Sustainable and Affordable Housing
6-8th Grade Science | 15 Hours
Unit Summary: This unit will allow students to explore how to answer a complex question about affordable housing using sustainable practices that are mindful of Nashville’s environment and natural resources. Students will design housing and sustainability strategies that will provide more affordable housing for their neighborhood with a low impact on the environment.
Universal Concept/Big Idea
Affordable Housing
Enduring Understanding
The equitable distribution of limited resources supports the overall health, well-being, and resilience of people and places.
Driving Question
How can Nashville provide sustainable and affordable housing with the limited natural resources in our community?
Materials
Students will need access to computers throughout the unit to look up information about housing costs and different types of housing, choose a location and study surroundings on Google Maps, learn more about Low Impact Development (LID) strategies, research related career paths, create their presentation, and complete the post-survey.
(Optional) For “Day 3: Stormwater Runoff,” you can use the video or do the Groundwater Absorption Demonstration using gravel, sand, clay, 3 clear plastic containers, and water.
For “Day 4: Biodiversity,” students will participate in a card game that requires red poster board, coloring supplies, 50 index cards numbered 1-50 and Known Facts About Plants written on 1-20.
Students will need paper and colored pencils to sketch a picture of what their housing will look like on “Day 6: Housing Design” and for “Days 12-13: Final Presentation Preparation” to complete their Site Plan Drawing.
Field Trip
For “Day 5: Housing Location,” students will virtually tour their neighborhood with Google Maps and choose three locations for new affordable housing. They will analyze them based on environmental impact and accessibility to resources and transportation.
Guests
For “Day 11: Midpoint Critique,” it is recommended to host a guest reviewer to give feedback on student presentations.
Unit Preparation
Unit Overview
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This lesson introduces students to Nashville’s need for more affordable housing through a Housing Search activity where they will role play as community members with different housing needs. Then, they will begin thinking about how new housing development can negatively impact the environment and be introduced to the driving question for the unit: How can Nashville provide sustainable and affordable housing with the limited natural resources in our community?
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In this lesson, students will learn about the current environmental threats in Nashville from written articles and descriptive maps. Students will be asked to make their own inferences about the current environmental threats in Nashville and understand how development and the environment interact.
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In this lesson, students will learn how land development impacts water quality. They will observe a groundwater absorption demonstration and learn about the health of their local waterway from a tool called iCreek.
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Students will participate in a card game to simulate a threat (human impact) to biodiversity within a habitat… Throughout the game, plants will be picked up by groups of civil engineers , housing/business developers, and environmental scientists. At the end, the students will evaluate which plants became extinct due to farming and logging and their potential uses that are no longer available to society.
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Students will virtually tour their neighborhood with Google Maps and choose three locations for new affordable housing. They will analyze them based on environmental impact and accessibility to resources and transportation.
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Students will learn about housing design and how it can impact the affordability and livability of a neighborhood. They will begin to design housing they feel is best for the locations they identified the previous day.
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Students will learn the meaning of Low Impact Development and strategies that can be incorporated to help maintain water quality. They will complete a Low Impact Development vocabulary matching competition and be tasked with applying the strategies to their design.
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Students will learn about careers that relate to building affordable and sustainable housing through a series of videos and research. The group roles for the project they will begin the next day will be modeled after the careers that they investigate. After investigating careers, they will choose roles within their group.
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Students will be given a budget and pricing for their new housing and LID strategies. They will work with the budget to make final decisions about the housing and LID strategies that their project will include.
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Students will create a draft of their project presentation in preparation for a critique the next day.
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Students will present their work thus far in the unit to their peers and a professional from a related career to receive feedback.
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Students will complete their final presentation, which will show their learning from the project and their designs.
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Students will complete their final presentation, which will show their learning from the project and their designs.
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Students will present their final presentations. They will evaluate their peers on collaboration and presentation quality.
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Students will reflect on the process of learning about sustainability, affordable housing, and the overall process of creating their project. Then, they will complete a post-survey that will measure how this unit has impacted their views on community and leadership.
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Content + Standards
TN State Standards
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6.LS2.6: Research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes.
6.LS4.1: Explain how changes in biodiversity would impact ecosystem stability and natural resources.
6.LS4.2: Design a possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium.
6.ESS3: Assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.
6.ETS1.1: Evaluate design constraints on solutions for maintaining ecosystems and biodiversity.
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7.ESS3.2: Engage in a scientific argument through graphing and translating data regarding human activity and climate.
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8.ESS3.1: Interpret data to explain that earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes.
Interdisciplinary Connections
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6th
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; know and apply these techniques in the context of solving real-world and mathematical problems.
7th
7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
8th
8.SP.A Investigate patterns of association in bivariate data.
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6th
6.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression
6.RI.IKI.7 Integrate information presented in different media or formats, such as in tables, images, diagrams, and words to develop a coherent understanding of a topic or issue
6.SL.CC.2 Interpret information presented in diverse media formats; explain how source information contributes to a topic, text, or issue under study
6.SL.PKI.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.
6.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify information.
6.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when appropriate.
6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 6 standards for reading.
7th
7.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.
7th Grade
7.L.VAU.6: Acquire and accurately use grade-appropriate general academic and domain specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
7.SL.CC.2: Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under study.
7.SL.PKI.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
7.SL.PKI.5: Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points.
7.W.RBPK.7: Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation.
7.W.RBPK.9: Support interpretations, analyses, reflection, or research with evidence found in literature or informational texts, applying grade 7 standards for reading, assess whether the evidence is relevant or sufficient to support the claims.
7.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.
8th
8.L.VAU.6: Acquire and accurately use grade-appropriate general academic and domain specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.
8.SL.PKI.4: Present claims and findings in a focused, coherent manner with relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
8.SL.PKI.5: Integrate multimedia and visual displays into presentations to clarify information, to strengthen claims and evidence, and to add interest.
8.W.RBPK.9: Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 8 standards for reading; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims and recognize when irrelevant evidence is introduced.
8.W.TTP.1: Write arguments to support claims with clear reasons and relevant evidence.
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SSP.04 Construct and communicate arguments by citing supporting evidence to demonstrate and defend an understanding of ideas, compare and contrast viewpoints, illustrate cause and effect, predict likely outcomes and devise new outcomes or solutions.
SSP.06 Develop a geographic awareness by using the geographic perspective to determine relationships, patterns, and diffusion across space at multiple scales, analyzing locations, conditions, and connections of places and use maps to investigate spatial relationships, analyzing interaction between humans and the physical environment and examining how geographic regions and perceptions of regions are fluid across time and space.
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6th
6.VA.Cr1.A Combine concepts collaboratively to generate innovative ideas for creating art.
6.VA.Cr1.B Investigate personally relevant content for creating art.
6.VA.Cr2.C Design or redesign objects, places, or systems that meet the identified needs of diverse users.
6.VA.Cr3.A Reflect on and revise personal artwork to convey intended meaning.
7th
7.VA.Cr1.B Develop criteria to guide art-making or design to meet an identified goal
7.VA.Cr2.C Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
8th
8.VA.Cr1.B Collaboratively investigate an aspect of contemporary life utilizing art and design.
8.VA.Cr2.C Select, organize, and design images and words to make visually clear and compelling presentations.
8.VA.P2.A Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
Science Concepts, Practices + Connections
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Pattern observation and explanation
Cause and effect relationships that can be explained through a mechanism
Scale, proportion, and quantity that integrate measurement and precision of language
Stability and change of systems
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Planning and carrying out controlled investigations to collect data that is used to test existing theories and explanations, revise and develop new theories and explanations, or assess the effectiveness, efficiency, and durability of designs under various conditions.
Analyzing and interpreting data with appropriate data presentation (graph, table, statistics, etc.), identifying sources of error and the degree of certainty. Data analysis is used to derive meaning or evaluate solutions.
Using mathematics and computational thinking as tools to represent variables and their relationships in models, simulations, and data analysis in order to make and test predictions.
Obtaining, evaluating, and communicating information from scientific texts in order to derive meaning, evaluate validity, and integrate information.
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This project is based on the real world issue of Nashville’s need for developing more affordable housing with a low environmental impact.
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Students will learn about career paths related to their project through videos and online research. They will reflect on these careers related to their own interest and describe how they are represented in their project.
Skills
Learning and Innovation Skills (4Cs)
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Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
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Demonstrate ability to work effectively and respectfully with diverse teams.
Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
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Create new and worthwhile ideas.
Develop, implement, and communicate new ideas to others effectively.
Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.
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Reflect critically on learning experiences and processes.
Effectively analyze and evaluate evidence, argument, claims, and beliefs.
Solve different kinds of non-familiar problems in both conventional and innovative ways.
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
SEL Core Competencies / “I Can” Statements
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1B.1 Accommodates and plans for the likes and dislikes of a group
1B.2 Identifies interaction between personal qualities and interests with academic activities and social opportunities
1C.2 Applies self-reflection techniques to recognize potential, strengths, and growth areas
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3A.2 Recognizes multiple points of view or perspectives in a situation
3B.3 Identifies roles they have that contribute to their school, home, and community
3B.4 Works collaboratively with peers to complete a job, task, or address a need
3C.2 Recognizes the similarities of different cultures and social groups
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4A.1 Practices reflective listening
4A.2 Demonstrates ability to perform different roles in a cooperative group to achieve group goals
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5B.1 Identifies and applies the steps of systematic decision-making
5B.3 Defines how external influences impact decision-making
Language Acquisition
Academic Vocabulary + Language
Built environment, natural environment, natural resources, sustainability, single-family home, loft, townhome, single-family home, bungalow court, duplex, missing middle housing, GIS map, median home value, median household income, gentrification, biodiversity, tree canopy, bioretention, low-impact development
Language supports/scaffolds for comprehension of content standards
Group roles that allow varying levels of language ability.
Collaborative opportunities for assignments with language skill requirements.
Visual representations of vocabulary words.
Reflection
Daily/Regular Reflection
Reflective writing activities will act as formative assessments of students’ progress in understanding and addressing Nashville’s housing and environmental sustainability needs. They will assess skill-acquisition, content comprehension, and project progression.
Summative Reflection
Project and presentation rubrics are aligned to assess acquisition of specific skills necessary to master the TN Academic Standards. Additionally, components of each rubric offer space for students to reflect on SEL competencies developed through the completion of the project.
Copyright Information
Copyright Disclaimer
The Design Your Neighborhood curriculum is copyrighted and there are constraints to its use.
Please Do: copy this resource for your personal classroom use only, and post this for students on a password protected class website.
Please Do Not: reproduce or distribute this resource to other colleagues, post this on the internet in any form - including classroom/personal websites, network drives, or other sharing websites (i.e. Amazon Inspire, etc.), or teach this without the Civic Design Center’s notice.