Mapping a Sustainable Community
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Mapping a Sustainable Community

Grade 3Social Studies20 days
In this project, third-grade students design a sustainable community map, balancing resources, environment, and future generations' needs while considering Earth's biosystems and diverse cultural influences. They investigate geographic factors, use mapping tools, and evaluate source credibility to support their design choices. The project culminates in a portfolio showcasing their community map, evidence-based design decisions, and a biosystems integration plan, fostering critical thinking and application of knowledge.
Sustainable CommunityMappingGeographic FactorsBiosystemsCultural CharacteristicsSource CredibilityEnvironmental Design
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a sustainable community map that balances resources, environment, and the needs of future generations while considering Earth's biosystems and diverse cultural influences?

Essential Questions

Supporting questions that break down major concepts.
  • How do resources and environment influence community design?
  • How can a community be designed to be sustainable for future generations?
  • What mapping tools can we use to represent our community design?
  • How do physical and cultural characteristics affect community settlement and migration?
  • How do the Earth’s biosystems influence community sustainability?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to design a map of a sustainable community.
  • Students will be able to explain how geographic factors influence community design.
  • Students will be able to identify and use mapping tools.
  • Students will be able to evaluate the credibility of sources used for research.
  • Students will be able to understand the components of Earth's biosystems and their role in sustainability.
  • Students will be able to cite evidence to support design choices.

Teacher Provided

3.3
Secondary
With support, determine the credibility of sources.Reason: Students will need to evaluate the credibility of sources when researching sustainable community designs and resources.
3.4
Primary
Cite evidence that supports a response to supporting or compelling questions.Reason: Students will need to cite evidence to support their design choices and explanations.
3.22
Primary
Create a model to demonstrate how geographic factors influence where people settle and how some people make adaptations to the environment to make a location more suitable for settlement.Reason: Directly related to the project's focus on geographic factors and adaptation in community design.
3.23
Primary
Identify and use a variety of digital and analog mapping tools to locate places.Reason: Essential for creating the community map.
3.24
Secondary
Explain how physical and cultural characteristics of world regions affect people and examine geographic features of various global communities that might create a need for migration or immigration using a variety of maps, photos, and other geographic representationsReason: Relates to understanding diverse cultural influences on community design and sustainability.
3.25
Secondary
Identify the components of the Earth’s biosystems and their makeup.Reason: Important for understanding the environmental impact and sustainability of the community design.

Entry Events

Events that will be used to introduce the project to students

Mystery Package Delivery

A package arrives at the classroom addressed to "Future Community Planners." Inside are strange artifacts (energy-efficient lightbulb, water filter, soil sample) with a letter detailing a community facing environmental challenges. Students must use the clues to determine the community's needs and propose solutions, sparking their initial research.
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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

Source Credibility Checkpoint

Students learn to evaluate the credibility of different sources of information.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss: What makes a source trustworthy?
2. Examine sample sources (website, book, blog) related to sustainable living.
3. Use a checklist to evaluate each source's author, purpose, and evidence.

Final Product

What students will submit as the final product of the activityA completed source credibility checklist for each source, justifying the selection of credible sources for the project.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.3: Determine the credibility of sources. Focuses on identifying trustworthy sources.
Activity 2

Evidence Log: Design Decisions

Students gather and organize evidence to support their community design choices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research different sustainable community designs and technologies.
2. For each design choice (e.g., renewable energy source), find at least two pieces of supporting evidence.
3. Record evidence in a log, including the source and a brief explanation of how it supports the design choice.

Final Product

What students will submit as the final product of the activityAn evidence log documenting the research and rationale behind key community design decisions. Includes properly cited sources.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.4: Cite evidence that supports a response to supporting or compelling questions. Focuses on providing reasons and evidence for design choices.
Activity 3

Geographic Factors Model

Students create a physical or digital model demonstrating how geographic factors influence settlement.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a geographic location for their community (e.g., mountains, coast, plains).
2. Identify the key geographic factors of that location (e.g., water sources, climate, natural resources).
3. Build a model showing how these factors influence where people settle and how they adapt to the environment.

Final Product

What students will submit as the final product of the activityA physical or digital model illustrating the relationship between geographic factors and community settlement, with a written explanation.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.22: Create a model to demonstrate how geographic factors influence where people settle and how some people make adaptations to the environment to make a location more suitable for settlement. Directly addresses geographic influence and adaptation.
Activity 4

Mapping Our Community: Analog and Digital

Students use both traditional and digital mapping tools to design their sustainable community map.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm the key features of their sustainable community (e.g., housing, transportation, energy sources).
2. Create a sketch map of the community using paper and pencil.
3. Use digital mapping tools (if available) to create a more detailed and accurate map.

Final Product

What students will submit as the final product of the activityBoth an analog sketch map and a digital map of the sustainable community, showcasing key features and locations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.23: Identify and use a variety of digital and analog mapping tools to locate places. Covers both traditional and digital mapping skills.
Activity 5

Cultural and Physical Characteristics Report

Students research and report on how cultural and physical characteristics of different world regions affect communities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a world region to research.
2. Identify the key physical characteristics of that region (e.g., climate, landforms).
3. Research the cultural characteristics of the communities in that region (e.g., customs, traditions).
4. Write a report explaining how these characteristics affect settlement patterns and potential migration/immigration needs.

Final Product

What students will submit as the final product of the activityA written report detailing the influence of physical and cultural characteristics on communities in a chosen world region.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.24: Explain how physical and cultural characteristics of world regions affect people and examine geographic features of various global communities that might create a need for migration or immigration using a variety of maps, photos, and other geographic representations. Focuses on understanding regional influences.
Activity 6

Biosystems Integration Plan

Students develop a plan to integrate Earth’s biosystems into their community design for sustainability.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the components of Earth’s biosystems (e.g., forests, oceans, grasslands).
2. Identify ways to integrate these biosystems into their community design (e.g., green spaces, water conservation, waste management).
3. Create a plan outlining how the community will protect and benefit from these biosystems.

Final Product

What students will submit as the final product of the activityA detailed plan for integrating Earth’s biosystems into the community design, promoting sustainability and environmental health.

Alignment

How this activity aligns with the learning objectives & standardsAligns with standard 3.25: Identify the components of the Earth’s biosystems and their makeup. Focuses on understanding and applying knowledge of biosystems for sustainability.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Community Map Portfolio Rubric

Category 1

Source Credibility

Evaluates the student's ability to determine the credibility of sources used in their research.
Criterion 1

Source Evaluation

Assesses the thoroughness and accuracy of the source credibility checklist.

Exemplary
4 Points

Demonstrates a sophisticated understanding of source credibility, providing comprehensive and insightful evaluations of each source with clear justifications. Checklist is thoroughly completed and accurately reflects the source's credibility.

Proficient
3 Points

Demonstrates a thorough understanding of source credibility, providing clear evaluations of each source with justifications. Checklist is accurately completed.

Developing
2 Points

Shows an emerging understanding of source credibility, providing basic evaluations of each source with limited justifications. Checklist is partially completed with some inaccuracies.

Beginning
1 Points

Shows a limited understanding of source credibility, struggling to evaluate sources and provide justifications. Checklist is incomplete and contains significant inaccuracies.

Category 2

Evidence-Based Design

Evaluates the student's ability to cite evidence to support their design choices.
Criterion 1

Evidence Log

Assesses the quality and relevance of evidence provided for design decisions.

Exemplary
4 Points

Provides comprehensive and compelling evidence from credible sources to support all design decisions. Evidence is clearly explained and directly relevant to the design choices, demonstrating a sophisticated understanding of the project's rationale. Proper citations are consistently used.

Proficient
3 Points

Provides sufficient and relevant evidence from credible sources to support most design decisions. Evidence is explained and relevant to the design choices. Proper citations are used.

Developing
2 Points

Provides limited evidence to support some design decisions. Evidence may be vague or not directly relevant. Citations may be missing or incomplete.

Beginning
1 Points

Provides minimal or irrelevant evidence to support design decisions. Little to no explanation is provided. Citations are missing.

Category 3

Geographic Factors & Adaptation

Evaluates the student's ability to demonstrate how geographic factors influence settlement and adaptation.
Criterion 1

Model Explanation

Assesses the clarity and accuracy of the explanation accompanying the geographic model.

Exemplary
4 Points

The model demonstrates a sophisticated understanding of the relationship between geographic factors and settlement patterns. The written explanation is exceptionally clear, insightful, and thoroughly explains the adaptations made to the environment. Demonstrates innovative thinking and goes beyond basic requirements.

Proficient
3 Points

The model accurately demonstrates the relationship between geographic factors and settlement patterns. The written explanation is clear and explains the adaptations made to the environment.

Developing
2 Points

The model partially demonstrates the relationship between geographic factors and settlement patterns. The written explanation is somewhat unclear or incomplete.

Beginning
1 Points

The model does not clearly demonstrate the relationship between geographic factors and settlement patterns. The written explanation is minimal or difficult to understand.

Category 4

Mapping Skills

Evaluates the student's ability to use mapping tools to design the community map.
Criterion 1

Map Design

Assesses the quality and detail of both the analog and digital maps.

Exemplary
4 Points

Both the analog and digital maps are exceptionally detailed, accurate, and visually appealing. They effectively showcase key community features and demonstrate a sophisticated understanding of mapping conventions and digital tools. Demonstrates creative and innovative mapping techniques.

Proficient
3 Points

Both the analog and digital maps are detailed and accurate, showcasing key community features. They demonstrate a good understanding of mapping conventions and digital tools.

Developing
2 Points

The analog and digital maps are partially complete and lack detail. They show a basic understanding of mapping conventions and digital tools.

Beginning
1 Points

The analog and digital maps are incomplete and lack detail. They show a limited understanding of mapping conventions and digital tools.

Category 5

Cultural & Physical Characteristics

Evaluates the student's research and understanding of how cultural and physical characteristics affect communities.
Criterion 1

Report Quality

Assesses the depth and accuracy of the report on cultural and physical characteristics.

Exemplary
4 Points

The report provides an in-depth and insightful analysis of how cultural and physical characteristics affect communities in the chosen region. Demonstrates sophisticated research skills and a nuanced understanding of complex relationships. Demonstrates synthesis of multiple sources.

Proficient
3 Points

The report provides a clear and accurate explanation of how cultural and physical characteristics affect communities in the chosen region. Demonstrates solid research skills and a good understanding of key concepts.

Developing
2 Points

The report provides a basic description of how cultural and physical characteristics affect communities in the chosen region. Shows limited research and understanding.

Beginning
1 Points

The report is incomplete and lacks detail. It shows a minimal understanding of how cultural and physical characteristics affect communities.

Category 6

Biosystems Integration

Evaluates the student's ability to integrate Earth's biosystems into their community design for sustainability.
Criterion 1

Sustainability Plan

Assesses the feasibility and detail of the plan for integrating biosystems into the community design.

Exemplary
4 Points

The plan demonstrates a sophisticated understanding of Earth’s biosystems and provides a detailed, feasible, and innovative strategy for integrating them into the community design. The plan promotes significant sustainability and environmental health benefits. Includes specific metrics for evaluating success.

Proficient
3 Points

The plan demonstrates a good understanding of Earth’s biosystems and provides a feasible strategy for integrating them into the community design. The plan promotes sustainability and environmental health.

Developing
2 Points

The plan demonstrates a basic understanding of Earth’s biosystems and provides a limited strategy for integrating them into the community design. The plan has some potential for promoting sustainability.

Beginning
1 Points

The plan is incomplete and lacks detail. It shows a minimal understanding of Earth’s biosystems and their role in sustainability.

Reflection Prompts

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

How did your understanding of sustainability change throughout this project?

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Question 2

Which standard do you feel you met most successfully in this project, and why?

Multiple choice
Required
Options
3.3
3.4
3.22
3.23
3.24
3.25
Question 3

Explain how the Earth's biosystems influenced your community design. Provide specific examples from your 'Biosystems Integration Plan'.

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Question 4

How effective were the mapping tools you used (both analog and digital) in representing your community design? What were the limitations of each?

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Question 5

To what extent did the initial 'Mystery Package Delivery' entry event influence your thinking about community needs and environmental challenges?

Scale
Required
Question 6

What was the most challenging aspect of designing a sustainable community, and what did you learn from overcoming that challenge?

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Required
Question 7

If you could redesign one aspect of your community map, what would it be and why?

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