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6th Grade  Project 4 weeks

Geometry for All: Designing an Inclusive Community Park

Jackina M
6-8.AF.5.2
6-8.AF.5.5
CCSS.Math.Practice.MP5
CCSS.Math.Practice.MP7
CCSS.Math.Content.6.G.A.1
+ 5 more
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Purpose

Students will investigate the needs of local residents and apply geometry to design a welcoming, safe, and accessible community park. They will explore the essential question: What geometric design choices can help create a community park where more people feel healthy, connected, and included? Collaborative teams will calculate polygon areas, use digital and physical design tools, and compare solutions using mathematical evidence. They will communicate and refine their proposals through peer and community feedback, shared decision-making, and reflection.

Learning goals

Students will answer, “What geometric design choices can help create a community park where more people feel healthy, connected, and included?” Students will calculate the area of triangles, quadrilaterals, and composite polygons to create an accurate, scaled park design. They will use digital and physical tools strategically to model, test, and compare design solutions using mathematical evidence. Through shared decision-making, students will consider diverse community needs, resolve design challenges, and communicate an inclusive proposal with empathy, clarity, and reflection.

Standards
  • [Next Generation Science Standards] 6-8.AF.5.2 - Use mathematical representations to describe and/or support scientific conclusions and design solutions.
  • [Next Generation Science Standards] 6-8.AF.5.5 - Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.
  • [Common Core] CCSS.Math.Practice.MP5 - Use appropriate tools strategically.
  • [Common Core] CCSS.Math.Practice.MP7 - Look for and make use of structure.
  • [Common Core] CCSS.Math.Content.6.G.A.1 - Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • 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.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.

Products

Teams will create community needs maps, inclusive park feature sketches, and scaled geometric layouts that show decomposed shapes and accurate area calculations. They will use digital design tools and a comparison matrix to test multiple layouts for accessibility, safety, health, connection, sensory needs, and use of space. Each team will produce a final annotated park plan or model, a mathematical design brief explaining evidence-based choices, and a record of shared decisions and revisions. Students will present their proposal to a community audience and respond to the question, “What geometric design choices can help create a community park where more people feel healthy, connected, and included?”

Launch

Students explore a nearby park through a short walk, photo tour, or map study, documenting features that support or limit health, safety, connection, sensory comfort, and access. In teams, they examine user profiles representing varied ages, abilities, interests, and sensory needs, then use tracing paper or a digital drawing tool to identify polygons, pathways, and areas that could be redesigned. Teams calculate or estimate the area of one park feature, propose a geometric improvement, and share how evidence from their observations supports the idea. Conclude by asking, “What geometric design choices can help create a community park where more people feel healthy, connected, and included?”

Exhibition

Host a “Community Park Design Expo” where teams present scaled maps or models to families, residents, school leaders, and local parks staff. Students explain how their geometric design choices—including decomposed polygon area calculations—help people with different ages, abilities, interests, and sensory needs feel healthy, connected, and included. Visitors use an accessibility and inclusion checklist to compare proposals, ask questions, and provide feedback. Teams respond to feedback and identify one evidence-based revision they would make to their design.