Profile Sheet

Title: Build a Park: Engineers Design a Park for the Town of Greenwood Lake

Teachers: Julie BeesleyBrittany MeeksTrisha BorgenJessica EllisMara Mallek

Grade Level: 5thPrimary Subject: Life Science Secondary Subject: Language Arts (writing)Class Level: RegularClass Time: 8 - 10 60 minutes lessons twice per week

Description: Students will act as Engineers to design a park for the Town of Greenwood Lake. The problem is that the town is not in compliance with the legal code 320.77 f.s. which states that for every 50,000 people living in a town the government must provide a recreational park at least 1 square mile (640 acres) in size. The population of the town is 50,346 people. The Town of Greenwood Lake as ask for bids from Engineering Firms to design a park of their choice. They must take into consideration the environmental effect their park will have on the town. They will be given a budget of 6 million dollars. Within the 6 million dollar budget the Engineers must include all future costs for at least 5 years. Students will share their solutions with the Mayor and Council members.

Adaptations for ESOL students:During the lesson students will be allowed to use dictionaries in both English and their native language. They will use simple vocabulary, which includes pictures or diagrams, to explore different types of parks. If a language facilitator is available, teachers will request his (her) presence during the lessons. Adaptations for ESE students:Students will be paired with a buddy reading, share notes, do the turn-and-talk strategy throughout the modeling lesson, and do a check for understanding. The notes and the researches required would be diminished and chunked to allow them to get the work done. For students using technology, assistive devices such as text to speech and speech to text will be available.

Resources:http://www.ehow.com/info_8483212_environmental-come-making-theme-park.html http://construction.about.com/od/Inspection/a/Ada-Regulations-For-Handicapped-Bathrooms.htm https://adata.org/factsheet/parking http://www.ada.gov/2010ADAstandards_index.htm

http://www.amazingathletes.com/corporate-categories/feature-news/top-5-reasons-why-children-should-play-sports http://www.livestrong.com/article/277578-zip-line-safety-information/

BooksDK Eyewitness: Ecology by Brian LaneNational Geographic Guide to State Parks of the United States, 4th Edition by National Geographic Society Reading Expeditions Series (Science: Life Science): Animal Adaptations by National Geographic Learning, Cengage Learning

Title, STEM Areas, Standards, and Learning Outcomes

Title: Build a Park: Engineers Design a Park for the Town of Greenwood Lake

STEM Areas:Science: Students will need to have an understanding of habitats (plants and animals) within their region. They will need to know the effect that human development will have on the environment.

Technology: Students will use the computer to research and generate presentation of their park.

Engineering: Students will create a map, to scale, of the park they are creating for their region.

Mathematics: Students will determine the ratios of real-life objects in order to create a scale of their playground.

Standards & Learning Outcomes:

Math MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems

CSS.MATH.PRACTICE.MP4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems

arising in everyday life, society, and the workplace. In early grades, this might be as simple as

writing an addition equation to describe a situation. In middle grades, a student might apply

proportional reasoning to plan a school event or analyze a problem in the community. By high

school, a student might use geometry to solve a design problem or use a function to describe

how one quantity of interest depends on another. Mathematically proficient students who can

apply what they know are comfortable making assumptions and approximations to simplify a

complicated situation, realizing that these may need revision later. They are able to identify

important quantities in a practical situation and map their relationships using such tools as

diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those

relationships mathematically to draw conclusions. They routinely interpret their mathematical

results in the context of the situation and reflect on whether the results make sense, possibly

improving the model if it has not served its purpose.

LO #1 Given the formula for area and perimeter, students will accurately calculate the area and

perimeter of a park.

CCCS MATH CONTENT

MAFS.4.0A.3

Solve multistep word problems posed with whole numbers and having whole-number answers

using the four operations, including problems in which remainders must be interpreted. Assess

the reasonableness of answers using mental computation and estimation strategies including

rounding.

LO #2Working in groups, students will analyze the budget to apply correct and accurate mathematical

operations.

CCSS.MATH.CONTENT.6.RP.A.3.DUse ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

LO #3Using ratios, students will create accurate scale using to represent real life objects, (buildings, trees, benches, etc.) on a map.

ScienceSC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.

Next Generation Science Standard: ESS3.C: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.

LO #4Working in groups, students will evaluate the impact of the park on the environment, providing at least 2 accurate scientific facts.

Social StudiesSS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.SS.5.G.4.2 Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national problems.

LO #5After collecting the data within the groups, students will accurately create a park.

Language ArtsReadingLAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCL3: Strategic Thinking & Complex Reasoning)LAFS.4.RI.410 Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCL2: Basic Application of Skills & Concepts)LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher lead) with diverse partners on grade 5 topics and texts building on others, ideas and expressing their own clearly: a)come to discussions prepared, having read or studied required material; explicitly draw on that preparation of other information known about the topic to explore ideas under discussion; c) pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others; d) review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

LO #6Working independently or within a group, students will accurately read and interpret on level text about various topics regarding park design and its impact on the environment; notes on the reading will be scored by the teacher and must achieve an “acceptable” level on all criteria.

WritingLAFS.4.W.3.7 Conduct Short research projects that build knowledge through investigation of different aspects of a topic. (CCL4: Extended Thinking & Complex Reasoning)LAFS.4.M.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (CCL2: Basic Application of Skills & Concepts

LO #7Using the presentation rubric, students will support their solutions with at least 2 accurate scientific facts/evidence.

EngineeringISTE Technology - Innovation Design EngineeringStandard: 4 Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.

LO #8Working in groups, students will support the impact of their park design with at least 2 accurate justifications.

Student Roles and Problem Situation, Meet the Problem Method

Students will act as Engineers to design a park for the Town of Greenwood Lake. The problem is that the town is not in compliance with the legal code 320.77 f.s. which states that for every 50,000 people living in a town the government must provide a recreational park at least 1 square mile (640 acres) in size. The population of the town is 50,346 people. The Town of Greenwood Lake as ask for bids from Engineering Firms to design a park of their choice. They must take into consideration the environmental effect their park will have on the town. They will be given a budget of 6 million dollars. Within the 6 million dollar budget the Engineers must include all future costs for at least 5 years. Students will share their solutions with the Mayor and Council members.

Student Engineers will receive a memo from the Town of Greenwood Lake (see below), an article, as well as several websites (included in the Profile section). The article is from The Saturday edition of “The Star”. The websites will give them information they will need to incorporate into their design to meet the requirements of the Americans with Disabilities Act (ADA).

Town of Greenwood Lake 123 Main StreetGreenwood Lake, Fl 33333 (561) 762-9897

Memorandum

To: Engineers

From: The Town of Greenwood Lake

Re: Statute 320.77 fs Park Bid

Date: February 7, 2015

On behalf of the Town of Greenwood Lake we would like you to submit a design and estimate for the creation of a park in our town. We are requesting your submission at our next town meeting on May 5, 2015, at 6pm. You will have a budget of 6 million dollars. Within the 6 million dollars, it must be used for building materials, consultant fees, equipment, maintenance, interpretive signs, salary for the workers (building and permanent), waste disposal, along with allocations for the park to be sustainable for at least 5 years. We are concerned about the environmental impact a park will have on our natural habitats. Please address this issue when submitting your design. Currently our town is not in compliance with the legal code 320.77 f.s. which states that for every 50,000 people living in a town the government must provide a recreational park at least 1 square mile (640 acres) in size. The population of the town is 50,346 people. The location of the park will include a 5 foot stream running the length of the park, a 5 acre lake, and at least 50% indigenous vegetation.

We look forward to your designs for our compliance.

Sincerely,

Danny DelifatunaTown Mayer___________________________________________________________________________

Articlehttp://www.thestar.com/opinion/commentary/2014/12/03/how_to_build_a_national_park_in_the_heart_of_a_city.html

Opinion / Commentary

How to build a ‘national park’ in the heart of a cityA recent experiment in Toronto shows the transformative potential of bringing nature to our cities.

JODE ROBERTS

A flowerbed in Trinity Bellwoods Park is part of the David Suzuki Foundations Homegrown National Park project.

By: David Suzuki and Jode Roberts Published on Wed Dec 03 2014

Canada’s newest “national park” is a vibrant patchwork of green space meandering through dynamic downtown neighbourhoods, along the former path of a creek buried more than 100 years. It’s a welcoming space for birds and bees that’s nurturing a new generation of city-builders. And it may soon spread to your neighbourhood. Let me explain.

Authors Douglas Tallamy and Richard Louv originally proposed the Homegrown National Park idea. They advocated stitching together a diverse tapestry of green spaces to create a living corridor for butterflies, birds and bees. Ultimately, this connected pollinator pathway would become a natural space to rival traditional national parks.

The David Suzuki Foundation launched the Toronto Homegrown National Park Projectin 2013, starting with the former path of Garrison Creek in the downtown west end. Two-dozen local residents were recruited as Homegrown Park Rangers, trained in community organizing and connected with local environmental and city-building organizations.

The rangers discussed common desires to make their neighborhoods and the city more green and livable. They were also given evidence that, as the Harvard School of Public Health says, “even small amounts of daily contact with nature can help us think more clearly, reduce our stress and improve our physical health.” Then they returned to their home turfs with a simple mission: to make great things happen where they live, work and play, with the ultimate goal of co-creating a green corridor through the heart of the city.

These newly minted community leaders connected with local groups and agencies, participated in community events, made new partnerships and created opportunities for plantings in parks, yards, schools and laneways.

Over the past two years, the Park Rangers have added thousands of wildflowers and native plants, often in surprising nooks and crannies and in unexpected ways — a network of flower-filled canoes in schoolyards and parks, and patches of pavement transformed into butterfly gardens.

Together, through more than 30 initiatives, they’ve begun to bring more nature to the city and create the foundation for even more striking transformations. The project has cultivated a reputation for bringing residents out to celebrate the wonder of nature nearby, with fun events combining art, music, food and drink with the project’s ambitious ecological goals.

What’s most exciting is the potential for neighborhoods across the city — and communities across the country — to adopt this place-based activism.

Canada’s cities are facing increasing challenges, from rapidly growing populations and aging infrastructure to economic downturns and uncertainty. They also represent remarkable landscapes of opportunity for green interventions — from rooftops and schoolyards to trails and laneways.

Vancouver’s Country Laneway project and Montreal’s Green Laneways demonstrate the rich transformative possibilities lying dormant in the hundreds of residential and commercial laneways found in most cities.

Colossal crisscrossing hydro and railway corridors can be reimagined as recreational and naturalized spaces, such as Toronto’s proposed Green Line and ambitious 80-kilometre Pan Am Path. Projects like the U.K.-based River of Flowers and Seattle’s Pollinator Pathway have shown the power of making space for birds and bees in a city.

You need look no further than a Google Map to see vast seas of rooftops awaiting urban greening. While green-roof technology is just beginning to take off in Canada, innovative companies like Montreal’s Lufa Farms are demonstrating that roofs can not only be greened, but can also provide healthy, local food.

A key strategy in connecting green spaces is utilizing the areas in between. Neglected bits of streetscape and “meanwhile” spaces sitting empty, waiting for the next high rise or commercial development, can become temporary pollinator patches, community gardens providing local food, or space for quiet sanctuary, movie screenings and community dinners. They bring neighbors together. In short, they make communities more livable.

Will Canada’s network of Homegrown National Parks ever rival our actual national parks? Not likely. But we must harness and amplify this homegrown local creativity to enhance urban ecologies and make our communities more livable and resilient.

Smart urban innovations should be scaled up, shared and continuously adapted, supported by smart public policy and investment.

Here’s to the many local organizers, innovators and park rangers who are making our cities greener. Please keep bringing nature home, one fun, green intervention at a time!

Dr. David Suzuki is a scientist, broadcaster, author and co-founder of the David Suzuki Foundation. Jode Roberts is a Toronto-based artist and community organizer that leads the Homegrown National Park Project. Learn more atwww.davidsuzuki.org/homegrown.

Problem Statement, Know/Need to Know Board

How can we, as engineers solve the problem of creating a park in such a way that

o we have the least amount of negative impact on the existing environment

o we meet the proposal deadline

o work within the constraints of the 640 acres creating an accurate scale diagram

o we meet the budget requirements

o to meet the standards of national, state, and local regulations

Sample Know/Need to Know Boards

Know Board:

1.  We meet the deadline for the presentation to the Town Hall Meeting2.  The town is not in compliance with the legal code 320.77 f.s. which states that for every       50,000 people living a town the government must provide a recreational park at least 1 square mile (640 acres) in size.3. 6 million dollar budget4. How their budget will be allocated5. Must be sustainable within the budget for 5 years6. The land has a stream 5 ft wide running through the length of the property7. The land has a 5 acre lake8. 50% of the land consists of indigenous vegetation

Need to Know Board:

1. What type of park to create2. Are there any state, local, or federal regulations that will be affected. (fishing, hunting licenses on the property)3. ADA regulations4. Park capacities5. The types of habitats that currently exist on the property6. Clearing land cost7. Building cost8. Rest room capacities9. Parking lot capacities10. What type of park will have the least negative impact on the property?11. What kinds of national, state, and local regulations, such as parking, ADA, or restrooms) will affect the design of the park?12. What types of animal habitats currently exist on the property?13. Is the budget sufficient to create the park? If not, why?14. How will ratios be used to create authentic scales for a map?15. What kind of information should be placed on the map?16. What kinds of permits may be allowed on the park? (fishing, hunting)

Capstone Description

Capstone Performance Description

The capstone performance for the problem contains 3 parts: an individual report on what type of

park would best fit the needs of the Town of Greenwood Lake and an individual oral report

which includes a map of the group’s best solution. Individual students will be assessed on both

of these parts via 2 different rubrics: the Individual Report Rubric and the Oral Presentation

Rubric.

In the report the student will take the part of an engineer presenting his/her own solutions to the

park problem. Each student must describe 2 parks and provide at least 4 possible justifications

for selecting one solution over the other.

The team will read each student’s reports and choose one park or a combination of their parks

the creation of a park. (Example: 1 student wanted a nature park and the other wanted a zip line

park these 2 ideas could easily be combined) As part of the team’s best solution, a map of the

park must be created.

In the group presentation one student will share the group’s best solution and each student

must provide at least 1 justification for the group’s selecting this solution. In addition, each

student will answer 2 questions about the group’s map.

In order to prepare for the town council presentation, students will have 40 minutes of directed

teaching, followed by 20 minutes per class period for days 1-6, to research. On days 7-8,

students will be given all 60 minutes to prepare for their town council presentation.

A group of parents and/or school administrators will play the part of the Town of Greenwood

Lake Town Council. The council members will be prepared to ask each member of the group life

science questions about habitat, adaptations, scarcity, environments, invasive species,

environmental changes, extinction, endangered species, etc. The room will be arranged in such

a way that the Town Council will be sitting at a table facing the front of the classroom. Given a

20 minute time period, per group, the engineers will stand in front of the classroom (see layout

below). One engineer will present his group’s best solution, and each engineer will provide one

justification for his group’s best solution, and may use a podium when speaking. Their map will

be hanging in the front of the room, and each student will be required to answer 2 questions

about the legend of his group’s map of the park. Other team mates can use a pointer to point to

the speaking points on the map. The remainder of the students will be sitting behind the Town

Council’s Table.

Student autonomy is incorporated as the individual student can decide which solution to present

during the group presentation and can plan his/her own part in the presentation.

Layout of Room during Students’ Capstone Performances

Front of Room

▇ ▇ ▇ ▇ ▇ Engineers

██████████ Town Council

▆ ▆ ▆ ▆ Student Desks

▆ ▆ ▆ ▆ ▆ ▆ ▆ ▆

Rubric for Capstone

Written Report Rubric:

Criteria Superior Adequate Poor

Content Accuracy 20 pointsAll science information and math calculations are correct

10 pointsScientific information

is 90-99% correct

5 pointsScientific information

is less than 90% correct

Alignment to Problem Statement

20 pointsEach solution must align with all conditions stated in the problem statement

15 pointsOne solution aligns with all conditions stated in the problem statement but the second solution aligns with all but one condition

5 pointsNeither solution aligns with all of the conditions stated in the problem statement

Required Components

50 pointsReport must contain1. Problem Statement2. A written statement of the impact the parks will make on theEnvironment3. calculations of budget meet constraints4. Two different park idea solutions5. four reasons for choosing one park over the other

40 pointsReport must contain:1. A written statement of the impact the parks will make on the environment2. Calculations of budget meet constraints3. Two different park idea solutions4. four reasons for choosing one park over the other

10 pointsThe report contains less information than listed in the “Adequate” category.

Mechanics 10 pointsReport contains no grammatical errors (spelling, capitalization, punctuation, subject/verb agreement)

7 pointsReport contain 1-3 grammatical errors

3 pointsReport contains more than 3 grammatical errors

Scoring Guide

A 90 - 100B 80 - 89C 70 - 79D 60 - 69F Less than 60

Oral Presentation Rubric:

Criteria Superior Adequate Poor

Delivery 30 pointsMaintains eye contact with audience 90% or more of the time: fluctuations in volume and inflection are intended and added to clarity of presentation, no non-purposeful movement, volume is loud enough to be heard in the back of the room 90% or more of the time

20 pointsMaintains eye contact with audience over 80% of the time (but less than 90%)1-2 non-purposeful movements, volume is loud enough to be heard in the back of the room over 80% of the time (but less than 90%)

10 pointsEye contact is less

than 80%, more than 2 non-purposeful

movements, inaudible in back of the room

more than 20% of the time

Comprehension and Accuracy

30 pointsStudent answered

Town Council’s questions correctly, providing at least 2

scientific facts

15 pointsStudents answered Town Council’s question providing 1 accurate scientific fact

5 pointsStudent fails to

answer question correctly or could not provide a scientific

fact

Quality of Individual Solution Explanation

20 pointsIndividual solution

aligns to all conditions in group problem statement

12 pointsSolution aligns with all but one condition

5 pointsSolution fails to align

with 2 or more conditions

Quality of Individual Justification Explanation

20 pointsReason given for advocating the group “best solution” is scientifically accurate and fiscally feasible

10 pointsReason is

scientifically accurate, but may not be fiscally feasible

5 pointsReason is not scientifically accurate, but may or may not be fiscally feasible

Quality of Individual Map explanation

30 pointsThe student will

answer 2 questions about the legend of

the group’s park map providing at least 2

accurate facts

20 pointsThe student will

answer 1 question about the legend of

the group’s park map providing at least 1

accurate fact.

5 pointsThe student is unable to answer a question about the legend of

the group’s park map or could not provide a

scientific fact.

Scoring Guide

A 90 - 100B 80 - 89C 70 - 79D 60 - 69F Less than 60

Two Alternative and “Best” Solution Analysis

Samples of Two Alternative Solutions and Justification for Best Solution:

Solution #1: Zipline Park

Pros of Solution 1 Cons of Solution 1

Leaves most of the natural habitat untouched.

Need to clear out only a path and small clearing

at stopping and starting sights

Long hikes to get to starting sight

Building and Maintenance of equipment under

budgetHigh accident risks

Small maintenance expense to keeping the

vegetation in pathways clearNot ADA accessible

Animal habitats will not be bothered. Not usable in bad weather

Consequence:

To meet the requirements of the Americans with Disabilities Act (ADA), the town may have to

restructure the design of the Zipline equipment.

Solution #2

BallparkPros of Solution 2 Cons of Solution 2

Ball teams may be charged for use of park to

sustain its budget.Some habitat must be removed

The park protects the indigenous vegetation Expensive to build

Sports provide recreational resource for all

children.Expensive to maintain

The ballpark will meet the national, state, and

local regulations.

Fences may have to be built around the lake

and streams.

Consequence:

The ballpark will provide a revenue resource in order to maintain its services.

Sample Justification for Best Solution:

The best solution is to create a map of the ballpark they would like to build.  The dimensions of

an average field breaks down to the bases at 90 feet apart, the park's fence down the right or

left field line average about 330 feet, and about 400 feet from the pitcher's mound.  If we

considered these figures, the ball field would be 16,000 square feet.  If you added the

concession and parking, another 16,000 square feet will be used.  The remaining habitat is

11,560 square feet, which will be left as a protected natural area.  The reason this is the best

solution is because the benefits of building a ballpark are vital to our youth.  Children are taught

lifelong skills through sports.  Sports are an irreplaceable activity for children to learn

fundamental life skills, like teamwork, goal-setting, and hard work.  Children who collaborate

with others toward a common goal through sports exhibit traits like cooperation and persistence,

which provides the foundation for them to become successful in their careers and family lives

when they reach adulthood.

Exercise promotes well-rounded health:  While it is obvious that playing sports helps keep your

child fit and maintain a healthy weight, research has also shown additional health benefits

associated with playing sports, such as disease prevention. Regular exercise habits, which

begin at a young age, stave off certain diseases like breast cancer and osteoporosis. Research

has also shown that children who are involved in sports are less likely to smoke than those who

are not involved in sports.

Sports boosts self-confidence:  Sports keep children in shape and help them make new friends,

which are key confidence builders. In addition, when children know that they can improve their

skills with practice, their self-confidence also boosts because they understand that they can

achieve goals through hard work.

Exercise lessens stress:  Exercise can make your child happier thanks to an increased flow of

endorphins, neurotransmitters that are released in the brain that improve one’s mood and

release one’s stress. Team sports are also a great way for children to create friendships with

others, which also acts as an important mood filler and confidence booster both on and off the

field.

Debriefing Plan and Essential Concepts

Debriefing Plan & Essential Concepts:

The teacher will identify the following 5 concepts that must arise during the researching, sharing

and debriefing of the students' solutions. These concepts will ensure that the learning outcomes

and standards/objectives have been met for this project.

1)    The students will need to learn how to compare the size of one number to the size of

another number to determine a scale.

2)    The students will need to know how to create a reasonable budget.

3)    The student will need to know what natural resources and habitats are found locally.

4)    The student will need to know how to find area and perimeter.

5)    The student will need to know how to read a map.

Coaching Activities:

1. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or

speak about the subject knowledgeably. (CCL3: Strategic Thinking & Complex Reasoning)

The teacher will coach students into using two or more texts on the same topic in order to get

more background information and to make informed decisions while planning for their park.

He/she will do this by having the students cite the sources.

2.  SC.5.L.15.1 Describe how, when the environment changes, differences between individuals

allow some plants and animals to survive and reproduce while others die or move to new

locations.

The teacher will coach students informally through the process in order to ensure that they are

able to describe how and when the environment changes, and the differences between plants

and animals, and what happens to the habitats when the changes occurs.

3.  LAFS.5.SL.1.1: Engage effectively in a range of collaborative discussions (one on one, in

groups, and teacher lead) with diverse partners on grade 5 topics and texts building on others,

ideas and expressing their own clearly: a)come to discussions prepared, having read or studied

required material; explicitly draw on that preparation of other information known about the topic

to explore ideas under discussion; c) pose and respond to specific questions by making

comments that contribute to the discussion and elaborate on the remarks of others; d) review

the key ideas expressed and draw conclusions in light of information and knowledge gained

from the discussions.

The teacher will coach students informally throughout the process in order to ensure that they

are developing meaningful and relevant conversations.

4.  CCSS.MATH.CONTENT.6.RP.A.3.D

Use ratio reasoning to convert measurement units; manipulate and transform units appropriately

when multiplying or dividing quantities.

The teacher will coach students by providing a math lesson which shows what the students are

going to be doing in regards to measurement conversions. The teacher will also provide

students with a reference sheet with appropriate conversions.

5.  SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.

The teacher will coach students throughout the process of constructing their maps by providing

a variety of real-world examples. The teacher will also facilitate the development of the chosen

type of park map by supplying relevant information about map symbols, keys, legends, and

scaling.

Debriefing Student Generated Solutions:

Each group will be given the opportunity to present solutions to their classmates in order that all

students will hear other students’ solutions. They will follow the requirements of the oral rubric

(delivery, comprehension and accuracy, quality of individual solution explanation and quality of

individual justification explanation). Each person in the group will take part in the presentation.

The group will then answer questions asked by the members of the town council.

The students will individually score each group’s solutions. Students will use a ratings form

(below) to evaluate each group’s solutions. 

Ratings Sheet for Solutions

Groups Solution Rating1

2

3

4

5

Rating Scale:

0: No possibility of adopting this solution due to its negative impact on the environment.

1: The solution could be implemented if the cost of the project could be reduced to the available budget.

2: The solution satisfies all the conditions and could be implemented.