Geometry for All: Designing an Inclusive Community Park

Learning Goals & Products

Learning Goals

Students will be able to synthesize observations and user-profile evidence into specific park design needs for people of different ages, abilities, interests, and sensory needs.

Students will be able to calculate the areas of triangles, special quadrilaterals, and composite polygons by composing or decomposing park features into familiar shapes.

Students will be able to create scaled geometric park layouts using appropriate physical or digital measurement and design tools.

Students will be able to compare multiple park layouts using area calculations, digital tools, and measurable criteria for accessibility, safety, health, connection, sensory comfort, and use of space.

Students will be able to refine an inclusive park design using feedback and test results to better address identified community needs and geometric constraints.

Students will be able to justify shared park design decisions using accurate mathematical representations, user evidence, empathetic communication, and reflection on collaborative contributions.

Products

individual

Inclusive Park Geometry and User-Needs Design Portfolio

Each student produces a portfolio containing user-needs synthesis, accurate polygon-area work, a scaled concept plan, a comparison of alternatives, and an evidence-based revision. A brief reflection explains how the student used tools, feedback, empathy, and collaboration to justify design choices.

team

Community Park Design Expo Proposal

Teams create and present a refined scaled park plan or model with annotated decompositions, area calculations, inclusive design features, a solution-comparison matrix, and evidence of revisions from user feedback. Team members publicly explain trade-offs, shared decisions, limitations, and how the proposal helps diverse residents feel healthy, safe, connected, and included.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Collaboration	I can participate in my team by sharing ideas about the park design, listening to others, and helping make a group choice with teacher support I can complete a shared task, such as recording notes, measuring a shape, or adding to a class map, when roles are assigned.	I can work with my team to discuss different park needs and help compare at least two ideas for a feature or layout I can use a model, sketch, or measurements to explain my thinking and contribute to a group decision with some support.	I can collaborate with my team to share responsibilities, listen respectfully, and use evidence from our observations and geometry work to agree on design choices I can help the group solve disagreements and revise our plan based on feedback or new information.	I can lead and contribute as a collaborative team member by helping my group make shared decisions, resolve conflicts, and refine our park design using mathematical evidence and community needs I can explain how our final geometric plan and area calculations reflect ideas from multiple teammates and improve access, safety, connection, and inclusion.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can identify one community park need or design problem and suggest a simple geometric idea that could help solve it, using a basic observation, sketch, or area estimate as evidence.	I can compare two park design ideas by using geometry, area calculations, or a digital tool to explain which option better supports health, safety, connection, or access for different users.	I can test several geometric features or layouts, use mathematical representations to show how they work, and justify a proposed solution with accurate area calculations and clear evidence from my observations.	I can independently analyze a complex park design problem, use structure and mathematical tools strategically to compare multiple solutions, and defend the strongest design choice with precise geometric reasoning and evidence that addresses diverse community needs.
Deeper Learning Competencies	Effective Communication	I can share my ideas about park design clearly with my team and listen when others explain their thinking I can use a simple drawing, map, or model to show one feature of our park and name one reason it could help people feel more welcome or safe.	I can explain my design ideas to my team using a labeled sketch, map, or model and point to at least one geometry feature, such as a shape, pathway, or area, that supports our plan I can ask and answer questions, give respectful feedback, and make a change to my work based on what I hear.	I can communicate my park design choices with evidence from our observations and area calculations, using correct labels, measurements, and structure to show how parts of the park fit together I can compare at least two design ideas with my team, explain why one better supports access, health, connection, or sensory comfort, and revise our proposal using feedback.	I can present a clear, evidence-based park design that explains how our scaled layout, polygon area calculations, and tool use support a community that is healthy, safe, connected, and inclusive for people with different ages, abilities, interests, and sensory needs I can respond to questions thoughtfully, use mathematical and visual representations to justify our choices, and reflect on how my communication helped our team improve the final proposal.
Deeper Learning Competencies	Academic Mindset	I can name some ways a park design can help people feel safe, welcome, and included, and I can share one idea from my own experience or my team’s discussion I am beginning to reflect on what my group needs to work well together and can use teacher or peer support to stay engaged in the project.	I can explain a few ways our park design could support different ages, abilities, interests, or sensory needs, and I can connect one of our design choices to evidence from our park walk, map study, or user profiles I can participate in team decisions, listen to others, and revise my thinking when I notice a better idea.	I can use feedback, observations, and math evidence from our geometric plans to explain how our park design supports belonging, safety, and access for more people I can reflect on challenges, help my team make changes, and contribute to shared decisions with increasing independence and confidence.	I can consistently use evidence from community needs, geometric calculations, and design comparisons to justify how our park plan creates a healthy, connected, and inclusive space I can lead reflection and revision by identifying strengths, naming next steps, and helping my team improve the design based on what we learned.
Deeper Learning Competencies	Content Expertise	I can identify basic geometric shapes in a park design and use a teacher-provided example to find the area of simple triangles, rectangles, or composite shapes with support I can use a familiar tool, like graph paper or a digital drawing tool, to make a simple park sketch that shows one idea for helping people feel welcome and safe.	I can calculate the area of triangles, quadrilaterals, and simple composite polygons in a park layout using an appropriate tool or strategy with some accuracy I can explain how one or two geometric choices in my design support a community need, such as access, safety, or comfort, using evidence from my observations.	I can use structure in a park map or model to decompose composite shapes, compare areas, and choose tools strategically to improve my design I can create a scaled layout or model that uses mathematical evidence to support at least one design solution for different ages, abilities, interests, and sensory needs.	I can independently use mathematical representations, digital tools, and area calculations to test, compare, and refine multiple park design solutions I can clearly justify my final geometric choices with accurate calculations, show how the design responds to diverse community needs, and communicate revisions based on feedback and evidence.