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Sustainable Cities PBL Project & Model

Rated 5 out of 5, based on 2 reviews
5.0 (2 ratings)
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ScienceBox
24 Followers
Grade Levels
8th - 12th
Standards
Formats Included
  • PDF
Pages
19 pages
$8.99
$8.99
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ScienceBox
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What educators are saying

I used this as a choice for students to create a sustainable city. My creative, artsy students loved this option!

Description

This toolkit allows your students to use project based learning to ideate and construct a small scale city.  Designed to accompany teaching topics in sustainability or environmental science, it is the perfect blend of planning, researching and hands-on construction.  As a toolkit, it is designed to last roughly 1.5-3 weeks, provided students have background knowledge and use in class time to research, plan, collaborate, write and construct models. It can easily be adapted to take more time if desired.

It includes a general project framework that can be tailored to your classroom, printable templates for houses, businesses, office buildings, roads, a windmill, trees and a skyscraper.  Students color, cut, and attach buildings onto a base such as poster paper, or cardboard depending on availability.  These templates are great for individual projects, collaborative group work, or even a whole class project to showcase student vision about creating a sustainable future.

Be sure to check out additional ScienceBox printable templates and projects including:

-Sustainable Energy Model Templates

-Sustainable Businesses Research Project & Coffee Business Templates

Total Pages
19 pages
Answer Key
N/A
Teaching Duration
2 Weeks
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Standards

to see state-specific standards (only available in the US).
NGSSMS-ESS3-2
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).
NGSSMS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
NGSSMS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).
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.
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.

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