Creating a Sustainable City (#SDG 11): A Collaboration Between NM Gifted Elementary Students and PA 10th Graders

During Spring, 2022, a student in my gifted education program suggested that they build a paper city. I loved the idea, suggested that they make a sustainable city, and gave them some additional resources to do so. It ended up being amazing (for more about this see Building a Sustainable City and Class Example of a Sustainable City).

Along with teaching these gifted elementary students (who I teach for multiple years), I teach graduate courses for Walden University. One of the courses is Innovative Curriculum. During the course, these graduate students are asked to develop a global networked curriculum where two groups from very diverse geographical locations, preferably a country different than one’s own, work to solve an authentic problem. Raelee Sweigart a former math teacher and now math coach at Reach Cyper Charter School, developed a curriculum about the two groups of high school students using geometry to create model sustainable housing. Of course, I went a little crazy as my elementary students just finished their sustainable city model. I suggested we use her curriculum to do a collaboration whereby her high school students from throughout Pennsylvania work with my gifted upper elementary students in Santa Fe, New Mexico (two very different geographical and cultural locations). My students wanted to rebuild and refine their city this year, and what a fantastic way for both groups to learn applied geometry. It just got started. I am so excited. Below is the highlights of our collaboration. Thank you, Raelee!

Overview of the Project (developed by Raelee)

During one of the Innovative Curriculum modules, students are asked to develop a digital handout of the project to share with students. Here is the one created by Raelee and modified for our collaboration: https://www.canva.com/design/DAFX8rX_03g/Vm_nSf6_RkTxgjoV99gWmA/view.

Padlet Introductions

As Raelee suggested in her model project, the students introduced themselves using a Padlet. She included columns for video introductions as wells as ones for students to post images of their geographical locations. I later suggested that she add columns for students to post images of example sustainable building from their geographical locations.

Screencast of Our First Meeting

This is a snippet of our first Google Meet together, when the students from the two schools met each other and Raelee reviewed the project.

Tinkercad Tips

Our second session focused on Tinkercad tips as that is the tool the students are using to create their sustainable city structures. Here is an edited clips of this meeting:

Sustainability Presentation

• Recording: https://screencast-o-matic.com/watch/c0nrrTVyOtf
• Slides: https://www.canva.com/design/DAFapgemzww/JlYdsK-WfLa19s0f5Yr4fQ/view

Support Handouts

buildacityofmathwithDownload

The support documents for this project were found at I love Projects. Geometrocity, the City Made of Math http://digitaldivideandconquer.blogspot.com/2014/07/i-love-projects-geometrocity-city-made.html

10th Grade PA Students Teaching NM Elementary Students

Raelee created a Classkick, a formative assessment tool, for students to review geometry concepts – https://app.classkick.com/#/public/assignments/AYb6pKCnTQyMJFEKeSdp3w. Here is a screenshot of what the students used:

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Working Collaboratively in Tinkercad to Design Sustainable Buildings

Making the Sustainable Buildings

Students in New Mexico will use a laser cutter to create the major parts of their sustainable buildings. In Pennsylvania, the buildings will be 3D printed for the students.

Images will be added once this process is completed.

Building a Sustainable City

As I’ve discussed before, I offer electives to my 4th-6th grade GT students (see Offering Electives to Elementary Students). They chose paper engineering. A few started making city structures. They then stated that they should make a city. I suggested that it be a sustainable city (Sustainable Development Goal 11). From there, the innovation, creativity, passion, fun, and final product exploded due to the efforts of the students.

https://www.unep.org/explore-topics/sustainable-development-goals/why-do-sustainable-development-goals-matter/goal-11

Standards Addressed

Education for Sustainability Standards and Performance Indicators

• Responsible Local & Global Citizenship. The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation.
• Healthy Commons. Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons.
• Inventing & Affecting The Future. The vital role of vision, imagination, and intention in creating the desired future. Students will design, implement, and assess actions in the service of their individual and collective visions. (https://cloudinstitute.org/cloud-efs-standards)

Common Core English Standards

CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Next Generation Science Standards (Science and Engineering)

• Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved (https://www.nextgenscience.org/topic-arrangement/msengineering-design).

Resources Shared With Students

• 6 Traits of a Sustainable City (With Examples) – https://www.digi.com/blog/post/sustainable-city
• What is a sustainable city? 10 characteristics of green urban planning – https://www.thezebra.com/resources/home/what-is-a-sustainable-city/
• The 10 Traits Of A Sustainable City And Eco-Friendly Urban Planning https://eeba.org/the-10-traits-of-a-sustainable-city-and-eco-friendly-urban-planning

Tools and Materials Use

• Foam Core Boards for base
• Heavy Cardstock (110 lb.) for paper buildings
• Cricuit Machine for cutting out paper buildings (can be any digital die cutting machine)
• Poster Paints – green, blue
• Light Blue Tissue Paper for water
• Solar Cars – e.g. http://www.xump.com/science/solar-diy-micro-car-kit.cfm
• Solar Windmills – e.g. https://www.walmart.com/ip/Sijiali-6-in-1-Creative-DIY-Education-Learning-Solar-Power-Robot-Kit-Children-Toys-Gift/258707171
• Mini-Solar Panels
• LEDs 10mm
• Alligator Clips (to connect LEDs to the solar panels)
• Chibitronics Light Sensitive Kit – https://shop.chibitronics.com/products/light-sensor-materials-kit which needs a Chibi Chip /Clip https://shop.chibitronics.com/collections/advanced-stickers/products/chip-clip (this provides lights that turn off/on, and are used inside the homes)
• Flashlights (to help demonstrate the solar panels)

A Snippet of the Student Planning Session

Informational Posters by Students for the Display

Highlights – Making the City

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A Map of the Sustainable City – Drawn by a Student

Artist – Valerie M., a 4th Grader

Highlights – Finished City

Teacher Reflection

I have an expression, “Show students the possibilities and then get out of the way.” I did this for the Sustainable City project and the students didn’t disappoint! The project processes and products came out so much better than I expected. This fits into another of my beliefs, “Let go of expectations about about the products students will produce,” which I wrote about in Focusing on the Process: Letting Go of Product Expectations. I let students drive what they want to produce in the context of the processes desired, and they often create products way beyond what I could imagine.

I watched as they worked together as they planned their city, deciding what will be included and where it would go. I watched as they almost spontaneously created new areas and artifacts: gardens, orchards, farmers’ market, stables, and bike racks.

I have the privilege of observing great incidents of creativity, innovation, passion, and joy. I love my job. I love these kids.

Sustainable Development Goals: Writing Journals

The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (Division for Sustainable Development Goals, n.d.).

Assignment Goal:

In order to develop a solid background about the definitions and intent related to the Sustainable Development Goals, you will do research using the resources below and/or from your own research.

State and National Content Area and Literacy Standards Addressed:

Common Core State Standards – ELA

• CCSS.ELA-LITERACY.RI.9-10.1
  Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.RI.9-10.2
  Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
• CCSS.ELA-LITERACY.W.9-10.2
  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-LITERACY.W.9-10.1
  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Common Core State Standards – Math

• CCSS.MATH.CONTENT.HSS.ID.A.3
  Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

21st Century Goals

• Use 21st century skills to understand and address global issues
• Learn from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts
• Understand other nations and cultures, including the use of non-English languages (Battelle for Kids, n.d.).

Suggested Readings and Resources:

Source – http://blogs.worldbank.org/opendata/2018-atlas-sustainable-development-goals-all-new-visual-guide-data-and-development

Tradebook – 

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications. (Available at https://optefau.files.wordpress.com/2018/06/9781464812507.pdf.)

The Atlas draws on the World Bank Group’s World Development Indicators, a database of more than 1,400 indicators for more than 220 economies, many going back over 50 years. It also explores new data from scientists and researchers where standards for measuring SDG targets are still being developed. Data are critical for decision making and accountability.  Ultimately, the purpose of managing data in this way is to produce measurable results— improved resilience to economic, environmental, and humanitarian shocks; more jobs and opportunities; and improved education, health, nutrition, and gender equality—while leaving no one behind (World Bank Group. 2018, p. 9).

Websites – 

• Sustainable Develop Goals – https://sustainabledevelopment.un.org/sdgs

The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests (https://sustainabledevelopment.un.org/sdgs)

• World’s Largest Lesson: http://worldslargestlesson.globalgoals.org/ and the World’s Largest Lesson – Use the Power of Stories: http://worldslargestlesson.globalgoals.org/using-the-power-of-comics/ 

The webpage from the World’s Largest Lesson contains downloadable comics, graphic novels, and picture books.

iOS App –

• SDGs in Action – https://itunes.apple.com/gb/app/sdgs-in-action/id1152939433

Learn about the 17 SDGs, get news on your favorite goals, find out what you can do how you can take action to help achieve them, create your own events actions and invite others to join you in sustainable actions and events (GSMA LTD, n.d.).

Types of Journaling:

Response journals create permanent records of what readers are feeling and thinking as they interact with texts. A response journal allows students to record their thoughts about texts and emotional reactions to them. Teachers may use prompts to trigger students’ feelings and thoughts about a subject or may invite students to respond freely to what they are reading and doing in class. Prompts include questions, visual stimuli, read-alouds, or situations created to stimulate thinking (Vacca, Vacca, & Mraz, 2017).

You will have a choice of two types of journals and/or a combination of both:

• A Double Journal Entry
• A Sketchbook

A double-entry journal (DEJ) is a versatile adaptation of the response journal. As the name implies, DEJs allow students to record dual entries that are conceptually related. In ­doing so, students juxtapose their thoughts and feelings according to the prompts they are given for making the entries. To create a two-column format for a DEJ, have students divide sheets of notebook paper in half lengthwise (Vacca, Vacca, & Mraz, 2017).

• Double-Entry Journals – http://www.adlit.org/strategies/22091/
  

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Another option for journaling is through sketchnoting and the use of a sketchbook:

As an introduction to the sketchbook, the class discusses reasons for keeping a sketchbook, which the teacher adapted from a model used by McIntosh (1991):

• What should you include in your sketchbook? New ideas, sketches, concepts, designs, redesigns, words, notes from class, drawings to show understanding, reflections on the class, questions that you have, and new things you’ve learned.

• When should you include entries in your sketchbook? (1) After each class; (2) anytime an insight or a design idea or question hits you; (3) anytime, so keep the sketchbook handy and visible in your work area.

• Why should you draw and write in your sketchbook? (1) It will record your ideas you might otherwise forget; (2) it will record and note your growth; (3) it will facilitate your learning, problem solving, idea forming, research, reading, and discussion in class.

• How should you write and draw entries in your sketchbook? You can express yourself in sketches and drawings; in single words, questions, or short phrases; in long, flowing sentences; in designs and redesigns; in diagrams, graphs, and overlays; or in colors.

• Remember, the sketchbook is yours, and it reflects how perceptive you are with your ideas and how creative you are in your thought processes (Vacca, Vacca, & Mraz, 2017).

Sketchnoting is gaining more popularity and builds off of the sketchbook method of journaling.

• Get Started with Sketchnoting https://creativeeducator.tech4learning.com/2016/articles/get-started-with-sketchnoting
• Sketchnoting 101: Students Making the Invisible, Visible https://www.gettingsmart.com/2018/01/sketchnoting-101-students-making-the-invisible-visible/
• Visual Note-Taking https://usergeneratededucation.wordpress.com/2012/09/04/visual-note-taking/

Integration of information and Communication Technologies (ICT):

You will create journal entries using either a blog platform or a Google Site. If you decide to make handwritten notes or sketch, you can take pictures and upload those onto your site.

Social Media Alternative

You can also choose to take photos of your notes and post them on Twitter or Instagram.  using the #SDG hashtag https://www.instagram.com/explore/tags/sdg/?hl=en.

Twitter Example:

With #SDGSketch, you and your students will discover how the 169 @GlobalGoalsUN targets align with curricula, spark inquiry, and enrich our understanding of both the world & @TheGlobalGoals.

Well done @club17africa, @xLontrax, and @DrMinaOgbanga!!! #TeachSDGs pic.twitter.com/QTyFnVoEq8

— #TeachSDGs (@TeachSDGs) October 1, 2018

Instagram Example:

Source: https://www.instagram.com/p/BvVvhxegDWD/

References:

Battelle for Kids, (n.d.). Frame for 21st Century Learning Definitions. Retrieved from http://www.battelleforkids.org/networks/p21/frameworks-resources.

Common Core State Standards Initiative. (n.d.). English Language Arts Standards » Reading: Informational Text » Grade 9-10. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/

Common Core State Standards Initiative. (n.d.). High School: Statistics & Probability » Interpreting Categorical & Quantitative Data. Retrieved from http://www.corestandards.org/ELA-Literacy/RI/9-10/.

Division for Sustainable Development Goals. (n.d.). Sustainable Development Goals. Retrieved from https://sustainabledevelopment.un.org/sdgs.

GSMA LTD (2018). SDGs in Action [Mobile application software]. Retrieved from https://itunes.apple.com/gb/app/sdgs-in-action/id1152939433.

Vacca, R. T., Vacca, J.L., & Mraz, M. (2017). Content area reading:Literacy and learning across the curriculum. (12th ed.). Boston, MA: Pearson Education

World Bank Group. (2018). Atlas of Sustainable Development Goals 2018: From World Development Indicators (World Bank Atlas). World Bank Publications.