Warwick School District

Curriculum❯High School Urban Design

High School Urban Design

Grade Levels: 09 | 10 | 11 | 12 |

Course Description

The goal of the High School STEAM class is to provide opportunities for students to explore and practice science, technology, engineering and mathematical ideas, concepts, and skills with real-world applications. Students will be tasked to work as a team to design a virtual urban environment using the High School Future City required software and compete in the National High School Future City competition, which was designed as a mechanism and motivation for teaching High School students STEAM concepts. Students will learn about project planning and project management, successful teamwork skills, cultural and climate influences on STEAM solutions, current and future infrastructural ideas and city services, and urban design and participate in the High School Future City STEAM competition. A further goal is to work directly with local STEAM-related businesses to provide real-world experience with experts in the STEAM fields.
 
 
 
 

Core Curriculum Content Standards

Sci & Tech - Technology and Engineering Education (2009-2012)

  • Technology and Engineering Design

    • GRADE 8

      • Evaluate the criteria and constraints of a design.(3.4.8.C1)
      • Explore the design process as a collaborative endeavor in which each person in the group presents his or her ideas in an open forum.(3.4.8.C2)
      • Analyze how a multi-disciplinary (STEM) approach to problem solving will yield greater results.(3.4.8.C3)

    • GRADE 10

      • Apply the components of the technological design process.(3.4.10.C1)
      • Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.(3.4.10.C2)
      • Illustrate the concept that not all problems are technological and not every problem can be solved using technology.(3.4.10.C3)

    • GRADE 12

      • Apply the concept that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.(3.4.12.C2)
      • Apply the concept that many technological problems require a multi-disciplinary approach.(3.4.12.C3)

  • The Designed World

    • GRADE 10

      • Assess how medical technologies over time have impacted prevention and rehabilitation, vaccines and pharmaceuticals, medical and surgical procedures, and genetic engineering.(3.4.10.E1)
      • Compare and contrast how the engineering design and management of agricultural systems require knowledge of artificial ecosystems and the effects of technological development on flora and fauna.(3.4.10.E2)
      • Compare and contrast the major forms of energy: thermal, radiant, electrical, mechanical, chemical, nuclear and others.(3.4.10.E3)
      • Evaluate the purpose and effectiveness of information and communication systems.(3.4.10.E4)
      • Analyze the development of transportation services and methods and their impact on society.(3.4.10.E5)
      • Evaluate structure design as related to function, considering such factors as style, convenience, safety, and efficiency.(3.4.10.E7)

    • GRADE 12

      • Compare and contrast the emerging technologies of telemedicine, nanotechnology, prosthetics, and biochemistry as they relate to improving human health.(3.4.12.E1)
      • Compare and contrast the technologies of biotechnology, conservation, bio-fuels, and ecosystems as they relate to managing Earth’s resources effectively.(3.4.12.E2)
      • Compare and contrast energy and power systems as they relate to pollution, renewable and non-renewable resources, and conservation.(3.4.12.E3)
      • Synthesize the effects of information and communication systems and subsystems as an integral part of the development of the Information Age.(3.4.12.E4)
      • Explain how the design of intelligent and non-intelligent transportation systems depends on many processes and innovative techniques.(3.4.12.E5)
      • Compare and contrast the importance of science, technology, engineering and math (STEM) as it pertains to the manufactured world.(3.4.12.E6)
      • Analyze the technologies of prefabrication and new structural materials and processes as they pertain to constructing the modern world.(3.4.12.E7)

Environment and Ecology (2009-2012)

  • Ecology

    • GRADE 10

      • Analyze how humans influence the pattern of natural changes (e.g. primary / secondary succession and desertification) in ecosystems over time.(4.1.10.E)

  • Watersheds and Wetlands

    • GRADE 10

      • Examine how human interactions impact wetlands and their surrounding environments. -Describe how land use decisions affect wetlands(4.2.10.B)

  • Natural Resources

    • GRADE 10

      • Evaluate factors affecting the use of natural resources. -Evaluate the effect of consumer demands on the use of natural resources. -Analyze how technologies such as modern mining, harvesting, and transportation equipment affect the use of our natural resources. -Describe how local and state agencies manage natural resources.(4.3.10.A)
      • Analyze how humans manage and distribute natural resources. -Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it. -Analyze the impact of technology on the management, distribution, and disposal of natural resources.(4.3.10.B)

  • Humans and the Environment

    • GRADE 10

      • Explain how public policy encourages or discourages the sustainable use of natural resources. -Research laws and polices that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).(4.5.10.A)
      • Analyze real-world data and explain how point and non-point source pollution can be detected and eliminated. -Compare and contrast the environmental effects of different industrial strategies.(4.5.10.C)
      • Evaluate various methods of managing waste as related to economic, environmental, and technological factors.(4.5.10.D)
      • Describe the impact of occupational exposure to pollutants. -Analyze laws and regulations designed to protect human health. -Analyze efforts to prevent, control, and/or reduce pollution through cost and benefit analysis and risk management.(4.5.10.E)

Geography (2009-2012)

  • Human Characteristics of Places and Regions

    • GRADE 9

      • Explain the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities(7.3.9.A)

    • GRADE 12

      • Analyze the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities(7.3.12.A)

    • CIVICS & GOVERNMENT

      • Analyze the human characteristics of places and regions using the following criteria: -Population -Culture -Settlement -Economic activities -Political activities(7.3.C.A)

  • Interactions Between People and the Environment

    • GRADE 12

      • Analyze the global effects of changes in the physical systems.(7.4.12.A)
      • Analyze the global effects of human activity on the physical systems.(7.4.12.B)

Science, Technology & Engineering, and Environmental Literacy & Sustainability (2023)

  • Technology & Engineering

    • Grades 9-12

      • Use various approaches to communicate processes and procedures for using, maintaining, and assessing technological products and systems.(3.5.9-12.A)
      • Critically assess and evaluate a technology that minimizes resource use and resulting waste to achieve a goal.(3.5.9-12.B)
      • Develop a solution to a technological problem that has the least negative environmental and social impact.(3.5.9-12.C)
      • Critique whether existing or proposed technologies use resources sustainably.(3.5.9-12.D)
      • Evaluate how technology and engineering advancements alter human health and capabilities.(3.5.9-12.E)
      • Evaluate a technological innovation that arose from a specific society’s unique need or want.(3.5.9-12.F)
      • Evaluate ways that technology and engineering can impact individuals, society, and the environment.(3.5.9-12.H)
      • 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.(3.5.9-12.I (ETS))
      • Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.(3.5.9-12.K (ETS))
      • Analyze and use relevant and appropriate design thinking processes to solve technological and engineering problems.(3.5.9-12.N)
      • Optimize a design by addressing desired qualities within criteria and constraints while considering trade-offs.(3.5.9-12.W)
      • Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.(3.5.9-12.Y (ETS))
      • Develop a plan that incorporates knowledge from science, mathematics, and other disciplines to design or improve a technological product or system.(3.5.9-12.DD)
      • Evaluate how technology enhances opportunities for new products and services through globalization.(3.5.9-12.FF)
      • Evaluate how technology and engineering have been powerful forces in reshaping the social, cultural, political, and economic landscapes throughout history.(3.5.9-12.GG)
      • Analyze the rate of technological and engineering development and predict future diffusion and adoption of new innovations and technologies.(3.5.9-12.NN)
      • Use project management tools, strategies, and processes in planning, organizing, and controlling work.(3.5.9-12.OO)
      • Demonstrate the use of conceptual, graphical, virtual, mathematical, and physical modeling to identify conflicting considerations before the entire system is developed and to aid in design decision making.(3.5.9-12.PP)

Gifted Programming Standards (2010)

  • Pre-K-Grade 12

    • Learning and Development - Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.(GIFT.PK-12.1)
    • Curriculum Planning and Instruction - Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.(GIFT.PK-12.3)
      • Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning. (GIFT.PK-12.3.2)
      • Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.(GIFT.PK-12.3.3)
    • Learning Environments - Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.(GIFT.PK-12.4)
      • Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking. (GIFT.PK-12.4.1)
      • Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.(GIFT.PK-12.4.2)
      • Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.(GIFT.PK-12.4.3)
      • Cultural Competence. Students with gifts and talents value their own and others' language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups.(GIFT.PK-12.4.4)
      • Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.(GIFT.PK-12.4.5)
    • Programming - Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.(GIFT.PK-12.5)
      • Variety of Programming. Students with gifts and talents participate in a variety of evidencebased programming options that enhance performance in cognitive and affective areas.(GIFT.PK-12.5.1)
      • Collaboration. Students with gifts and talents' learning is enhanced by regular collaboration among families, community, and the school.(GIFT.PK-12.5.3)
      • Resources. Students with gifts and talents participate in gifted education programming that is adequately funded to meet student needs and program goals.(GIFT.PK-12.5.4)
      • Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those goals. 5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and aptitudes. (GIFT.PK-12.5.7)

AASL Standards for the 21st Century Learner (2007)

  • Grades K-12

    • Inquire, think critically, and gain knowledge(1)
      • Skills(1.1)
        • Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.(1.1.1)
        • Use prior and background knowledge as context for new learning.(1.1.2)
        • Develop and refine a range of questions to frame the search for new understanding.(1.1.3)
      • Disposition In Action(1.2)
        • Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1 )
        • Demonstrate confidence and self- direction by making independent choices in the selection of resources and information. (1.2.2)
        • Demonstrate creativity by using multiple resources and formats.(1.2.3)
        • Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.(1.2.5)
        • Display emotional resilience by persisting in information searching despite challenges. (1.2.6)
        • Display persistence by continuing to pursue information to gain a broad perspective. (1.2.7)
      • Responsibilities(1.3)
        • Seek divergent perspectives during information gathering and assessment. (1.3.2)
        • Contribute to the exchange of ideas within the learning community.(1.3.4)
      • Self-Assessment Strategies(1.4)
        • Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. (1.4.1)
        • Use interaction with and feedback from teachers and peers to guide own inquiry process.(1.4.2)
    • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge(2)
    • Share knowledge and participate ethically and productively as members of our democratic society.(3)
    • Pursue personal and aesthetic growth.(4)

ISTE Standards (2007)

  • Grades K-12

    • Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations(NETS*S:6)
      • Understand and use technology systems(NETS*S:6.a)
      • Select and use applications effectively and productively(NETS*S:6.b)
      • Troubleshoot systems and applications(NETS*S:6.c)
      • Transfer current knowledge to learning of new technologies(NETS*S:6.d)

International Technology Education Association (2007)

  • 6-8

  • 9-12

    • Students will develop an understanding of the characteristics and scope of technology. (ITEA.6-8.1)
      • Technology is closely linked to creativity, which has resulted in innovation.(ITEA.6-8.1.H)
    • Students will develop an understanding of the core concepts of technology. (ITEA.6-8.2)
      • Technological systems include input, processes, output, and, at times, feedback. (ITEA.6-8.2.M)
      • Systems thinking involves considering how every part relates to others.(ITEA.6-8.2.N)
      • Technological systems can be connected to one another.(ITEA.6-8.2.P)
      • Malfunctions of any part of a system may affect the function and quality of the system.(ITEA.6-8.2.Q)
      • Requirements are the parameters placed on the development of a product or system. (ITEA.6-8.2.R)
      • Trade-off is a decision process recognizing the need for careful compromises among competing factors. (ITEA.6-8.2.S)
      • Different technologies involve different sets of processes. (ITEA.6-8.2.T)
      • Maintenance is the process of inspecting and servicing a product or system on a regular basis in order for it to continue functioning properly, to extend its life, or to upgrade its capability. (ITEA.6-8.2.U)
      • Controls are mechanisms or particular steps that people perform using information about the system that causes systems to change.(ITEA.6-8.2.V)
    • Students will develop an understanding of the attributes of design. (ITEA.9-12.8)
      • The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating processes and results. (ITEA.9-12.8.H)
      • Design problems are seldom presented in a clearly defined form.(ITEA.9-12.8.I)
      • The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved. (ITEA.9-12.8.J)
      • Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.(ITEA.9-12.8.K)
    • Students will develop an understanding of engineering design. (ITEA.6-8.9)
      • Design involves a set of steps, which can be performed in different sequences and repeated as needed.(ITEA.6-8.9.F)
      • Brainstorming is a group problem- solving design process in which each person in the group presents his or her ideas in an open forum.(ITEA.6-8.9.G)
    • Students will develop an understanding of engineering design. (ITEA.9-12.9)
      • Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.(ITEA.9-12.9.H)
      • Established design principles are used to evaluate existing designs, to collect data, and to guide the design process. (ITEA.9-12.9.I)
      • Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.(ITEA.9-12.9.J)
      • A prototype is a working model used to test a design concept by making actual observations and necessary adjustments. (ITEA.9-12.9.K)
      • The process of engineering design takes into account a number of factors. (ITEA.9-12.9.L)
    • Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. (ITEA.6-8.10)
      • Troubleshooting is a problem- solving method used to identify the cause of a malfunction in a technological system. (ITEA.6-8.10.F)
      • Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product or system to improve it.(ITEA.6-8.10.G)
      • Some technological problems are best solved through experimenta- tion.(ITEA.6-8.10.H)
    • Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. (ITEA.9-12.10)
      • Research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.(ITEA.9-12.10.I)
      • Technological problems must be researched before they can be solved.(ITEA.9-12.10.J)
      • Not all problems are technological, and not every problem can be solved using technology. (ITEA.9-12.10.K)
      • Many technological problems require a multidisciplinary approach.(ITEA.9-12.10.L)
    • Students will develop abilities to apply the design process. (ITEA.6-8.11)
      • Apply a design process to solve problems in and beyond the laboratory-classroom. (ITEA.6-8.11.H)
      • Specify criteria and constraints for the design.(ITEA.6-8.11.I)
      • Make two-dimensional and three- dimensional representations of the designed solution.(ITEA.6-8.11.J)
      • Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.(ITEA.6-8.11.K)
      • Make a product or system and document the solution. (ITEA.6-8.11.L)
    • Students will develop abilities to apply the design process. (ITEA.9-12.11)
      • Identify the design problem to solve and decide whether or not to address it. (ITEA.9-12.11.M)
      • Identify criteria and constraints and determine how these will affect the design process. (ITEA.9-12.11.N)
      • Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product. (ITEA.9-12.11.O)
      • Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed. (ITEA.9-12.11.P)
      • Develop and produce a product or system using a design process.(ITEA.9-12.11.Q)
      • Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three- dimensional models.(ITEA.9-12.11.R)
    • Students will develop the abilities to use and maintain technological products and systems. (ITEA.6-8.12)
      • Use information provided in manuals, protocols, or by experienced people to see and understand how things work. (ITEA.6-8.12.H)
      • Use tools, materials, and machines safely to diagnose, adjust, and repair systems. (ITEA.6-8.12.I)
      • Use computers and calculators in various applications.(ITEA.6-8.12.J)
      • Operate and maintain systems in order to achieve a given purpose.(ITEA.6-8.12.K)
    • Students will develop the abilities to use and maintain technological products and systems. (ITEA.9-12.12)
      • Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.(ITEA.9-12.12.L)
      • Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.(ITEA.9-12.12.M)
      • Troubleshoot, analyze, and maintain systems to ensure safe and proper function and precision.(ITEA.9-12.12.N)
      • Operate systems so that they function in the way they were designed. (ITEA.9-12.12.O)
      • Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate. (ITEA.9-12.12.P)
    • Students will develop an understanding of and be able to select and use information and communication technologies. (ITEA.9-12.17)
      • Information and communication technologies include the inputs, processes, and outputs associated with sending and receiving information. (ITEA.9-12.17.L)
      • Information and communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine.(ITEA.9-12.17.M)
      • Communication systems are made up of source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination. (ITEA.9-12.17.O)

CSTA K-12 Computer Science Standards (2017)

  • 9-10

    • Algorithms & Programming(3A-AP)

  • 11-12

    • Algorithms & Programming(3B-AP)
      • Demonstrate code reuse by creating programming solutions using libraries and APIs.(3B-AP-16)
      • Plan and develop programs for broad audiences using a software life cycle process.(3B-AP-17)
      • Develop and use a series of test cases to verify that a program performs according to its design specifications.(3B-AP-21)
      • Modify an existing program to add additional functionality and discuss intended and unintended implications (e.g., breaking other functionality).(3B-AP-22)
      • Evaluate key qualities of a program through a process such as a code review.(3B-AP-23)

Units

Unit #1 - Introduction to Engineering

Unit #2 - Soft Skills for Engineering Design

Unit #3 - Project Planning and Project Management

Unit #4 - Cultural/Climate Influences on STEM Solutions

Unit #5 - Current/Future Infrastructural and City Service Solutions

Unit #6 - Computer-Aided Design (CAD) for Virtual City Application

Unit #7 - Urban Design

Unit #8 - Independent STEAM Projects

Course Resources

Online Coursera Lessons:
Fundamental Skills in Engineering Design - Lesson 1 (https://www.coursera.org/learn/fundamental-skills-in-engineering-design?)
Fundamental Skills in Engineering Design - Lesson 2 (https://www.coursera.org/learn/fundamental-skills-in-engineering-design?)

Future City Project materials
Future City Research Library and Team Google Docs
Expert Guest Speakers, volunteers, and STEAM (including local) Businesses

High School Future City resources including the manual, software and hardware requirements.