Reimagining Public Space Challenge

In this module, students will:

• Learn how engineers and landscape architects (among others) design public spaces that the community can enjoy
• Use project management tools and the engineering design process to develop a solution to a community problem
• Learn about urban planning and redevelopment

Module Overview

This module consists of five topics arranged in the order in which they should be taught, guiding students through the project management and engineering design processes. The amount of time you spend per topic will vary depending on how you structure the unit. However, minimum time estimates for each topic are listed below.

The table below shows how the topics are organized, estimated session lengths, and the accompanying handouts.

Next Gen Science Standards

MS-ETS1-1   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.

MS-ETS1-2   Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

HS-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.

HS-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.

ISTE Standards

1.3.a               Students use effective research strategies to find resources that support their learning needs, personal interests, and creative pursuits.

1.3.d               Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

1.4.a               Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.

1.4.b               Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.4.c                Students develop, test, and refine prototypes as part of a cyclical design process.

1.4.d               Students exhibit perseverance, a tolerance for ambiguity, and the capacity to work with open-ended problems.

1.6.a               Students choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.

1.6.d               Students publish or present content that customizes the message and medium for their intended audiences.