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Smart Growth: Reshaping Communities
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Title:
Smart Growth: Reshaping Communities
Posted by:
Cooper-Hewitt National Design Museum
Date:
9/11/2006
Grade Level:
High School
Category:
Urban Planning
Subject Area:
Language Arts
Science
Social Studies
Lesson Time:
One or two fifty-minute class periods
Introduction:

Smart growth is community development that serves the economy, the community, and the environment. In this activity students will learn about different aspects of smart growth as they explore a model community. They will engage in creative problem solving and create presentations on this topic.

State Standards:
State Standard
National Standards:
Science
Standard 6. Level IV. Understands relationships among organisms and their physical environment
5. Knows ways in which humans can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption; human destruction of habitats through direct harvesting, pollution, and atmospheric changes)
Geography
Standard 8. Level IV. Understands the characteristics of ecosystems on Earth's surface
4. Knows the effects of both physical and human changes in ecosystems (e.g., the disruption of energy flows and chemical cycles and the reduction of species diversity, how acid rain resulting from air pollution affects water bodies and forests and how depletion of the atmosphere's ozone layer through the use of chemicals may affect the health of humans)
Writing
Standard 1. Level IV. Uses the general skills and strategies of the writing process
5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience's background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)
Reading
Standard 7. Level IV. Uses reading skills and strategies to understand and interpret a variety of informational texts
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
Standard 4. Level IV. Gathers and uses information for research purposes
2. Uses a variety of print and electronic sources to gather information for research topics (e.g., news sources such as magazines, radio, television, newspapers; government publications; microfiche; telephone information services; databases; field studies; speeches; technical documents; periodicals; Internet) 
Listening & Speaking
Standard 8. Level IV. Uses listening and speaking strategies for different purposes
3. Uses a variety of strategies to enhance listening comprehension (e.g., focuses attention on message, monitors message for clarity and understanding, asks relevant questions, provides verbal and nonverbal feedback, notes cues such as change of pace or particular words that indicate a new point is about to be made; uses abbreviation system to record information quickly; selects and organizes essential information)
4. Adjusts message wording and delivery to particular audiences and for particular purposes (e.g., to defend a position, to entertain, to inform, to persuade)
5. Makes formal presentations to the class (e.g., includes definitions for clarity; supports main ideas using anecdotes, examples, statistics, analogies, and other evidence; uses visual aids or technology, such as transparencies, slides, electronic media; cites information sources)
8. Responds to questions and feedback about own presentations (e.g., clarifies and defends ideas, expands on a topic, uses logical arguments, modifies organization, evaluates effectiveness, sets goals for future presentations)
Working With Others
Standard 1. Contributes to the overall effort of a group
Thinking & Reasoning
Standard 5. Applies basic trouble-shooting and problem-solving techniques
Objectives:

Students will do the following:

  • conduct Internet research
  • evaluate and analyze information from diverse sources
  • summarize and synthesize information from diverse sources
  • create a presentation
  • evaluate group work
Resources:
  • "My Smart Growth Development Dream" handout
Materials:
  • computer with Internet access
Vocabulary:
Students in this age group should be familiar with all words used.
Procedures:

Building Background
Models of Change 

The purpose of this activity is to introduce the concept of smart growth development.

1. Share the following definition of smart growth with your students:

"Smart growth is about being good stewards of our communities and of our rural lands, parks, and forests. It is about ensuring that the best of the past is preserved, while creating new communities that are attractive, vital, and enduring."

-Michael Leavitt, EPA Administrator

Source: https://www.epa.gov/smartgrowth/about_sg.htm#what_is_sg

As a class, explore the story of the Breckenridge, Colorado community that was designated as the Environmental Protection Agency's top smart growth neighborhood. Use the following websites as resources:

 

2. Create a class list highlighting the benefits of smart growth. Post the list for students to use as a learning resource.

3. Have a discussion about the benefits of smart growth: how it affects our earth, how it affects our resources, etc. Emphasize the benefits smart growth has on the sustainability of natural resources, and the impact it makes on our earth. Make sure the students realize that smart growth is a way in which we can make positive choices for our future. 

Steps for Learning
Developer's Dreams

The purpose of this activity is to provide students with an opportunity to use the steps of the design process to create a mock smart growth community.

1. Divide the class into small groups. Give each group a copy of the "My Smart Growth Development Dream" handout.

2. Provide time for each small group to present its work to the class.

3. Discuss the different elements of each group presentation, and the effectiveness of the arguments presented for the smart growth community.

Assessment:

Reflection

Create a class rubric with your students that will help them understand the effectiveness of their design process. Use the following guidelines to help create the rubric.

-How effective was your brainstorming in generating ideas?
Excellent        Good         Adequate         Poor

-Rate how effectively you analyzed the information you used to identify your problem.
Excellent        Good         Adequate         Poor

-Rate the effectiveness of your solution.
Excellent        Good         Adequate         Poor

-Rate how clearly you communicated the problem you wanted to solve.
Excellent        Good         Adequate         Poor

-Rate how clearly you communicated your solution.
Excellent        Good         Adequate         Poor

-Rate your effectiveness as problem solvers.
Excellent        Good         Adequate         Poor

-Rate your creativity.
Excellent        Good         Adequate         Poor

Enrichment
Extension Activities:
Share Your Knowledge
Create a brochure that is designed to teach the public about smart growth communities.
Teacher Reflection:
N/A.
Related
Files:
my smart growth development dream.doc ("My Smart Growth Development Dream" handout)
 
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