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Project: The City of the Future
Project: The City of the Future
As of 2014, 54% of the world's population live in cities. This is up from 34% in 1960. With an ever-growing population, dwindling resources, and changing climate the People of the Future will need places to live.
Day 1 - Introduction
Day 1 - Introduction
Why did people start living in cities?
Why did people start living in cities?
View the following video about the origins of cities and how they may change in the future:
Think
Think
What will the city of the future look like? Will the buildings be different? Will transportation change at all? What might cause changes to the ways the people of the future live their lives?
The Task
The Task
In this project you will need to choose a site anywhere on Earth to build a brand-new city. You must choose a site that is safe and has access to resources.
We will use the following Learning Goals as our guide to learning.
Learning Targets
Learning Targets
- Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
- Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Breaking down the Learning Targets
Breaking down the Learning Targets
In the worksheet below you will find the Learning Goals broken down into phrases. Take each of the phrases and describe what they mean and what they might look like in Science Class. For example, for the first one (Analyze and interpret data) you might say that analyzing is observing and investigating while interpreting is when you explain something in another way, perhaps in another language or style. In Science, when we analyze we might observe by doing an experiment, or discussing observations. When we interpret we might write an explanation in our own words or create a diagram, chart, or graph to help explain something in another way.
What is a Catastrophic Event?
What is a Catastrophic Event?
- What do we mean by catastrophic event?
- What has been the world's worst disasters?
- How would you classify disasters?
Choosing the Best Location (agree/disagree)
Choosing the Best Location (agree/disagree)
- What would be on your checklist for the perfect location to live?
Research the location
Research the location
- Find the perfect location for your city using Google Earth and the following internet resources.*
- Find the following:
- Weather and climate history
- Geological history
- Find the following:
- Come to a consensus with your partner to identify the perfect location.
Future City Project Resources
Future City Project Resources
- Google Earth
- Earthquakes and Plate Boundaries
- Climate Zones of the World
- What are Natural Resources?
- Latitude and Longitude
*do not choose a place that already has a city!
**you may not choose where you live
Where will you build your future city?
Where will you build your future city?
- Click the following link to explain where you will build your future city and why you chose that location
Exit Ticket
Exit Ticket
Answer the following on a 1/2 sheet of paper
Answer the following on a 1/2 sheet of paper
If you were to build your future city in Caroline County, do you think it would be a good place? Why or why not?
- consider the weather and the geology in your answer
Day 2 - Research and Planning
Day 2 - Research and Planning
Learning Targets
Learning Targets
- Using patterns in the data, students make a forecast for the potential of a natural hazard event to affect an area in the future, including information on frequency and/or probability of event occurrence; how severe the event is likely to be; where the event is most likely to cause the most damage; and what events, if any, are likely to precede the event.
Success Criteria
Success Criteria
- I have created a presentation that demonstrates all elements of the Future City Success Criteria
- I have presented my findings with a group using appropriate eye contact, adequate volume, and clear pronunciation.
Roles
Roles
- Organizer, Time Keeper, Checker, Reader
Self Paced Learning
Self Paced Learning
MS-ESS3-2 - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
CCSS.ELA-LITERACY.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
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