2050: Sustainable Cities (PBL City Design Project)

2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
2050: Sustainable Cities (PBL City Design Project)
File Type

PDF

(755 KB|19 pages)
Standards
NGSSHS-ETS1-1
NGSSHS-ESS3-4
NGSSHS-ESS3-2
NGSSHS-ETS1-3
NGSSHS-ETS1-2
  • Product Description
  • StandardsNEW

2050: Sustainable Cities (PBL City Design Project)

  • 2019-20 UPDATE!

****************************************************************************************************************

Sustainable Cities is a collaborative project-based learning activity in which students brainstorm and design a green city from scratch! In collaborative groups, students choose roles as various city planners to design a "fully functional" sustainable city. This project is incredibly relevant today with climate change being a serious global threat to human societies.

The project utilizes various student abilities and interests ranging from scientific inquiry to creative design. Students are asked to do the following over the course of 1-2 weeks:

  1. Brainstorm key vocabulary words
  2. Choose city management roles
  3. Research sustainable innovations and inventions
  4. Communicate with the Director of City Planning (Teacher) closely
  5. Create drafts of their 2D city blueprints
  6. Carefully monitor their budget throughout the project
  7. Build a 3D model of their city (depending on availability of materials)

****************************************************************************************************************

Project materials include...

  • introductory discussion questions
  • brainstorm sheet
  • graphic organizers
  • detailed budget sheet
  • teacher grading rubric
  • teacher notes
  • links to supplemental videos and materials

****************************************************************************************************************

Perfect for...

  • project-based learning (PBL) classrooms
  • high school (9th, 10th, 11th, and 12th grade)
  • units on sustainability, environmental science, engineering, and economics
  • building collaboration, communication, and design skills
  • end of the year AP Environmental Science project

****************************************************************************************************************

Looking for more? Check out our related products!

The Climate Change Agreement (Paris Agreement Simulation)

Inundation: A Sea Level Rise Activity

Krazy For Kelp (PBL Sustainable Seaweed Farm Design)

Mission To Mars (PBL Mars Colony Design)

Sustainable Businesses (PBL Build an Eco-Friendly Business)

****************************************************************************************************************

Want updates?

Be sure to click the green star on my store page to follow me and be the first to know about new and updated products! Yay!

****************************************************************************************************************

Find me online

Mr. Noondi's Blog

Instagram

Thanks,

Mr. Noondi

Log in to see state-specific standards (only available in the US).
NGSSHS-ETS1-1
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
NGSSHS-ESS3-4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).
NGSSHS-ESS3-2
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.
NGSSHS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
NGSSHS-ETS1-2
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Total Pages
19 pages
Answer Key
Does not apply
Teaching Duration
2 Weeks
Report this Resource to TpT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpT’s content guidelines.
Loading...
$6.99
Digital Download
Share this resource
Report this resource to TpT
Mr Noondi

Mr Noondi

94 Followers
Follow
More products from Mr Noondi
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail
Product Thumbnail

Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

Learn More

Keep in Touch!

Sign Up