Sustainable Asian City
Created byKendra Cooper
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Sustainable Asian City

Grade 9Geography10 days
The 'Sustainable Asian City' project is a comprehensive educational experience designed for 9th-grade geography students to engage with sustainable urban planning. Through various activities, such as debates, city mapping, and portfolio creation, students will explore how to design a sustainable city in Asia, integrating green technology while considering geographic, cultural, and community needs. The project encourages critical thinking, problem-solving, and communication skills, aligning with MYP IB and Texas education standards. Activities culminate in the creation of a virtual city model, demonstrating students' understanding of sustainable planning principles.
Sustainable Urban PlanningGreen TechnologyAsian CitiesGeographic and Cultural AnalysisMYP IB Standards
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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 in Asia that integrates green technology while balancing geographic, cultural, and community needs?

Essential Questions

Supporting questions that break down major concepts.
  • What principles define sustainable urban planning, and how do they integrate with geographic and cultural factors specific to Asia?
  • How can green technology be effectively utilized in designing an environmentally friendly urban landscape?
  • What are the key challenges and opportunities in implementing sustainable urban solutions in rapidly growing Asian cities?
  • How can community needs and environmental considerations be balanced in creating sustainable urban environments?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze geographic, cultural, and community factors specific to Asia, applying them to urban planning.
  • Students will apply principles of sustainable urban planning and green technology to design a city.
  • Students will evaluate challenges and opportunities in the implementation of sustainable urban solutions in Asian cities.
  • Students will communicate their urban planning designs effectively using a range of media.
  • Students will synthesize information from various sources to support their urban planning decisions.

MYP IB

MYP IB Individuals and Societies Year 5 Criterion B
Primary
Evaluate sources and data to develop well-supported arguments about global issues.Reason: The project requires students to evaluate various sources and data to create a sustainable urban plan for a city in Asia, supported by geographic and cultural analyses.
MYP IB Individuals and Societies Year 5 Criterion C
Primary
Communicate information, using a range of media, for different purposes and audiences.Reason: Students will be required to communicate their urban planning designs and analyses effectively, through presentations or reports, which aligns with the emphasis on communication in Criterion C.

Texas

9-12.WG.8
The student understands how people, places, and environments are connected and interdependent. The student is expected to:
9-12.WG.9
The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:
9-12.WG.7
The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:
9-12.WG.6
The student understands the types, patterns, and processes of settlement. The student is expected to:
9-12.WG.5
The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
9-12.WG.23
The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
9-12.WG.22
The student communicates in written, oral, and visual forms. The student is expected to:
9-12.WG.21
The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
9-12.WG.2
The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:
9-12.WG.16
The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
9-12.WG.15
The student understands how different points of view influence the development of public policies and decision-making processes at national and international levels. The student is expected to:

Entry Events

Events that will be used to introduce the project to students

Debate on Urban Sustainability Challenges

Students participate in a structured debate on the challenges of transforming existing cities into sustainable ones. By role-playing different stakeholders in urban planning, such as government, citizens, and environmentalists, they'll explore varying viewpoints, encouraging critical inquiry into sustainable urban development.

Interactive Digital City Mapping

Students will start with an interactive session using digital maps to explore existing sustainable cities around the world, focusing on Asian cities. Through the maps, they will identify green technologies and urban planning practices already in place, triggering discussions on potential enhancements utilizing what they've learned.
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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

City Concept Canvas

Students brainstorm and outline the fundamental components and features of their sustainable city, crafting an initial concept that integrates geographic, cultural, and community considerations specific to their chosen location in Asia.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various Asian regions to determine a location for your city based on geographic, cultural, and community needs.
2. Identify key principles of sustainable urban planning and relevant green technologies for your city.
3. Develop an initial concept canvas outlining the core components of your sustainable city, including residential areas, green spaces, transportation, and public services.

Final Product

What students will submit as the final product of the activityA comprehensive City Concept Canvas highlighting fundamental urban elements and sustainable features tailored to an Asian location.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MYP IB Individuals and Societies Year 5 Criterion B by evaluating sources and integrating geographic and cultural analyses.
Activity 2

Green Technology Treasure Hunt

Students engage in an in-depth exploration of existing green technologies. They examine how these technologies have been integrated in cities around the world and assess their applicability to their planned urban environments.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Investigate various existing green technologies in current sustainable cities using multiple sources, both digital and print.
2. Create a catalog of potential green technologies that could be applied to your city's infrastructure.
3. Analyze each technology in terms of cost, efficiency, and cultural compatibility with your chosen Asian location.

Final Product

What students will submit as the final product of the activityA Green Technology Portfolio that outlines potential sustainable technologies for urban integration.

Alignment

How this activity aligns with the learning objectives & standardsSupports Texas Standard 9-12.WG.21 by applying critical-thinking skills to organize information from various sources. Connects to MYP IB Criterion B through evaluation of data for urban planning.
Activity 3

Cultural Connection Craft

Students will delve into the cultural aspects of their chosen location by exploring traditional practices, societal norms, and historical contexts, assessing their influence on urban planning decisions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct research on the cultural and societal characteristics specific to your city's region.
2. Identify traditional practices and societal norms that might impact urban design and infrastructure.
3. Design a presentation showcasing how these cultural elements will be integrated into your sustainable city plan.

Final Product

What students will submit as the final product of the activityA presentation highlighting the influence of cultural factors on your city's urban design.

Alignment

How this activity aligns with the learning objectives & standardsAligns with Texas Standard 9-12.WG.16 by understanding how culture affects living and regional characteristics, encouraging evaluation as part of MYP IB Criterion B.
Activity 4

Sustainability Challenge Pitch

Students develop and pitch innovative solutions to common challenges faced in sustainable urban planning, focusing on balancing environmental needs with economic and social dynamics.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify major sustainability challenges relevant to your city design, such as pollution, transportation, and housing.
2. Brainstorm potential solutions that balance environmental, economic, and social considerations.
3. Craft a persuasive pitch that conveys your innovative sustainable solutions to an audience of peers and teachers.

Final Product

What students will submit as the final product of the activityA persuasive pitch that presents a strategic plan addressing sustainability challenges in your urban design.

Alignment

How this activity aligns with the learning objectives & standardsSupports MYP IB Criterion C by requiring the communication of information for different audiences, also aligns with Texas Standard 9-12.WG.23 by emphasizing decision-making skills.
Activity 5

Virtual City Tour

Using digital tools, students create a virtual tour of their proposed sustainable city, demonstrating how their design integrates geographic, cultural, and technological elements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Utilize digital tools and software to construct a virtual model of your sustainable city.
2. Highlight key urban features, green technologies, and cultural integrations in the virtual tour.
3. Prepare a comprehensive narrative to guide audiences through the city, illustrating your design’s sustainability aspects.

Final Product

What students will submit as the final product of the activityA virtual tour experience presenting your sustainable urban design.

Alignment

How this activity aligns with the learning objectives & standardsAligns with both MYP IB Criterion C and Texas Standard 9-12.WG.22 by communicating through digital media, addressing sustainable urban planning in an interactive format.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Sustainable Urban Planning Project Rubric

Category 1

Research and Analysis

Assesses students' ability to research and analyze geographic, cultural, and technological data relevant to sustainable urban planning in Asia.
Criterion 1

Geographic and Cultural Analysis

Evaluate the depth and relevance of geographic and cultural analysis in the city planning process, facilitating well-informed decision-making.

Exemplary
4 Points

Demonstrates a sophisticated analysis of geographic and cultural factors, integrating diverse perspectives and in-depth research into sustainable city planning.

Proficient
3 Points

Shows thorough geographic and cultural analysis with clear understanding, incorporating relevant perspectives and research.

Developing
2 Points

Provides basic analysis with some relevant geographic and cultural information; needs further depth and perspective.

Beginning
1 Points

Struggles to identify relevant geographic and cultural factors; analysis is minimal or unclear.

Criterion 2

Data Synthesis and Evaluation

Assesses students' ability to synthesize and evaluate data from multiple sources for informed planning decisions.

Exemplary
4 Points

Effectively synthesizes and evaluates diverse data, demonstrating a nuanced understanding to support planning decisions.

Proficient
3 Points

Successfully synthesizes and evaluates data from multiple sources, adequately supporting planning decisions.

Developing
2 Points

Partially synthesizes and evaluates data; connections to planning decisions are inconsistent or superficial.

Beginning
1 Points

Struggles to synthesize data or evaluate their relevance to planning decisions.

Category 2

Creative Problem Solving and Innovation

Evaluates students' ability to develop innovative solutions to urban sustainability challenges, incorporating green technology and balancing multiple needs.
Criterion 1

Innovative Solution Development

Measure the creativity and effectiveness of solutions developed to address sustainability challenges in urban planning.

Exemplary
4 Points

Proposes highly innovative and effective solutions, integrating green technology and balancing environmental, cultural, and community needs skillfully.

Proficient
3 Points

Develops appropriate and feasible solutions that incorporate green technology, effectively balancing various needs.

Developing
2 Points

Suggests basic solutions with limited innovation; struggles to balance environmental, cultural, and community needs.

Beginning
1 Points

Struggles to develop viable solutions; lacks innovation and fails to address all essential needs.

Category 3

Communication and Presentation

Assesses the effectiveness of students' communication through diverse media, including digital presentations, reports, and oral pitches.
Criterion 1

Clarity and Engagement

Evaluate the clarity, organization, and engagement level of presentations and written communications.

Exemplary
4 Points

Communicates ideas with exceptional clarity and engagement, expertly using diverse media to convey messages creatively and effectively.

Proficient
3 Points

Communicates effectively and clearly using appropriate media, maintaining audience engagement throughout.

Developing
2 Points

Communicates ideas with basic clarity; some media used effectively but lacks consistent engagement.

Beginning
1 Points

Struggles with clarity and organization in communication; limited use of media and engagement techniques.

Criterion 2

Use of Media and Digital Tools

Assesses the integration and effectiveness of digital tools and media in communicating urban planning designs.

Exemplary
4 Points

Expertly integrates and utilizes digital tools and media, enhancing the communication and presentation of urban designs.

Proficient
3 Points

Effectively uses digital tools and media to communicate urban planning projects with minimal errors.

Developing
2 Points

Uses digital tools and media with basic effectiveness; some integration issues or errors present.

Beginning
1 Points

Struggles to use digital tools or media effectively; significantly limits the communication of the urban design project.

Reflection Prompts

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

Reflect on your experience creating a sustainable city concept. What aspects of your design do you think were most successful, and why?

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Question 2

Was there a particular geographic or cultural characteristic that posed a significant challenge in your planning process? How did you address this challenge?

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Question 3

On a scale of 1 to 5, how confident do you feel about applying sustainable urban planning principles to real-world situations after completing this project?

Scale
Required
Question 4

How well do you think you integrated green technology into your sustainable city design?

Multiple choice
Required
Options
Very well
Well
Adequately
Not well
Very poorly
Question 5

Reflect on the collaborative aspects of the project: What were the benefits and challenges of working with peers during the urban planning process?

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Question 6

Which entry event (Debate or Interactive Digital City Mapping) did you find more helpful in understanding the challenges and opportunities of sustainable urban planning? Why?

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