The Arizona STEM Acceleration Project

Urbanization Impacts (2 of 2)

• Environmental Science HS lesson

Urbanization Impacts

(Part 2 of 2)

High School STEM lesson

for Environmental Science

Candice Nelson

05/09/2024

Notes for teachers

• This lesson is the Next Steps after completion of notes and a water quality investigation in Part 1: Urbanization lesson designed for a HS Environmental Science class
• At the end of Part 1 is listed 3 options of different levels of applications for next steps that teachers can use to tailor the rest of the investigation for their student’s ability level and interests
• Two options use the engineering design process and one is more technology and research based

List of Materials

• Legos or 3D printers to construct models of student’s solutions to the drawbacks of Urbanization
• Instant read thermometers if students would like to tackle Urban Heat Island solutions
• Materials to test water quality as an extension to the Water Quality lab from Part 1 (test tubes, drinking water test strips, etc listed in the lab report)
• This list is difficult to make due to the engineering design process. As students build their models, materials will be needed and adjusted by group. Providing a baseline of material recommendations is a moving target due to the nature of exploring solutions to the 4 different options

Standards - Engineering

STANDARD 2.0 CREATE ENGINEERING SOLUTIONS BY APPLYING A STRUCTURED PROBLEM-SOLVING/DECISION MAKING PROCESS

2.1 Identify the problem

2.2 Develop a problem statement based on facts, research, and experience

2.3 Explore possible issues or options to the problem

2.4 Select the best solution within the constraints and criteria

2.5 Develop a prototype or model to test the selected solution

2.6 Implement the solution

2.7 Evaluate the solution, and revise or repeat if necessary (i.e., Are there other solutions, better solutions, or cheaper solutions? etc.)

2.8 Document and report all results

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Standards - Science

Essential HS.E1U3.14

Engage in argument from evidence about the availability of natural resources, occurrence of natural hazards, changes in climate, and human activity and how they influence each other.

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Plus HS+E.E1U3.10

Ask questions, define problems, and evaluate a solution to a complex problem, based on prioritized criteria and tradeoffs, 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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Plus HS+E.E1U3.11

Develop and use a quantitative model to illustrate the relationship among Earth systems and the degree to which those relationships are being modified due to human activity.

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Objectives:

Part 2 is focused on the solutions to environmental impacts on habitat loss and fragmentation, effects on the carbon and water cycles and solutions for the urban heat island effect.

Agenda (55 minute classes)

Part 2 begins with pages 3-4 of the Urbanization FITB notes from Part 1

• A list of the 10 urban planning SMART goals used to improve efficiency and environmental impacts in city planning for the future
• Focused on the 4 main drawback of Urbanization
• Habitat loss and fragmentation
• Impact on Carbon Cycle
• Impact on Water Cycle
• Urban Heat Island Effect

Students are challenge in 3 ways:

1) Use the engineering design process to create a solution to the impacts of urban sprawl and/or urbanization on ecosystems and create models of their solutions

1. Have student groups research current and/or future solutions to the 4 drawbacks of urbanization they just took notes and reviewed case studies on
2. Have student groups research current and/or future solutions to the impacts on the Urban Heat Island effect, Carbon and Water Cycle impacted by Urbanization. Design and create models of their solutions for the impacts on the natural cycles

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2) Continue research on the SMART sustainable urban planning goals and find examples in local municipalities of the urban planning goals in practice

1. Create models showing SMART goals in action or what that would look like in local cities

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3) If not shown in the original lesson, analyze the City of the Future: Singapore documentary (about 45 minutes) on YouTube and use this video guide to help analyze the episode and identify application of urban planning goals

1. Research additional case study scenarios (or omit the case studies in this slideshow and assign them for students to research and categorize), recommend SMART goals to help solve the issues and create a model showing student recommendations in action

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Intro/Driving Question/Opening

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In Part 1 of this topic, students:

• watched a documentary
• conducted a lab and
• took notes on Urbanization drawbacks and explored real case studies exemplifying the impacts

Challenging students to find their own case studies to research, create a solution using SMART urban planning goals and creating a model of a solution to the focus of their case study would make the most sense to me from a planning perspective.

This would incorporate option 3 and option 1 from the list of possible next steps. Some students would find this freedom of topic choice daunting and some would thrive.

Either way, the hook for these next steps in exploring Urbanization and its impacts came from Part 1 of the topic.

Hands-on Activity Instructions

• Cooperative groups of 2-4 for partner discussions and lab groups
• One option may be to have prepared case study topics and randomize drawing of topics to form student lab groups.
• The Aral Sea case study in the notes is a good example to start discussions among groups. Try a whole group discussion on which SMART goals would be best implemented to combat the Aral Sea case study on water cycle impacts to model how the process works.
• A gallery walk or presentation on the last day to share results of research and modeling would be an effective culminating activity.

Assessment

Formative

• Small group and whole group share outs of SMART goal impacts on Aral Sea case study
• Check in with groups throughout the modeling process

Summative

• Does the solution solve the Urbanization problem? Self reflection on why their solution is the best fix for the Urbanization issue and evaluation of the effectiveness of their model

Differentiation

Reflection and evaluation of other group’s solutions and models compared to their work could fill some gaps in implementation of the urban planning SMART goals.

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Evaluation of a case study from the notes in more depth to practice formulating solutions to issues.

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Revisiting this engineering standard to look for other options:

• 2.7 Evaluate the solution, and revise or repeat if necessary (i.e., Are there other solutions, better solutions, or cheaper solutions? etc.)

Remediation

Extension/Enrichment

Completing all three options to master urban planning goals and practicing how engineers, scientists and architects implement the urban planning processes.

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Creating beyond a model of one issue and utilizing the SMART goals to create their own sustainable city would show mastery of the engineering process using their science knowledge and applying their learning.

• This is a great opportunity for collaboration by having each group design a different borough of the same city and work together to create a sustainable utopia!