Eco-Engineers: Building Tomorrow's Sustainable Neighborhood

Middle School Grade

Project
6 weeks

Eco-Engineers: Building Tomorrow's Sustainable Neighborhood

Lana T

Purpose

Option 1: "Eco-Innovators: Designing Tomorrow's Community" In this exciting project, students will step into the shoes of urban planners and environmental scientists to tackle the pressing challenge of designing a sustainable community. The project centers around the essential question: "How can we use geographic data to design a sustainable community that supports both people and the environment?" Students will work collaboratively to create innovative solutions that balance human needs with environmental stewardship. Authentic Roles and Work: Students will assume the roles of urban planners and environmental scientists. They will conduct research, analyze geographic and ecological data, and design community plans that promote sustainability and biodiversity. Real World Users and Experts: The students' work will directly benefit local community members by proposing sustainable solutions for future development. Throughout the project, students will receive feedback from city planners and environmental experts, ensuring their designs are practical and impactful. Integration of Math and Biology: Students will apply mathematical skills to calculate resource usage, such as water and energy consumption, and use biological knowledge to enhance biodiversity and food security in their designs. Design Thinking Process: Students will engage in the design thinking process by iterating on their prototypes, gathering feedback, and refining their solutions to better meet community and environmental needs. Deliverables: - Individual Public Assignment: Create a digital infographic showcasing a specific aspect of their sustainable community design, shared on a class blog or community website. - Group Public Assignment: Develop a multimedia presentation for the Sustainable Solutions Showcase, highlighting their comprehensive community plan. - Individual Private Assignment: Submit a reflective journal to the educator, detailing their learning journey and personal contributions to the project. - Group Private Assignment: Compile a detailed project report outlining the research, design process, and final recommendations, submitted to the educator. Culmination: The project will culminate in a Community Sustainability Fair, where students will present their sustainable community designs to local community members, urban planners, and environmental experts. Students will set up interactive booths featuring models, maps, and digital presentations, inviting visitors to engage with their work and provide valuable feedback.

Learning goals

Option 1: "Eco-Architects in Action" In this immersive project, learners will step into the shoes of eco-architects, tasked with designing a sustainable community that harmonizes human needs with environmental stewardship. Collaborating with city planners and environmental experts, students will explore the geography and biology of their local area to create innovative solutions that enhance biodiversity and ensure food security. Through the lens of design thinking, students will iterate on their community designs, incorporating feedback from professionals and local residents to refine their proposals. Real-world users will include local community members who will benefit from the sustainable solutions, while experts such as urban planners and ecologists will provide ongoing feedback. Mathematical skills will be honed as students calculate resource usage, optimizing water and energy consumption to create efficient community plans. Biology will be integrated as students study local ecosystems, using this knowledge to propose designs that support diverse species. Deliverables will include an individual digital presentation showcasing each student's unique sustainable design, shared with community partners. A group project will involve creating a comprehensive community model, presented at the Community Sustainability Fair. Individually, students will submit a reflective journal to their educator, documenting their learning journey. A group report detailing the design process and feedback integration will remain private within the class. The project will culminate in the Sustainable Solutions Showcase, where learners will present their final designs to families, peers, and local businesses, demonstrating their mastery of sustainable community planning.

Standards

Option 1:
Imagine your child stepping into the shoes of a city planner, tasked with designing a sustainable community that balances the needs of people and the environment. Over six weeks, students will collaborate with real-world professionals, including urban planners and environmental experts, to tackle this challenge. They'll explore local ecosystems, applying biological insights to enhance biodiversity and ensure food security. Using mathematical skills, they'll calculate resource usage, such as water and energy consumption, to create efficient solutions. Throughout the project, students will iterate on their designs, gathering feedback from community members and refining their solutions. Deliverables include a public multimedia presentation at the Sustainable Solutions Showcase, where students will pitch their designs to families, peers, and local businesses. Private assignments involve detailed resource calculations and ecosystem impact assessments. This project culminates in an interactive Community Sustainability Fair, where students present their innovative designs to urban planners and environmental experts, showcasing their mastery of sustainable community planning.
Option 2:
In this exciting project, students will become environmental consultants, working to design a community that supports both human and ecological needs. They'll engage with city planners and environmental experts to understand the complexities of sustainable development. By examining the biology of local ecosystems, students will propose solutions that enhance biodiversity and food security. Mathematical models will be used to optimize resource allocation, ensuring sustainable water and energy use. Students will create interactive digital maps and models, iterating on their designs based on expert feedback. Public deliverables include a group multimedia presentation at the Community Sustainability Fair, where students will showcase their designs to local stakeholders. Private assignments involve individual reflections on the design process and private feedback sessions with educators. The project concludes with a Sustainable Solutions Showcase, where students present their final designs to community members, demonstrating their ability to create sustainable solutions that benefit both people and the planet.
Option 3:
Your child will embark on a journey as a sustainable community designer, collaborating with peers and professionals to address real-world challenges. They'll partner with city planners and environmental experts to create a community plan that prioritizes sustainability and biodiversity. By integrating biological knowledge of local ecosystems, students will develop strategies to enhance food security and support diverse species. Mathematical calculations will be crucial in designing resource-efficient systems for water and energy use. Students will produce a variety of deliverables, including a public video pitch at the Sustainable Solutions Showcase, where they'll present their community designs to an audience of families, peers, and local businesses. Private assignments include a detailed written report on their design rationale and a private group discussion with educators. The project culminates in a Community Sustainability Fair, where students will engage with urban planners and environmental experts, receiving feedback and showcasing their innovative solutions to create a sustainable future.

Products

Option 1: "Eco-Architects of Tomorrow" In this project, learners will step into the shoes of eco-architects, tasked with designing a sustainable community that balances human needs with environmental preservation. They will work collaboratively to create a master plan for a community that integrates green spaces, energy-efficient buildings, and sustainable transportation systems. Learners will engage with city planners and environmental experts to gain insights and feedback throughout the process. They will use geographic data to inform their designs and apply mathematical skills to calculate resource efficiencies. Biology will play a role as they explore local ecosystems to enhance biodiversity within their designs. Deliverables include a public group presentation of their community design at the Sustainable Solutions Showcase, an individual multimedia pitch deck shared with city planners, a private group report detailing resource calculations, and an individual reflective journal submitted to the educator. The project will culminate in the Community Sustainability Fair, where students will present their designs to local stakeholders, receiving valuable feedback and recognition. Option 2: "Guardians of Biodiversity" Learners will take on the role of environmental consultants, addressing the challenge of preserving biodiversity within urban settings. They will work on a project to design urban green spaces that support local ecosystems and enhance food security. Collaborating with urban planners and biologists, learners will gather data on local species and habitats to inform their designs. They will apply mathematical skills to model the impact of their proposed solutions on resource consumption and biodiversity. Deliverables include a public group presentation of their biodiversity-friendly urban design at the Community Sustainability Fair, an individual infographic shared with environmental experts, a private group analysis report on ecosystem interactions, and an individual reflection essay submitted to the educator. The project will culminate in an interactive fair where students showcase their designs, engage with community members, and receive expert feedback. Option 3: "Sustainable Innovators" In this project, learners will become sustainable innovators, tasked with developing solutions for efficient resource usage in community planning. They will focus on creating a sustainable energy plan for a local community, incorporating renewable energy sources and conservation strategies. Learners will collaborate with energy experts and city planners to refine their ideas and receive feedback. They will use geographic data to identify optimal locations for energy installations and apply mathematical calculations to assess energy consumption and savings. Biology will be integrated as learners explore the impact of energy solutions on local ecosystems. Deliverables include a public group presentation of their energy plan at the Sustainable Solutions Showcase, an individual video pitch shared with local businesses, a private group feasibility study report, and an individual learning portfolio submitted to the educator. The project will culminate in a showcase event where students present their energy solutions, engage with stakeholders, and gather valuable insights.

Launch

Option 1: "Designing Tomorrow's Community" Imagine stepping into the shoes of a city planner tasked with designing a sustainable community that harmonizes the needs of people and the environment. Over the next six weeks, students will embark on a journey to create innovative solutions for real-world challenges, such as food security and resource management. They will collaborate with city planners and environmental experts, receiving valuable feedback to refine their designs. Through this project, students will explore the biology of local ecosystems, understanding the delicate balance of species interactions, and apply mathematical skills to optimize resource usage. The project will culminate in a Community Sustainability Fair, where students will present their sustainable community designs using models, maps, and digital presentations. This public event will allow them to showcase their mastery and gather insights from local community members, urban planners, and environmental experts. Deliverables will include a public multimedia presentation, a private project report, a public group booth at the fair, and a private group reflection on the design process. Launch Activity: Begin with a field trip to a local sustainable community or urban farm, where students can observe sustainable practices in action and engage with professionals who work in the field. This experience will spark curiosity and provide real-world context for their project work.

Exhibition

Option 1: Urban Eco-Designers In this project, students take on the role of Urban Eco-Designers, tasked with creating a sustainable community that balances human needs with environmental preservation. They will work closely with city planners and environmental experts to develop innovative solutions that support both people and the ecosystem. Throughout the project, students will apply mathematical skills to calculate resource usage and integrate biological insights to enhance biodiversity. Deliverables include a public video pitch to local businesses showcasing their sustainable designs, a group presentation of a digital model at the Community Sustainability Fair, an individual reflection journal submitted privately, and a private group report detailing resource calculations. The project culminates in the Community Sustainability Fair, where students present their designs to urban planners and community members, gathering valuable feedback to refine their solutions. Option 2: Eco-Community Architects Students become Eco-Community Architects, designing a community that prioritizes sustainability and food security. Collaborating with city planners, they will explore geographic data and local ecosystems to propose designs that support biodiversity and efficient resource use. Mathematical calculations will be crucial in optimizing water and energy consumption. Deliverables include a public infographic campaign targeting local families to raise awareness about sustainable living, a group-led interactive booth at the Sustainable Solutions Showcase, a private individual project diary, and a private group analysis report on ecosystem interactions. The project concludes with the Sustainable Solutions Showcase, where students present their work to peers and local businesses, receiving feedback to enhance their designs. Option 3: Green Innovators As Green Innovators, students will tackle the challenge of designing a sustainable community that enhances both human life and the environment. They will engage with city planners and environmental experts to gather insights and feedback. The project involves using mathematical skills to calculate resource efficiencies and applying biological knowledge to improve biodiversity in community designs. Deliverables include a public multimedia presentation to local environmental groups, a group-created digital map presented at the Community Sustainability Fair, a private individual reflection essay, and a private group sustainability plan. The project culminates in the Community Sustainability Fair, where students showcase their innovative designs to urban planners and community members, receiving input to further refine their solutions.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Introduction to Sustainable Community Design - The teacher will introduce students to the project's essential question: 'How can we use geographic data to design a sustainable community that supports both people and the environment?'. This will include a discussion on the roles of urban planners and environmental scientists.	Activity 2: Field Trip to a Local Sustainable Community or Urban Farm - Students will visit a local sustainable community or urban farm to observe sustainable practices and engage with professionals working in the field. This experience will provide real-world context for their project work.	Activity 3: Research and Data Collection - Students will begin researching local geographic and ecological data relevant to their community design projects. They will gather information on local ecosystems, biodiversity, and resource usage.	Activity 4: Group Discussion and Brainstorming - Students will work in groups to discuss their initial findings and brainstorm ideas for their sustainable community designs. They will consider how to balance human needs with environmental stewardship.	Activity 5: Reflection and Journal Entry - Students will reflect on their learning experiences from the week and write a journal entry summarizing their key takeaways and initial ideas for their community designs.
Deliverables	1. Deliverable 1: Initial Research Summary - Students will submit a summary of their research findings, including geographic and ecological data relevant to their community design projects. 2. Deliverable 2: Reflective Journal Entry - Each student will submit a reflective journal entry detailing their learning experiences and initial ideas for their sustainable community designs.
Preparation	1. Teacher Preparation Task 1: Arrange a field trip to a local sustainable community or urban farm, securing necessary permissions and transportation. 2. Teacher Preparation Task 2: Prepare a presentation introducing the project and its essential question, along with the roles of urban planners and environmental scientists. 3. Teacher Preparation Task 3: Compile resources and materials for students to begin their research on local geographic and ecological data. 4. Teacher Preparation Task 4: Plan group discussion activities and provide guiding questions to facilitate brainstorming sessions.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Design Thinking Workshop - Students will participate in a workshop to learn about the design thinking process. They will explore how this process can help them iterate and refine their sustainable community designs.	Activity 2: Geographic Data Analysis - Students will analyze the geographic data they collected in Week 1. They will focus on identifying key features of the local area that can influence their community designs, such as water sources, vegetation, and existing infrastructure.	Activity 3: Ideation and Concept Development - Students will brainstorm and develop initial concepts for their sustainable community designs. They will create sketches or rough drafts of their ideas, considering how to integrate green spaces, energy-efficient systems, and biodiversity.	Activity 4: Expert Feedback Session - Students will present their initial concepts to a panel of urban planners and environmental experts. They will receive feedback on their designs and suggestions for improvement.	Activity 5: Reflection and Journal Entry - Students will reflect on the feedback they received and how it impacts their design ideas. They will write a journal entry discussing their learning experiences and any changes they plan to implement.
Deliverables	1. Deliverable 1: Initial Concept Sketch - Students will submit a sketch or draft of their sustainable community design ideas, incorporating feedback from experts. 2. Deliverable 2: Reflective Journal Entry - Each student will submit a journal entry reflecting on the feedback received and planned adjustments to their designs.
Preparation	1. Teacher Preparation Task 1: Arrange for urban planners and environmental experts to attend the feedback session, ensuring they understand the project goals and can provide constructive input. 2. Teacher Preparation Task 2: Develop materials and activities for the design thinking workshop, including examples and exercises that demonstrate the iterative process. 3. Teacher Preparation Task 3: Prepare a framework for geographic data analysis, providing students with tools and techniques to effectively interpret their data. 4. Teacher Preparation Task 4: Set up a structured format for the expert feedback session, including guidelines for students on how to present their concepts and receive feedback.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Community Needs Assessment - Students will conduct surveys or interviews with local community members to gather insights into the needs and priorities of the community. They will focus on aspects such as housing, transportation, green spaces, and resource management.	Activity 2: Biological and Ecological Study - Students will delve deeper into the local ecosystems, identifying key species and habitats that should be preserved or enhanced in their community designs. They will consider biodiversity and ecological balance in their planning.	Activity 3: Mathematical Modelling of Resource Usage - Students will use mathematical models to calculate the potential resource usage of their community designs, focusing on water, energy, and waste management. They will explore methods to optimize efficiency and sustainability.	Activity 4: Prototype Development - Students will begin creating physical or digital prototypes of their sustainable community designs, incorporating the data and insights gathered from previous activities.	Activity 5: Reflection and Journal Entry - Students will reflect on their progress and challenges faced during the week. They will write a journal entry summarizing their key findings, adjustments made to their designs, and plans for further development.
Deliverables	1. Deliverable 1: Community Needs Report - Students will submit a report summarizing the findings from their community needs assessment, highlighting key insights and how these will influence their designs. 2. Deliverable 2: Biodiversity and Ecology Summary - A document detailing the key biological and ecological considerations for their community design, including species preservation and habitat integration. 3. Deliverable 3: Resource Usage Calculations - Students will submit a report outlining their mathematical models and calculations for resource usage, demonstrating their strategies for efficiency and sustainability. 4. Deliverable 4: Prototype Draft - An initial draft or model of their sustainable community design, showcasing the integration of community needs, ecological insights, and resource calculations.
Preparation	1. Teacher Preparation Task 1: Coordinate with local community leaders or representatives to facilitate student interactions for needs assessment surveys or interviews. 2. Teacher Preparation Task 2: Provide resources and guidance on local ecosystems, including key species and habitats, to support students' ecological studies. 3. Teacher Preparation Task 3: Develop instructional materials on mathematical modeling techniques for resource usage calculations, offering examples and tools for students to utilize. 4. Teacher Preparation Task 4: Prepare a workshop on prototype development, providing materials and resources for both physical and digital modeling. 5. Teacher Preparation Task 5: Plan reflection and journaling activities, offering prompts and guidance to help students articulate their learning experiences and design evolution.

Week 4	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Design Refinement Workshop - Students will participate in a workshop where they learn techniques for refining their community designs. They will focus on integrating feedback received from experts and community members.	Activity 2: Advanced Geographic and Ecological Analysis - Students will conduct a detailed analysis of geographic and ecological data to further refine their designs. They will assess how their designs can better support local biodiversity and resource management.	Activity 3: Collaborative Design Session - Students will work in groups to collaboratively refine their community plans. They will integrate their individual research and ideas to create a more comprehensive and cohesive design.	Activity 4: Mid-Project Review with Experts - Students will present their refined designs to a panel of urban planners and environmental experts for a mid-project review. They will receive constructive feedback to guide further development.	Activity 5: Reflection and Journal Entry - Students will reflect on their progress, the feedback received, and how they plan to incorporate it into their designs. They will write a journal entry documenting their learning and next steps.
Deliverables	1. Deliverable 1: Refined Community Design - Students will submit an updated version of their community design, incorporating feedback and additional research. 2. Deliverable 2: Reflective Journal Entry - Each student will submit a journal entry reflecting on the feedback received and their plans for further refinement.
Preparation	1. Teacher Preparation Task 1: Plan and facilitate the design refinement workshop, providing resources and examples for students to learn from. 2. Teacher Preparation Task 2: Arrange for urban planners and environmental experts to attend the mid-project review, ensuring they are briefed on the project's progress and goals. 3. Teacher Preparation Task 3: Develop materials and tools for advanced geographic and ecological analysis, supporting students in deepening their understanding. 4. Teacher Preparation Task 4: Coordinate the collaborative design session, offering guidance and structure to help groups work effectively together. 5. Teacher Preparation Task 5: Prepare prompts and guidance for the reflection and journaling activity, helping students articulate their learning experiences and future plans.

Week 5	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Prototype Testing and Evaluation - Students will conduct tests on their prototypes to evaluate the effectiveness of their sustainable community designs. They will focus on assessing resource efficiency, biodiversity enhancement, and alignment with community needs.	Activity 2: Feedback Incorporation and Iteration - Students will review the results from their prototype testing and make necessary adjustments to their designs. They will incorporate feedback from previous reviews and testing outcomes to refine their community plans.	Activity 3: Peer Review Session - Students will present their revised designs to peers in a structured review session. They will provide and receive constructive feedback, focusing on areas for improvement and innovative elements.	Activity 4: Final Design Development - With feedback and test results considered, students will finalize their sustainable community designs. They will ensure that all aspects, including resource usage, biodiversity, and community needs, are well integrated.	Activity 5: Reflection and Journal Entry - Students will reflect on their design process, the iterative improvements made, and their learning experiences. They will write a journal entry highlighting key insights and final adjustments to their designs.
Deliverables	1. Deliverable 1: Prototype Testing Report - Students will submit a report detailing the testing process, results, and improvements made to their designs based on the evaluations. 2. Deliverable 2: Peer Review Feedback Summary - Each student will submit a summary of the feedback received during the peer review session and outline how it influenced their final design. 3. Deliverable 3: Finalized Design Plan - Students will submit their final sustainable community design plan, incorporating all feedback and testing insights.
Preparation	1. Teacher Preparation Task 1: Develop guidelines and criteria for prototype testing, providing students with a framework for evaluating their designs. 2. Teacher Preparation Task 2: Organize and facilitate the peer review session, ensuring a constructive and supportive environment for feedback exchange. 3. Teacher Preparation Task 3: Prepare resources and guidelines for final design development, helping students integrate all elements of their project. 4. Teacher Preparation Task 4: Plan reflection and journaling activities, offering prompts and guidance to support students in articulating their learning journey.