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Tall Towers & Sustainable Cities

Elementary, Middle

Description

Aerial views of large cities often show a core of concentrated development surrounded by suburbs with large houses and yards randomly scattered along extensive street networks.  Beyond the economic burden of huge infrastructure demands, municipalities are now recognizing that these suburban developments are also associated with environmental problems like habitat loss, and social issues such as poverty concentration in downtown areas.  This STEM lesson introduces students to the challenge of urban sprawl by involving them in the design and construction of a model apartment building that demonstrates the benefits of building up, instead of out.  The project-based learning experience develops engineering and technical process skills as students complete the following activities:

 

  • Research and understand the types of internal and external forces that may affect tall buildings
  • Design, sketch and build a model of a safe, stable multi-level apartment tower
  • Test the building strength and make adjustments as needed
  • Share final designs with peers
  • Identify some of the causes and impacts of urban sprawl while describing how tall residential buildings are part of a sustainable solution

General Assessment

What skills does this resource explicitly teach?

  • Problem-solving
  • Project planning
  • Testing and adapting designs
  • Architectural drawing and labelling
  • Conveying ideas clearly

Strengths

  • Lesson develops STEM skills in design and critical thinking
  • Focuses on a high priority global goal where cities must prepare for the future by becoming more sustainable
  • Well developed lesson with support materials, video links, worksheets and assessment tools
  • Introduces students to a civil engineer who demonstrates knowledge in action as she explains building foundations

Weaknesses

  • Limited teacher and student information about why city and community sustainability is an important Sustainable Development Goal 
  • The model apartment building task focuses on creating a stable, high structure without considering other sustainability features such as energy efficiency

Recommendation of how and where to use it

This lesson has been developed to support Grade 3-8 STEM learning by involving pupils in a design activity that uses problem-solving, critical thinking and engineering skills to construct and test a model skyscraper.  Students also explore Science content about internal and external forces, structural stability and properties of materials.  Technological concepts regarding plan sketching and labelling, testing designs and building techniques are included.  Communication is also an essential part of the lesson as students participate in brainstorming sessions and draw, write notes and descibe their projects.

This learning experience might be extended into a classroom project in which students evaluate the sustainability of their own community and create a set of recommendations for future planning.  A class could create a public model of their future vision for their town that includes innovations such as rooftop gardens, greywater recycling and clean energy.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (1)

  • Community-Building and Participation

Land Use & Natural Resources (1)

  • Sustainable Urbanization

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The "Build a Tall Tower Design Sketch" worksheet provides a framework for an authentic engineering process through which students create, evaluate and adapt their design before building their final structure.  Pupils are also able to describe their reasoning while explaining why they selected particular shapes, materials and construction methods for their tall tower.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Pupils learn how urban sprawl contributes to environmental issues like wildlife habitat fragmentation and water pollution.  Information about vanishing farmland around Toronto highlights impacts on rural landscapes and their related cultural and ecological benefits.  Audio-visual materials in the lesson feature pictures of large homes and yards typical of suburban development which can also lead to classroom discussions about socioeconomic differences as they relate to class separation in cities.

 

 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

As learners consider the reasons behind urban spawl, they will become more aware of how consumer demand for spacious homes with large lots drives suburban development.  This provides insight into the link between where a person may choose to live and quality of life, which fosters conversations about how urban planners can increase the appeal of downtown residential areas with enhancements like parks or cycling lanes.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

Although no specific action opportunities are included in the lesson, an extension suggestion is that students write letters to the local municipality describing why tall multi-level apartment buildings are a more sustainable housing solution than single family dwellings.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

Students are actively involved in considering a potential solution to reducing human impacts on the environment and describing their opinions about sustainability.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Although this lesson is primarily science based, students will be more aware of how rural residents may be negatively impacted by housing development.  Attention is given to how urban development does not have the same impact on all groups within the population. 

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

The lesson does not directly focus on the natural world but students may be concerned about the wildlife and ecosystem impacts of urban sprawl.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

The introductory class discussion has students consider and describe tall towers that they have observed locally or in places they have visited which builds personal connections to the topic.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Pupils learn about the historic progression of tower building from the defence of ancient communities to a gradual evolution of building materials and techniques that have made it possible to build the modern skyscrapers of today.  They will also recognize that cities need to design for the future by developing high density tall buildings that offer attractive spaces to live while protecting the environment.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The learning by doing approach develops autonomy and encourages independent reasoning and problem-solving.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The lesson supports STEM learning by incorporating Science and Technology skills into content that explores sustainable communities and climate change solutions.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students use creativity and critical thinking to design, build and test their prototype while investigating the impacts of urban sprawl and the role of environmentally conscious city planning in mitigating these effects.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The lesson does not contain specific differentiation tools but the hands-on approach will appeal to a wide range of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

The real-world challenge engages students in a meaningful problem-solving task that is relevant to the current efforts of many municipalities to become more sustainable while providing needed housing for growing populations.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in teams of 3-4 which provides an opportunity for peer dialogue and consensus building.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

There are many opportunities for formative assessment through student discussions about their building processes and challenges.  Pupils also submit notes and drawings that are part of the "Build a Tall Tower Design Sketch Plan".  A 3-2-1 Exit Slip provides a summative assessment tool that evalutes understanding of the lesson outcomes. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Learners participate in group brainstorming sessions and sharing of designs.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Many Canadian urban areas are struggling with insufficient housing to meet the demands of growing populations and students will be able to recognize how high-density buildings can be part of the solution to this issue.  The slide show and discussion prompts include examples of real buildings and real scenarios.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

A "Tall Tower Checklist" is included that defines elements to be incorporated into student designs, but the class participates in a brainstorming session during which pupils can develop a modified checklist that includes their own ideas about essential features of a high-rise apartment building.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.