Eco-City Model: Designing Sustainable Human-Environment Interactions
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Eco-City Model: Designing Sustainable Human-Environment Interactions

Grade 6Social StudiesHistory10 days
The Eco-City Model project engages 6th-grade students in designing a sustainable urban environment that balances human needs with environmental sustainability, focusing on the impacts of human activities, technology, population size, and resource management. Through activities such as the Mystery Box Challenge, research on global cities, and technology brainstorming, students learn about sustainable urban practices. The project culminates in the creation of a 3D eco-city model using recycled materials, which is presented to peers and showcases innovative strategies for sustainability. The project is aligned with standards in social studies, common core literacy, and science regarding understanding human impacts and incorporating sustainable design principles.
SustainabilityUrban PlanningEnvironmental ImpactHuman-Environment InteractionInnovationResource ManagementTechnology Integration
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a sustainable city model that balances human needs with environmental responsibility, considering the impacts of human activities, technology, population size, and resource management?

Essential Questions

Supporting questions that break down major concepts.
  • How do human activities impact the environment in various cities across the world?
  • In what ways can technology be used to create sustainable cities?
  • What are some examples of sustainable practices that can be incorporated into city planning?
  • How does the size and growth of a population influence the environment within a city?
  • What resources are most critical for sustaining a city, and how can they be managed responsibly?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the impact of human activities on the environment in various cities globally.
  • Students will identify and analyze how technology can be integrated into urban planning to promote sustainability.
  • Students will explore and implement sustainable practices in their city models, considering resources like water, energy, and food.
  • Students will evaluate the relationship between population growth and environmental strain, and propose solutions to mitigate negative effects.
  • Students will develop research skills by sourcing information and drawing evidence to support their city planning decisions.

Michigan Social Studies Standards

6-G5.1.1
Primary
Describe examples of how humans have impacted and are continuing to impact the environment in different places as a consequence of population size, resource use, level of consumption, and technology.Reason: The project involves students designing a sustainable city model which requires understanding human impacts on the environment due to factors like population size and technology, aligning directly with this standard.

Common Core State Standards

CCSS.ELA-LITERACY.WHST.6-8.7
Secondary
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.Reason: The project requires students to explore multiple sources of information to design a city model, aligning with conducting research to answer and generate questions.
CCSS.ELA-LITERACY.WHST.6-8.9
Secondary
Draw evidence from informational texts to support analysis, reflection, and research.Reason: Students will need to gather and use evidence from various texts to support their sustainable city design, aligning with this standard.

Next Generation Science Standards

MS-ESS3-3
Secondary
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.Reason: The project's core involves designing a sustainable city, incorporating principles to minimize environmental impact, aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Mystery Box Challenge

Students receive a mystery box containing various 'problems' (like pollution, waste, traffic jams) and must brainstorm creative solutions to address these in their eco-city model, promoting problem-solving and critical thinking.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Intro to Eco-City Building

Students will begin their exploration of sustainable urban design by learning core concepts. This foundational activity sets the stage for understanding the balance between human needs and environmental responsibilities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of a sustainable city through a multimedia presentation discussing factors like resource management, technology integration, and environmental impact.
2. Discuss key terms such as sustainability, environment, and urban planning with the students.
3. Facilitate a classroom brainstorming session about what makes a city sustainable and record ideas.

Final Product

What students will submit as the final product of the activityA class-generated list of key elements essential to a sustainable city.

Alignment

How this activity aligns with the learning objectives & standardsSupports 6-G5.1.1 by introducing human-environment interactions through urban design and technology.
Activity 2

City Watch: A Global Tour

Students explore various cities worldwide to see how human activities have impacted the environment. They will analyze different urban areas to gather ideas for their eco-city model.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Assign each student or group a city to research, focusing on human impact on the environment, technology use, and sustainability practices.
2. Students gather data from multiple sources such as articles, documentaries, and reports.
3. Each student or group presents their findings to the class using visual aids, detailing the city's approach to sustainable urban planning.

Final Product

What students will submit as the final product of the activityResearch presentations that showcase key issues and solutions observed in cities around the world.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.6-8.7 by involving research and presentation based on multiple sources and inquiries.
Activity 3

Sustainable Tech Think Tank

In this activity, students brainstorm and design innovative technologies that could be incorporated into their eco-city models to enhance sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review examples of current technologies used in sustainable urban spaces like solar panels, green roofs, and public transportation systems.
2. In groups, students brainstorm new technological innovations or improvements to existing technologies that could reduce environmental impact.
3. Design a conceptual plan of their technology with diagrams and written descriptions.

Final Product

What students will submit as the final product of the activityA technology concept plan that includes diagrams and explanations of how each innovation will function within the city model.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS-ESS3-3 by applying scientific principles to create methods that reduce human environmental impact.
Activity 4

Resource Rally: Managing Urban Needs

Students will explore the critical resources needed for city sustenance and develop strategies for responsible management within their eco-city models.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify key resources such as water, energy, and food that cities need to manage sustainably.
2. Research case studies of cities that effectively manage these resources.
3. Develop strategies to incorporate these management practices into their own city model.

Final Product

What students will submit as the final product of the activityA report detailing strategies for managing essential urban resources sustainably.

Alignment

How this activity aligns with the learning objectives & standardsTargets 6-G5.1.1 by examining resource management's role in urban planning.
Activity 5

Population Dynamics and Environmental Impact

Students evaluate how population growth can strain the environment and explore solutions to mitigate these effects in their city designs.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Analyze data on population growth and its impacts in various metropolitan areas.
2. Create graphs or charts depicting population dynamics and their environmental consequences.
3. Develop strategies for managing populations sustainably in city models.

Final Product

What students will submit as the final product of the activityData-driven analysis on population impacts and strategies for sustainable management within cities.

Alignment

How this activity aligns with the learning objectives & standardsSupports 6-G5.1.1 by focusing on the relationship between population size and environmental impact.
Activity 6

The Eco-City Showcase

The project culminates with students presenting their sustainable city models, showcasing their understanding and innovative ideas.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Construct the eco-city model using recycled materials, incorporating learned practices and strategies.
2. Prepare a presentation that includes the city's layout and the innovative sustainable practices implemented.
3. Invite peers and other classes for an interactive session where each group presents and explains their model.

Final Product

What students will submit as the final product of the activityA 3D model of an eco-city with a detailed presentation of its sustainable features and technologies.

Alignment

How this activity aligns with the learning objectives & standardsEmbodies all standards, allowing students to demonstrate comprehensive learning and creative problem-solving.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Eco-City Model Building Assessment Rubric

Category 1

Understanding of Human-Environment Interactions

Evaluates student grasp of how human activities impact and modify their environment, specifically through urban design.
Criterion 1

Impact Analysis

Assesses ability to analyze and describe human impact on the environment from the project research.

Exemplary
4 Points

Provides a comprehensive analysis of various forms of human impact on multiple environments, showcasing advanced understanding.

Proficient
3 Points

Demonstrates solid analysis of human impacts, with examples from multiple environments showing comprehension.

Developing
2 Points

Shows basic recognition and understanding of human impacts, but lacks breadth or depth in analysis.

Beginning
1 Points

Demonstrates limited recognition of human impact, with superficial or incomplete examples.

Criterion 2

Sustainable Design Principles

Measures how well students incorporate sustainable principles into their models.

Exemplary
4 Points

Integrates multiple innovative and effective sustainable practices, clearly explained with strong rationale.

Proficient
3 Points

Incorporates significant sustainable practices with clear connections to urban planning concepts.

Developing
2 Points

Includes some sustainable elements, but with limited innovation or explanation.

Beginning
1 Points

Shows minimal incorporation of sustainable practices with little to no explanation.

Category 2

Research and Information Sourcing

Assesses the depth of research and the ability to source and apply information relevant to sustainable urban planning.
Criterion 1

Information Gathering

Evaluates research thoroughness and relevance of sourced information.

Exemplary
4 Points

Gathers extensive and highly relevant information from diverse sources.

Proficient
3 Points

Collects relevant information from a range of sources, adequately supporting project tasks.

Developing
2 Points

Secures some relevant information but from limited or superficial sources.

Beginning
1 Points

Gathers minimal and/or irrelevant information from few sources.

Category 3

Collaborative Work and Presentation

Evaluates teamwork and effectiveness in presenting the Eco-City model and its features.
Criterion 1

Team Coordination

Assesses ability to work collaboratively and contribute to group objectives.

Exemplary
4 Points

Shows leadership and fosters a positive dynamic, contributing significantly to group success.

Proficient
3 Points

Works effectively as part of a team, contributing to group tasks and objectives.

Developing
2 Points

Participates in group work, but with inconsistent engagement or contribution.

Beginning
1 Points

Rarely contributes to group tasks, requiring external motivation or direction.

Criterion 2

Presentation of Model

Measures effectiveness in communicating the features and innovations of the eco-city during presentations.

Exemplary
4 Points

Presents a compelling and clear overview of the model with excellent use of visual aids.

Proficient
3 Points

Provides a clear and coherent presentation with effective use of visual aids.

Developing
2 Points

Delivers a basic presentation that may lack clarity or engagement with limited visual aids usage.

Beginning
1 Points

Struggles to communicate model features, with unclear or incomplete presentation and visual use.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the process of designing your eco-city model. What challenges did you encounter, and how did you address them?

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Question 2

On a scale from 1 to 5, how effectively do you think your eco-city model balances human needs with environmental sustainability?

Scale
Required
Question 3

Which technology or sustainable practice included in your eco-city model do you believe is the most innovative or impactful, and why?

Text
Required
Question 4

How has learning about global cities and their environmental challenges changed your perspective on urban planning?

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Required
Question 5

Which aspects of population dynamics did you find most surprising, and how did it influence your city model design?

Text
Required
Question 6

Select the aspect of your eco-city model you are most proud of. What makes it stand out?

Multiple choice
Required
Options
Overall Design and Layout
Innovative Technologies
Resource Management Strategies
Sustainability Features
Presentation and Communication