks and Recreation representative to identify community strengths, needs, and inclusive features. They will ask, “How can we use mathematical models, data, and community feedback to design an inclusive community park that makes the best use of limited space and resources?” Teams will analyze community data, calculate area and surface area, use coordinates and inequalities, and create a 3-D park model. Students will present their design process and model to community representatives, collect feedback, and recommend improvements to current parks.

Students will collect community feedback, identify statistical questions, and analyze distributions using measures of center, variability, and visual displays to determine inclusive park needs. They will apply area, coordinate-plane, net, surface-area, and inequality concepts to make efficient use of limited space and resources in a scaled 3-D park model. Following a local park field study, students will collaborate with an Elizabeth City Parks and Recreation representative to assess community strengths, needs, service opportunities, relevant careers, and technology safety. Students will manage a project schedule, reflect on teamwork and resilience, and use storytelling, multimedia, and interactive feedback to present evidence-based park improvements to community representatives.

Students will create field-trip observation notes, an accessibility audit, and a statistical survey that uses visual displays, measures of center, and variability to identify community needs. Teams will develop a scaled coordinate-plane site plan with area calculations, decomposed polygons, resource inequalities, and nets for park structures. Each team will construct a labeled 3-D park model that demonstrates inclusive use of limited space and resources. For the exhibition, students will deliver an interactive multimedia presentation to Elizabeth City Parks and Recreation representatives, collect feedback, recommend improvements to current parks, and share a brief reflection on their design process, teamwork, and community service.

Begin with a field trip to local parks alongside an Elizabeth City Parks and Recreation representative, who will introduce park careers, community needs, and current design challenges. In teams, students conduct an accessibility and space audit by measuring safe designated areas, identifying geometric shapes, mapping features on a coordinate grid, and collecting tally data about how spaces are used. Students gather community feedback about strengths and needed improvements, then develop statistical questions and record design constraints as inequalities. Back in class, teams use their findings to launch the challenge of creating a 3-D inclusive park model and presenting evidence-based recommendations to community representatives.

Host a community park design showcase for classmates, families, and an Elizabeth City Parks and Recreation representative. Teams will present their 3-D park models, explaining how geometry, inequalities, data displays, and community feedback shaped inclusive features and use of limited space and resources. Visitors will interact with the models and submit feedback through a brief digital poll or feedback cards. Teams will recommend specific improvements to current parks and reflect on how their designs could serve diverse community needs.