ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)","statement":"Students will be able to explain how sunlight is reflected, absorbed, or transmitted by different surface materials using evidence from material tests and wave models."},{"uuid":"159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)","statement":"Students will be able to develop and use a model of wave behavior to show how material choice affects heat gain in urban surfaces."},{"uuid":"b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)","statement":"Students will be able to analyze local heat map data and campus observations to identify spatial patterns of urban heat islands and hot spots."},{"uuid":"24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)","statement":"Students will be able to define criteria and constraints for a cooler public space design that addresses human needs, environmental impact, and scientific principles."},{"uuid":"6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)","statement":"Students will be able to generate, compare, and refine multiple design ideas for minimizing heat island effects using test data and feedback from experts."},{"uuid":"3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)","statement":"Students will be able to justify a final cooler public space proposal with evidence from material testing, maps, sketches, and partner feedback."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Design a way for cities to mitigate issues with heat islands.
  - Grade Level(s): ["7th Grade"]
  - Project Timeframe: 4 weeks, 5 days per week, 45 minutes per day
  - Standards that should be met: [Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

[Next Generation 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.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Science - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.
    Description: I can find and engage with experts to understand the problem and get feedback.
    

    Social Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    Description: How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    

    Science - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    Description: I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Essential Question - 
  How can we design a cooler public space for our city that reduces heat while still working for the people who use it?
2. Community Partners - 
  A city planning or sustainability department can share local heat map data and meet with student teams during a short design review to help them test ideas for cooler streets and public spaces.
3. Reflection - 
  (1) Use a mid-project design circle where students share one science idea, one team contribution, and one challenge they need to solve next for a cooler public space.
(2) Have students record brief video reflections after testing materials, naming what they learned about how surfaces reflect, absorb, or transmit heat and how that changes their design choices.
4. Assessment - 
  (1) Use a final city design pitch with a model, map, or prototype that shows how the space reduces heat and explains the science behind each material choice.
(2) Have students present a before-and-after comparison using local heat map data and testing results to show how their design changed over time.
5. Project Launch - 
  Heat Hunt Kickoff: Students use local heat map data, sticky notes, and quick observations to spot the hottest places around campus and generate ideas for a cooler public space.
6. Exhibition - 
  Cool City Expo: Host a public gallery walk where students present their city design pitch with models, maps, and prototypes to families and city staff using local heat map data and testing results.
7. Critique and Revision - 
  Schedule a short design review with a city planning or sustainability partner so teams can test their ideas with local heat map data and tighten their materials, shade, and layout choices.
8. Product - 
  A before-and-after display board with temperature data, surface samples, and revised sketches that shows how the team improved a public space over time.
9. Core Content - 
  (1) Students will learn how sunlight interacts with different materials by testing which surfaces reflect, absorb, or transmit heat and light, then use those results to improve a cooler public space design.
(2) Students will engage in tests to understand and model the ways waves react when they hit a surface, how different materials impact the the path or energy of a wave, and how a wave will behave when it hits a specific object. 
(3) Students will practice explaining scientific reasoning and comparing before-and-after results with data, including a final pitch that connects heat island reduction, material testing, and real-world impacts on people and the environment.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with a Heat Hunt Kickoff where students examine local heat map data, use sticky notes to mark likely hot spots, and then walk campus to compare those predictions with real observations of pavement, shade, and surface materials. Back in class, teams test a few common materials under a lamp or in sunlight to notice how surfaces reflect, absorb, or transmit heat and light. End with a short reveal of the challenge to design a cooler public space for the city, using notes from the walk and test results to generate first ideas and questions for a city planning or sustainability partner.","purpose":"Students investigate why some city spaces get dangerously hot and design a cooler public space that works for the people who use it. They use local heat map data, campus observations, and material tests to understand how surfaces reflect, absorb, or transmit heat and light, then apply that science to reduce human impact on the environment. Working with city planning or sustainability partners, teams create and revise a model, map, or prototype that responds to real community conditions and stakeholder feedback. The project builds students’ ability to analyze spatial patterns, evaluate possible solutions, and take informed civic action through a public design pitch and exhibition.","products":"Students will create heat maps of campus hot spots, material-testing data tables, wave-behavior models, and quick video reflections that document how different surfaces reflect, absorb, or transmit heat and light. In teams, they will develop revised sketches, layout plans, and small-scale prototypes for a cooler public space, using feedback from a city planning or sustainability partner during a design review. The final products will be a city design pitch and a before-and-after display board featuring local heat map data, temperature results, surface samples, maps, and revised design choices. For the public gallery walk, each team will also prepare a presentation set with their model, prototype, and evidence showing how their design reduces heat for people and the environment.","standards":"[Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.\n\n[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.\n\n[Next Generation 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.","exhibition":"Host a Cool City Expo as a public gallery walk where teams present their city design pitch to families, classmates, and city planning or sustainability staff. Each team can display a before-and-after board with local heat map data, temperature testing results, surface samples, revised sketches, and a model, map, or prototype showing how their public space reduces heat. Invite visitors to leave feedback on how well each design works for people, the environment, and the city, and have students explain the science behind their material, shade, and layout choices. This format celebrates student work while giving them an authentic audience for their final recommendations.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nScience - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.\n\nSocial Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?\n\nScience - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.","learning_goals":"Students investigate how sunlight and heat interact with materials by testing which surfaces reflect, absorb, or transmit energy and by using models to explain wave behavior on different materials. They analyze local heat map data, create maps of hot spots, and define design criteria and constraints for a cooler public space that considers people, place, and environmental impact. Students generate, test, revise, and defend design solutions using temperature data, surface samples, sketches, and feedback from city planning or sustainability partners. They communicate their learning through video reflections, a before-and-after display, and a public design pitch that explains how their choices could reduce heat island effects in the community."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Heat Island Investigation Portfolio with Mini Prototype","options":[],"choice_type":"fixed","description":"Each student creates an evidence-based research portfolio and a small concept prototype showing how one material or design choice could reduce heat in a public space. The portfolio must connect local data, material tests, and a user-centered problem statement.","learning_goal_ids":[1,2,3,4,5,6]},"team":{"scope":"team","title":"Cool City Public Space Proposal and Prototype Exhibition Board","options":[],"choice_type":"fixed","description":"Teams develop a shared how-might-we problem statement and a higher-fidelity model, map, or prototype for a cooler public space. The final board and pitch must show how individual research informed the team solution and how evidence and feedback shaped revisions.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"4":["individual","team"],"5":["individual","team"],"6":["individual","team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes reflection, absorption, and transmission in at least three tested materials","Uses results from material tests to support claims about heat gain","Includes correct science vocabulary in the explanation","Connects the model or explanation to how sunlight interacts with urban surfaces"],"learning_goal_id":1},{"criteria":["Includes a labeled model showing how wave behavior changes with material choice","Shows at least one cause-and-effect relationship between surface material and heat","Uses arrows, labels, or notes to explain energy transfer clearly","Model matches evidence from class testing or observations"],"learning_goal_id":2},{"criteria":["Uses local heat map data and campus observations to identify at least two hot spots","Shows spatial patterns clearly on a map or annotated visual","Explains what environmental or surface features may be causing the pattern","Distinguishes observed evidence from guesses or opinions"],"learning_goal_id":3},{"criteria":["States at least two criteria for a successful cooler public space design","Lists at least two constraints such as cost, space, safety, materials, or environmental impact","Connects the criteria and constraints to people who use the space","Uses scientific principles to explain why the criteria matter"],"learning_goal_id":4},{"criteria":["Generates multiple possible design ideas before choosing one","Uses test data or expert feedback to improve at least one idea","Compares options using feasibility and effectiveness","Documents at least one simple revision based on evidence"],"learning_goal_id":5},{"criteria":["Justifies the final design with evidence from at least three sources, such as tests, maps, sketches, or feedback","Explains how the design meets user needs and reduces heat island effects","Identifies one trade-off or limitation and explains how it was addressed","Presents a clear claim that is supported by specific evidence"],"learning_goal_id":6}]

THINKING LENS: Human-Centered Design
Use this template for projects where students must design with and for real people, not simply make a product or solve an abstract challenge. Prioritize empathy, evidence from direct user contact, iterative prototyping, and design decisions that can be traced back to user needs. Select this template when the strongest learning comes from understanding users, reframing problems, testing ideas quickly, and improving through feedback.

ACTIVITY GUIDANCE:
Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions.

Grade Adjustment: Keep the full design cycle but provide explicit supports for distinguishing problems from solutions and for using evidence in a How Might We statement. Require multiple ideas and at least one real user interaction, while keeping iteration logs simple and visible.

Discipline Focus:
Science: In Human-Centered Design for science, students build content knowledge about the scientific principles underlying the problem, along with engineering concepts such as criteria, constraints, systems, variables, trade-offs, and evidence-based iteration. They need discipline-specific vocabulary tied to the challenge—such as ecosystem dynamics, forces and energy, disease transmission, material properties, or climate systems—so their design decisions are scientifically justified rather than purely intuitive. Knowledge-building activities often include analyzing phenomena, reading scientific texts, conducting investigations, building and testing models or simulations, and using data to determine how well possible solutions address stakeholder needs. Evidence of learning typically includes an engineering design report, annotated models or prototypes, data displays from tests, and a presentation that explains how scientific evidence, user needs, and trade-off analysis shaped the final solution.
Social Studies: Knowledge-building activities should develop historical thinking, civic reasoning, and social analysis relevant to the project: primary source analysis, perspective-taking, contextual research, and policy evaluation. Include activities where students examine documents, maps, and data from multiple viewpoints, evaluate credibility, and connect past patterns to present situations. Evidence types include source analyses, perspective comparisons, policy proposals, and community engagement artifacts.
Cte: In Human-Centered Design for CTE, students build content knowledge around technical specifications, industry standards, safety requirements, material properties, production processes, and the practical constraints that shape real products or systems. They must learn how to define users and stakeholders in operational terms, using vocabulary such as feasibility, tolerances, reliability, ergonomics, cost analysis, and fabrication methods. Knowledge-building activities commonly involve needs assessments, client interviews, concept sketching, CAD work, fabrication or prototyping, and performance testing against measurable criteria. Evidence of learning includes a design portfolio with process documentation, technical drawings or spec sheets, a working prototype, testing results, and a stakeholder-facing pitch or demonstration showing how the design meets user needs within constraints.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (5 phases total — you are designing Phase 1):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2) ◀ THIS PHASE
  Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8)
  Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13)
  Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18)
  Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT include final presentations or exhibitions unless this is the last phase
  - Phase 1 should include the project launch/kickoff activity


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 2 days × 45 min/day = 90 min TOTAL.
- Generate AT MOST 2 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 90 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 1):
## Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2)



DISCIPLINE GUIDANCE:
"Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 1-2
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 1,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will launch the cooler public space challenge by analyzing local heat evidence, observing campus hot spots, and beginning to connect sunlight, surfaces, and human use of space to the design problem they will investigate in later phases.",
  "activities": [
    {
      "title": "🗺️ Heat Hunt Hot Spot Map",
      "description": "Students examine local heat map images, mark likely campus hot spots with sticky notes, and complete a short observation walk to compare predictions with pavement, shade, vegetation, and material conditions they can see directly. Back in class, teams cluster notes on a shared campus map and record early patterns about where heat seems trapped and who might be affected in those places. The class ends by introducing the driving question and the challenge to design a cooler public space for the city.",
      "activity_type": "launch",
      "duration": 45,
      "day": 1,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Marks at least 3 predicted or observed hot spots on a campus or local map",
        "Records at least 2 observation notes tied to surface features such as asphalt, shade, grass, or building walls",
        "Identifies at least 1 group of users who may be affected by heat in a mapped location",
        "Contributes evidence-based notes rather than only guesses"
      ],
      "learning_goal_uuids": [
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)"
      ]
    },
    {
      "title": "☀️ Surface Test Video Notes",
      "description": "Students test a small set of materials such as black paper, aluminum foil, fabric, clear plastic, and light-colored tile under a lamp or sunlight to see which surfaces reflect, absorb, or transmit light and heat. They create a quick wave-behavior sketch with arrows and labels, then record a brief video reflection explaining what they learned and how the results might shape a cooler public space. Teams close by listing initial design criteria and constraints they want to investigate next.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 2,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Tests at least 3 different materials and records results in a data table or notes",
        "Uses the terms reflect, absorb, and transmit correctly in the sketch or video",
        "Includes a labeled model with arrows or notes showing how waves interacted with at least 2 materials",
        "States at least 2 possible design criteria or constraints based on test evidence"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)","statement":"Students will be able to explain how sunlight is reflected, absorbed, or transmitted by different surface materials using evidence from material tests and wave models."},{"uuid":"159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)","statement":"Students will be able to develop and use a model of wave behavior to show how material choice affects heat gain in urban surfaces."},{"uuid":"b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)","statement":"Students will be able to analyze local heat map data and campus observations to identify spatial patterns of urban heat islands and hot spots."},{"uuid":"24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)","statement":"Students will be able to define criteria and constraints for a cooler public space design that addresses human needs, environmental impact, and scientific principles."},{"uuid":"6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)","statement":"Students will be able to generate, compare, and refine multiple design ideas for minimizing heat island effects using test data and feedback from experts."},{"uuid":"3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)","statement":"Students will be able to justify a final cooler public space proposal with evidence from material testing, maps, sketches, and partner feedback."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Design a way for cities to mitigate issues with heat islands.
  - Grade Level(s): ["7th Grade"]
  - Project Timeframe: 4 weeks, 5 days per week, 45 minutes per day
  - Standards that should be met: [Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

[Next Generation 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.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Science - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.
    Description: I can find and engage with experts to understand the problem and get feedback.
    

    Social Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    Description: How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    

    Science - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    Description: I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Essential Question - 
  How can we design a cooler public space for our city that reduces heat while still working for the people who use it?
2. Community Partners - 
  A city planning or sustainability department can share local heat map data and meet with student teams during a short design review to help them test ideas for cooler streets and public spaces.
3. Reflection - 
  (1) Use a mid-project design circle where students share one science idea, one team contribution, and one challenge they need to solve next for a cooler public space.
(2) Have students record brief video reflections after testing materials, naming what they learned about how surfaces reflect, absorb, or transmit heat and how that changes their design choices.
4. Assessment - 
  (1) Use a final city design pitch with a model, map, or prototype that shows how the space reduces heat and explains the science behind each material choice.
(2) Have students present a before-and-after comparison using local heat map data and testing results to show how their design changed over time.
5. Project Launch - 
  Heat Hunt Kickoff: Students use local heat map data, sticky notes, and quick observations to spot the hottest places around campus and generate ideas for a cooler public space.
6. Exhibition - 
  Cool City Expo: Host a public gallery walk where students present their city design pitch with models, maps, and prototypes to families and city staff using local heat map data and testing results.
7. Critique and Revision - 
  Schedule a short design review with a city planning or sustainability partner so teams can test their ideas with local heat map data and tighten their materials, shade, and layout choices.
8. Product - 
  A before-and-after display board with temperature data, surface samples, and revised sketches that shows how the team improved a public space over time.
9. Core Content - 
  (1) Students will learn how sunlight interacts with different materials by testing which surfaces reflect, absorb, or transmit heat and light, then use those results to improve a cooler public space design.
(2) Students will engage in tests to understand and model the ways waves react when they hit a surface, how different materials impact the the path or energy of a wave, and how a wave will behave when it hits a specific object. 
(3) Students will practice explaining scientific reasoning and comparing before-and-after results with data, including a final pitch that connects heat island reduction, material testing, and real-world impacts on people and the environment.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with a Heat Hunt Kickoff where students examine local heat map data, use sticky notes to mark likely hot spots, and then walk campus to compare those predictions with real observations of pavement, shade, and surface materials. Back in class, teams test a few common materials under a lamp or in sunlight to notice how surfaces reflect, absorb, or transmit heat and light. End with a short reveal of the challenge to design a cooler public space for the city, using notes from the walk and test results to generate first ideas and questions for a city planning or sustainability partner.","purpose":"Students investigate why some city spaces get dangerously hot and design a cooler public space that works for the people who use it. They use local heat map data, campus observations, and material tests to understand how surfaces reflect, absorb, or transmit heat and light, then apply that science to reduce human impact on the environment. Working with city planning or sustainability partners, teams create and revise a model, map, or prototype that responds to real community conditions and stakeholder feedback. The project builds students’ ability to analyze spatial patterns, evaluate possible solutions, and take informed civic action through a public design pitch and exhibition.","products":"Students will create heat maps of campus hot spots, material-testing data tables, wave-behavior models, and quick video reflections that document how different surfaces reflect, absorb, or transmit heat and light. In teams, they will develop revised sketches, layout plans, and small-scale prototypes for a cooler public space, using feedback from a city planning or sustainability partner during a design review. The final products will be a city design pitch and a before-and-after display board featuring local heat map data, temperature results, surface samples, maps, and revised design choices. For the public gallery walk, each team will also prepare a presentation set with their model, prototype, and evidence showing how their design reduces heat for people and the environment.","standards":"[Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.\n\n[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.\n\n[Next Generation 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.","exhibition":"Host a Cool City Expo as a public gallery walk where teams present their city design pitch to families, classmates, and city planning or sustainability staff. Each team can display a before-and-after board with local heat map data, temperature testing results, surface samples, revised sketches, and a model, map, or prototype showing how their public space reduces heat. Invite visitors to leave feedback on how well each design works for people, the environment, and the city, and have students explain the science behind their material, shade, and layout choices. This format celebrates student work while giving them an authentic audience for their final recommendations.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nScience - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.\n\nSocial Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?\n\nScience - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.","learning_goals":"Students investigate how sunlight and heat interact with materials by testing which surfaces reflect, absorb, or transmit energy and by using models to explain wave behavior on different materials. They analyze local heat map data, create maps of hot spots, and define design criteria and constraints for a cooler public space that considers people, place, and environmental impact. Students generate, test, revise, and defend design solutions using temperature data, surface samples, sketches, and feedback from city planning or sustainability partners. They communicate their learning through video reflections, a before-and-after display, and a public design pitch that explains how their choices could reduce heat island effects in the community."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Heat Island Investigation Portfolio with Mini Prototype","options":[],"choice_type":"fixed","description":"Each student creates an evidence-based research portfolio and a small concept prototype showing how one material or design choice could reduce heat in a public space. The portfolio must connect local data, material tests, and a user-centered problem statement.","learning_goal_ids":[1,2,3,4,5,6]},"team":{"scope":"team","title":"Cool City Public Space Proposal and Prototype Exhibition Board","options":[],"choice_type":"fixed","description":"Teams develop a shared how-might-we problem statement and a higher-fidelity model, map, or prototype for a cooler public space. The final board and pitch must show how individual research informed the team solution and how evidence and feedback shaped revisions.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"4":["individual","team"],"5":["individual","team"],"6":["individual","team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes reflection, absorption, and transmission in at least three tested materials","Uses results from material tests to support claims about heat gain","Includes correct science vocabulary in the explanation","Connects the model or explanation to how sunlight interacts with urban surfaces"],"learning_goal_id":1},{"criteria":["Includes a labeled model showing how wave behavior changes with material choice","Shows at least one cause-and-effect relationship between surface material and heat","Uses arrows, labels, or notes to explain energy transfer clearly","Model matches evidence from class testing or observations"],"learning_goal_id":2},{"criteria":["Uses local heat map data and campus observations to identify at least two hot spots","Shows spatial patterns clearly on a map or annotated visual","Explains what environmental or surface features may be causing the pattern","Distinguishes observed evidence from guesses or opinions"],"learning_goal_id":3},{"criteria":["States at least two criteria for a successful cooler public space design","Lists at least two constraints such as cost, space, safety, materials, or environmental impact","Connects the criteria and constraints to people who use the space","Uses scientific principles to explain why the criteria matter"],"learning_goal_id":4},{"criteria":["Generates multiple possible design ideas before choosing one","Uses test data or expert feedback to improve at least one idea","Compares options using feasibility and effectiveness","Documents at least one simple revision based on evidence"],"learning_goal_id":5},{"criteria":["Justifies the final design with evidence from at least three sources, such as tests, maps, sketches, or feedback","Explains how the design meets user needs and reduces heat island effects","Identifies one trade-off or limitation and explains how it was addressed","Presents a clear claim that is supported by specific evidence"],"learning_goal_id":6}]

THINKING LENS: Human-Centered Design
Use this template for projects where students must design with and for real people, not simply make a product or solve an abstract challenge. Prioritize empathy, evidence from direct user contact, iterative prototyping, and design decisions that can be traced back to user needs. Select this template when the strongest learning comes from understanding users, reframing problems, testing ideas quickly, and improving through feedback.

ACTIVITY GUIDANCE:
Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions.

Grade Adjustment: Keep the full design cycle but provide explicit supports for distinguishing problems from solutions and for using evidence in a How Might We statement. Require multiple ideas and at least one real user interaction, while keeping iteration logs simple and visible.

Discipline Focus:
Science: In Human-Centered Design for science, students build content knowledge about the scientific principles underlying the problem, along with engineering concepts such as criteria, constraints, systems, variables, trade-offs, and evidence-based iteration. They need discipline-specific vocabulary tied to the challenge—such as ecosystem dynamics, forces and energy, disease transmission, material properties, or climate systems—so their design decisions are scientifically justified rather than purely intuitive. Knowledge-building activities often include analyzing phenomena, reading scientific texts, conducting investigations, building and testing models or simulations, and using data to determine how well possible solutions address stakeholder needs. Evidence of learning typically includes an engineering design report, annotated models or prototypes, data displays from tests, and a presentation that explains how scientific evidence, user needs, and trade-off analysis shaped the final solution.
Cte: In Human-Centered Design for CTE, students build content knowledge around technical specifications, industry standards, safety requirements, material properties, production processes, and the practical constraints that shape real products or systems. They must learn how to define users and stakeholders in operational terms, using vocabulary such as feasibility, tolerances, reliability, ergonomics, cost analysis, and fabrication methods. Knowledge-building activities commonly involve needs assessments, client interviews, concept sketching, CAD work, fabrication or prototyping, and performance testing against measurable criteria. Evidence of learning includes a design portfolio with process documentation, technical drawings or spec sheets, a working prototype, testing results, and a stakeholder-facing pitch or demonstration showing how the design meets user needs within constraints.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (5 phases total — you are designing Phase 2):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2)
  Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8) ◀ THIS PHASE
  Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13)
  Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18)
  Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 2 that belong in earlier phases
  - Do NOT include final presentations or exhibitions unless this is the last phase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 6 days × 45 min/day = 270 min TOTAL.
- Generate AT MOST 6 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 270 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 2):
## Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8)



DISCIPLINE GUIDANCE:
"Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 3-8
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 3,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will investigate how people experience heat in public spaces, test assumptions against observations and local data, and build an empathy-based evidence set that will guide later design decisions for a cooler public space.",
  "activities": [
    {
      "title": "🧠 Heat User Assumptions Sort",
      "description": "Students surface initial assumptions about who uses local public spaces, when heat feels unsafe or uncomfortable, and what features might make spaces cooler. Using sticky notes from the kickoff, teams sort statements into 'assumption,' 'evidence,' and 'question' columns, then create a short plan for what they need to observe or ask real users. The class builds a shared interview look-for list tied to shade, surface materials, seating, movement, and access.",
      "activity_type": "launch",
      "duration": 35,
      "day": 3,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Sorts at least 9 statements into assumption, evidence, and question categories",
        "Identifies at least 3 assumptions that need to be checked with observations or interviews",
        "Creates at least 4 usable interview or observation questions connected to heat, materials, or user needs"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)"
      ]
    },
    {
      "title": "🗺️ Campus Heat Pattern Walk",
      "description": "Students use printed campus maps, local heat map data, thermometers or infrared temperature readers, and site-note sheets to compare predicted hot spots with real observations. In pairs, they record surface type, shade coverage, nearby structures, and signs of how people use or avoid each area. Back in class, pairs add two annotated hot spots and one cooler comparison area to a class map.",
      "activity_type": "research",
      "duration": 45,
      "day": 4,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Records observations for at least 3 locations including one hot spot and one cooler area",
        "Includes temperature or heat evidence plus notes on surface, shade, and human use for each location",
        "Adds at least 2 annotated points to the class map with evidence-based comments about spatial patterns"
      ],
      "learning_goal_uuids": [
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)"
      ]
    },
    {
      "title": "🌞 Waves and Surface Mini Lab",
      "description": "Students revisit material samples such as black paper, foil, fabric, clear plastic, and concrete or asphalt samples to model how sunlight is reflected, absorbed, or transmitted. The teacher provides a short just-in-time lesson on wave behavior, then students test materials with lamps, thermometers, and a simple arrow model on notebook paper. Each student creates a labeled quick model linking one material property to likely heat gain in an outdoor space.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 5,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Tests at least 3 materials and records results in a data table",
        "Creates a labeled model showing reflection, absorption, or transmission with arrows and notes",
        "Explains one cause-and-effect relationship between material choice and surface heat using correct vocabulary"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)"
      ]
    },
    {
      "title": "🎤 Public Space User Interviews",
      "description": "Students interview people outside the classroom such as campus staff, students from other classes, family volunteers, or a city planning or sustainability partner about how heat changes where they sit, walk, wait, or gather. Teams use a shared note-catcher to capture direct quotes, user needs, and any mentions of shade, pavement, safety, accessibility, or comfort. They end by flagging which assumptions were confirmed, challenged, or still unclear.",
      "activity_type": "community_experience",
      "duration": 45,
      "day": 6,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Collects notes from at least 2 interviews with people outside the classroom",
        "Captures at least 3 direct quotes total about heat, comfort, movement, or public space use",
        "Identifies at least 2 findings that confirm or challenge the team’s earlier assumptions"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)"
      ]
    },
    {
      "title": "👤 Persona and Needs Board",
      "description": "Using interview notes, heat-map observations, and mini-lab evidence, teams create a persona and needs board for one likely user of a cooler public space. The board includes a short user profile, a needs list, key evidence quotes, and a first draft of criteria and constraints grounded in science and human use. Students then give feedback to 2 peers, receive feedback, and revise the board before posting it for a gallery check.",
      "activity_type": "deliverable",
      "duration": 55,
      "day": 7,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Includes 1 clear persona with at least 4 evidence-based details about user needs or behaviors",
        "Lists at least 2 design criteria and 2 constraints tied to comfort, safety, environment, or materials",
        "Uses at least 3 pieces of evidence from interviews, maps, or material tests",
        "Documents feedback from 2 peers and shows at least 2 revisions on the board"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)"
      ]
    },
    {
      "title": "📹 Design Circle Evidence Check",
      "description": "Students participate in a mid-project design circle and share one science idea, one team contribution, and one challenge they need to solve next. Each student also records a brief video reflection naming what they learned from material testing about how surfaces reflect, absorb, or transmit heat and how that affects future design choices. The teacher uses the circle and video as a milestone check before teams move into defining the problem in the next phase.",
      "activity_type": "assessment",
      "duration": 40,
      "day": 8,
      "student_grouping_type": "individual",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Shares 1 science idea, 1 team contribution, and 1 next challenge during the design circle",
        "Records a video reflection of 45-90 seconds using the terms reflect, absorb, or transmit correctly",
        "Explains how at least 1 material-testing result will influence a later design choice"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)","statement":"Students will be able to explain how sunlight is reflected, absorbed, or transmitted by different surface materials using evidence from material tests and wave models."},{"uuid":"159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)","statement":"Students will be able to develop and use a model of wave behavior to show how material choice affects heat gain in urban surfaces."},{"uuid":"b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)","statement":"Students will be able to analyze local heat map data and campus observations to identify spatial patterns of urban heat islands and hot spots."},{"uuid":"24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)","statement":"Students will be able to define criteria and constraints for a cooler public space design that addresses human needs, environmental impact, and scientific principles."},{"uuid":"6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)","statement":"Students will be able to generate, compare, and refine multiple design ideas for minimizing heat island effects using test data and feedback from experts."},{"uuid":"3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)","statement":"Students will be able to justify a final cooler public space proposal with evidence from material testing, maps, sketches, and partner feedback."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Design a way for cities to mitigate issues with heat islands.
  - Grade Level(s): ["7th Grade"]
  - Project Timeframe: 4 weeks, 5 days per week, 45 minutes per day
  - Standards that should be met: [Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Science - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.
    Description: I can find and engage with experts to understand the problem and get feedback.
    

    Social Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    Description: How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    

    Science - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    Description: I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Essential Question - 
  How can we design a cooler public space for our city that reduces heat while still working for the people who use it?
2. Community Partners - 
  A city planning or sustainability department can share local heat map data and meet with student teams during a short design review to help them test ideas for cooler streets and public spaces.
3. Reflection - 
  (1) Use a mid-project design circle where students share one science idea, one team contribution, and one challenge they need to solve next for a cooler public space.
(2) Have students record brief video reflections after testing materials, naming what they learned about how surfaces reflect, absorb, or transmit heat and how that changes their design choices.
4. Assessment - 
  (1) Use a final city design pitch with a model, map, or prototype that shows how the space reduces heat and explains the science behind each material choice.
(2) Have students present a before-and-after comparison using local heat map data and testing results to show how their design changed over time.
5. Project Launch - 
  Heat Hunt Kickoff: Students use local heat map data, sticky notes, and quick observations to spot the hottest places around campus and generate ideas for a cooler public space.
6. Exhibition - 
  Cool City Expo: Host a public gallery walk where students present their city design pitch with models, maps, and prototypes to families and city staff using local heat map data and testing results.
7. Critique and Revision - 
  Schedule a short design review with a city planning or sustainability partner so teams can test their ideas with local heat map data and tighten their materials, shade, and layout choices.
8. Product - 
  A before-and-after display board with temperature data, surface samples, and revised sketches that shows how the team improved a public space over time.
9. Core Content - 
  (1) Students will learn how sunlight interacts with different materials by testing which surfaces reflect, absorb, or transmit heat and light, then use those results to improve a cooler public space design.
(2) Students will engage in tests to understand and model the ways waves react when they hit a surface, how different materials impact the the path or energy of a wave, and how a wave will behave when it hits a specific object. 
(3) Students will practice explaining scientific reasoning and comparing before-and-after results with data, including a final pitch that connects heat island reduction, material testing, and real-world impacts on people and the environment.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with a Heat Hunt Kickoff where students examine local heat map data, use sticky notes to mark likely hot spots, and then walk campus to compare those predictions with real observations of pavement, shade, and surface materials. Back in class, teams test a few common materials under a lamp or in sunlight to notice how surfaces reflect, absorb, or transmit heat and light. End with a short reveal of the challenge to design a cooler public space for the city, using notes from the walk and test results to generate first ideas and questions for a city planning or sustainability partner.","purpose":"Students investigate why some city spaces get dangerously hot and design a cooler public space that works for the people who use it. They use local heat map data, campus observations, and material tests to understand how surfaces reflect, absorb, or transmit heat and light, then apply that science to reduce human impact on the environment. Working with city planning or sustainability partners, teams create and revise a model, map, or prototype that responds to real community conditions and stakeholder feedback. The project builds students’ ability to analyze spatial patterns, evaluate possible solutions, and take informed civic action through a public design pitch and exhibition.","products":"Students will create heat maps of campus hot spots, material-testing data tables, wave-behavior models, and quick video reflections that document how different surfaces reflect, absorb, or transmit heat and light. In teams, they will develop revised sketches, layout plans, and small-scale prototypes for a cooler public space, using feedback from a city planning or sustainability partner during a design review. The final products will be a city design pitch and a before-and-after display board featuring local heat map data, temperature results, surface samples, maps, and revised design choices. For the public gallery walk, each team will also prepare a presentation set with their model, prototype, and evidence showing how their design reduces heat for people and the environment.","standards":"[Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.\n\n[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.\n\n[Next Generation 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.","exhibition":"Host a Cool City Expo as a public gallery walk where teams present their city design pitch to families, classmates, and city planning or sustainability staff. Each team can display a before-and-after board with local heat map data, temperature testing results, surface samples, revised sketches, and a model, map, or prototype showing how their public space reduces heat. Invite visitors to leave feedback on how well each design works for people, the environment, and the city, and have students explain the science behind their material, shade, and layout choices. This format celebrates student work while giving them an authentic audience for their final recommendations.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nScience - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.\n\nSocial Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?\n\nScience - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.","learning_goals":"Students investigate how sunlight and heat interact with materials by testing which surfaces reflect, absorb, or transmit energy and by using models to explain wave behavior on different materials. They analyze local heat map data, create maps of hot spots, and define design criteria and constraints for a cooler public space that considers people, place, and environmental impact. Students generate, test, revise, and defend design solutions using temperature data, surface samples, sketches, and feedback from city planning or sustainability partners. They communicate their learning through video reflections, a before-and-after display, and a public design pitch that explains how their choices could reduce heat island effects in the community."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Heat Island Investigation Portfolio with Mini Prototype","options":[],"choice_type":"fixed","description":"Each student creates an evidence-based research portfolio and a small concept prototype showing how one material or design choice could reduce heat in a public space. The portfolio must connect local data, material tests, and a user-centered problem statement.","learning_goal_ids":[1,2,3,4,5,6]},"team":{"scope":"team","title":"Cool City Public Space Proposal and Prototype Exhibition Board","options":[],"choice_type":"fixed","description":"Teams develop a shared how-might-we problem statement and a higher-fidelity model, map, or prototype for a cooler public space. The final board and pitch must show how individual research informed the team solution and how evidence and feedback shaped revisions.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"4":["individual","team"],"5":["individual","team"],"6":["individual","team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes reflection, absorption, and transmission in at least three tested materials","Uses results from material tests to support claims about heat gain","Includes correct science vocabulary in the explanation","Connects the model or explanation to how sunlight interacts with urban surfaces"],"learning_goal_id":1},{"criteria":["Includes a labeled model showing how wave behavior changes with material choice","Shows at least one cause-and-effect relationship between surface material and heat","Uses arrows, labels, or notes to explain energy transfer clearly","Model matches evidence from class testing or observations"],"learning_goal_id":2},{"criteria":["Uses local heat map data and campus observations to identify at least two hot spots","Shows spatial patterns clearly on a map or annotated visual","Explains what environmental or surface features may be causing the pattern","Distinguishes observed evidence from guesses or opinions"],"learning_goal_id":3},{"criteria":["States at least two criteria for a successful cooler public space design","Lists at least two constraints such as cost, space, safety, materials, or environmental impact","Connects the criteria and constraints to people who use the space","Uses scientific principles to explain why the criteria matter"],"learning_goal_id":4},{"criteria":["Generates multiple possible design ideas before choosing one","Uses test data or expert feedback to improve at least one idea","Compares options using feasibility and effectiveness","Documents at least one simple revision based on evidence"],"learning_goal_id":5},{"criteria":["Justifies the final design with evidence from at least three sources, such as tests, maps, sketches, or feedback","Explains how the design meets user needs and reduces heat island effects","Identifies one trade-off or limitation and explains how it was addressed","Presents a clear claim that is supported by specific evidence"],"learning_goal_id":6}]

THINKING LENS: Human-Centered Design
Use this template for projects where students must design with and for real people, not simply make a product or solve an abstract challenge. Prioritize empathy, evidence from direct user contact, iterative prototyping, and design decisions that can be traced back to user needs. Select this template when the strongest learning comes from understanding users, reframing problems, testing ideas quickly, and improving through feedback.

ACTIVITY GUIDANCE:
Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions.

Grade Adjustment: Keep the full design cycle but provide explicit supports for distinguishing problems from solutions and for using evidence in a How Might We statement. Require multiple ideas and at least one real user interaction, while keeping iteration logs simple and visible.

Discipline Focus:
Science: In Human-Centered Design for science, students build content knowledge about the scientific principles underlying the problem, along with engineering concepts such as criteria, constraints, systems, variables, trade-offs, and evidence-based iteration. They need discipline-specific vocabulary tied to the challenge—such as ecosystem dynamics, forces and energy, disease transmission, material properties, or climate systems—so their design decisions are scientifically justified rather than purely intuitive. Knowledge-building activities often include analyzing phenomena, reading scientific texts, conducting investigations, building and testing models or simulations, and using data to determine how well possible solutions address stakeholder needs. Evidence of learning typically includes an engineering design report, annotated models or prototypes, data displays from tests, and a presentation that explains how scientific evidence, user needs, and trade-off analysis shaped the final solution.
Cte: In Human-Centered Design for CTE, students build content knowledge around technical specifications, industry standards, safety requirements, material properties, production processes, and the practical constraints that shape real products or systems. They must learn how to define users and stakeholders in operational terms, using vocabulary such as feasibility, tolerances, reliability, ergonomics, cost analysis, and fabrication methods. Knowledge-building activities commonly involve needs assessments, client interviews, concept sketching, CAD work, fabrication or prototyping, and performance testing against measurable criteria. Evidence of learning includes a design portfolio with process documentation, technical drawings or spec sheets, a working prototype, testing results, and a stakeholder-facing pitch or demonstration showing how the design meets user needs within constraints.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (5 phases total — you are designing Phase 3):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2)
  Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8)
  Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13) ◀ THIS PHASE
  Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18)
  Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 3 that belong in earlier phases
  - Do NOT include final presentations or exhibitions unless this is the last phase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 5 days × 45 min/day = 225 min TOTAL.
- Generate AT MOST 5 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 225 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 3):
## Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13)



DISCIPLINE GUIDANCE:
"Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 9-13
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 9,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will turn their research and observations into a focused design brief, define measurable criteria and constraints for a cooler public space, and generate several evidence-based concept directions before selecting one to carry into prototyping.",
  "activities": [
    {
      "title": "🧠 Heat Patterns to Design Brief",
      "description": "Students sort phase 2 evidence including campus observation notes, user interview quotes, heat map screenshots, and material-test takeaways into pattern groups. The class then co-constructs a design-brief frame that names the users, hot-spot problem, and science ideas about reflection, absorption, and transmission that must guide solutions. Teams draft a one-page brief with a problem statement and key evidence.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 9,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Design brief names at least 1 target user group and 1 specific campus or city hot spot",
        "Includes at least 3 pieces of evidence from interviews, observations, heat maps, or material tests",
        "Uses the terms reflection, absorption, or transmission accurately at least 2 times",
        "Problem statement focuses on a need, not a finished solution"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)"
      ]
    },
    {
      "title": "🌞 Wave Model for Surface Choices",
      "description": "Using sample surfaces, arrows, and annotated diagrams, students build a quick model showing how waves interact with pavement, shade materials, and lighter or darker surfaces. The teacher models how to turn test evidence into cause-and-effect statements about heat gain, and students revise their diagrams to match class data. Each student completes a model that can be used to justify later design ideas.",
      "activity_type": "knowledge_building",
      "duration": 40,
      "day": 10,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Model includes at least 3 labeled materials or surfaces",
        "Uses arrows and notes to show reflection, absorption, or transmission for each material",
        "States at least 1 cause-and-effect explanation linking material choice to heat gain",
        "Model matches evidence from class testing or observations"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)"
      ]
    },
    {
      "title": "📋 How Might We Design Brief",
      "description": "Teams convert their evidence into a How Might We statement and a criteria-and-constraints chart for their cooler public space. They must include user needs, environmental impact, available space, safety, cost, and scientific requirements tied to reducing heat. This becomes the milestone gate for moving into concept generation.",
      "activity_type": "deliverable",
      "duration": 45,
      "day": 11,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "How Might We statement names a user, a place, and the heat problem in 1 sentence",
        "Chart lists at least 2 criteria and 2 constraints",
        "At least 1 criterion is linked to reflection, absorption, or transmission science",
        "Team explains why each criterion or constraint matters for people using the space"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)"
      ]
    },
    {
      "title": "✏️ Three Cooler Space Concepts",
      "description": "Teams use their approved brief to sketch three distinctly different public-space concepts on grid paper or digital slides, labeling materials, shade elements, surface changes, and user pathways. They add short notes comparing likely effectiveness and feasibility using heat data, user evidence, and wave-model ideas. Students then give feedback to 2 peers, receive feedback, and revise at least one concept before choosing a direction.",
      "activity_type": "project_work",
      "duration": 50,
      "day": 12,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Team produces 3 clearly different concept sketches",
        "Each sketch includes at least 3 labeled features such as material choice, shade, planting, or layout",
        "Comparison notes mention both feasibility and heat-reduction effectiveness for all 3 options",
        "Revision marks or notes show at least 1 change made after peer feedback"
      ],
      "learning_goal_uuids": [
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)"
      ]
    },
    {
      "title": "🎥 Concept Choice and Design Circle",
      "description": "Teams select one concept using a simple decision matrix and record a short mid-project design circle. In the circle, each student shares one science idea, one team contribution, and one challenge to solve next, then the team records a brief video naming how material behavior changed their design choice. The teacher uses the concept sheet, revision evidence, and reflection to confirm readiness for prototyping.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 13,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Decision matrix compares at least 2 concept options using agreed criteria",
        "Chosen concept is justified with evidence from at least 3 sources such as heat maps, interviews, tests, or sketches",
        "Video includes one accurate statement about how surfaces reflect, absorb, or transmit energy",
        "Each student contributes 1 science idea, 1 team contribution, and 1 next challenge during the design circle"
      ],
      "learning_goal_uuids": [
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)",
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)","statement":"Students will be able to explain how sunlight is reflected, absorbed, or transmitted by different surface materials using evidence from material tests and wave models."},{"uuid":"159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)","statement":"Students will be able to develop and use a model of wave behavior to show how material choice affects heat gain in urban surfaces."},{"uuid":"b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)","statement":"Students will be able to analyze local heat map data and campus observations to identify spatial patterns of urban heat islands and hot spots."},{"uuid":"24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)","statement":"Students will be able to define criteria and constraints for a cooler public space design that addresses human needs, environmental impact, and scientific principles."},{"uuid":"6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)","statement":"Students will be able to generate, compare, and refine multiple design ideas for minimizing heat island effects using test data and feedback from experts."},{"uuid":"3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)","statement":"Students will be able to justify a final cooler public space proposal with evidence from material testing, maps, sketches, and partner feedback."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Design a way for cities to mitigate issues with heat islands.
  - Grade Level(s): ["7th Grade"]
  - Project Timeframe: 4 weeks, 5 days per week, 45 minutes per day
  - Standards that should be met: [Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

[Next Generation 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.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Science - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.
    Description: I can find and engage with experts to understand the problem and get feedback.
    

    Social Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    Description: How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    

    Science - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    Description: I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Essential Question - 
  How can we design a cooler public space for our city that reduces heat while still working for the people who use it?
2. Community Partners - 
  A city planning or sustainability department can share local heat map data and meet with student teams during a short design review to help them test ideas for cooler streets and public spaces.
3. Reflection - 
  (1) Use a mid-project design circle where students share one science idea, one team contribution, and one challenge they need to solve next for a cooler public space.
(2) Have students record brief video reflections after testing materials, naming what they learned about how surfaces reflect, absorb, or transmit heat and how that changes their design choices.
4. Assessment - 
  (1) Use a final city design pitch with a model, map, or prototype that shows how the space reduces heat and explains the science behind each material choice.
(2) Have students present a before-and-after comparison using local heat map data and testing results to show how their design changed over time.
5. Project Launch - 
  Heat Hunt Kickoff: Students use local heat map data, sticky notes, and quick observations to spot the hottest places around campus and generate ideas for a cooler public space.
6. Exhibition - 
  Cool City Expo: Host a public gallery walk where students present their city design pitch with models, maps, and prototypes to families and city staff using local heat map data and testing results.
7. Critique and Revision - 
  Schedule a short design review with a city planning or sustainability partner so teams can test their ideas with local heat map data and tighten their materials, shade, and layout choices.
8. Product - 
  A before-and-after display board with temperature data, surface samples, and revised sketches that shows how the team improved a public space over time.
9. Core Content - 
  (1) Students will learn how sunlight interacts with different materials by testing which surfaces reflect, absorb, or transmit heat and light, then use those results to improve a cooler public space design.
(2) Students will engage in tests to understand and model the ways waves react when they hit a surface, how different materials impact the the path or energy of a wave, and how a wave will behave when it hits a specific object. 
(3) Students will practice explaining scientific reasoning and comparing before-and-after results with data, including a final pitch that connects heat island reduction, material testing, and real-world impacts on people and the environment.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with a Heat Hunt Kickoff where students examine local heat map data, use sticky notes to mark likely hot spots, and then walk campus to compare those predictions with real observations of pavement, shade, and surface materials. Back in class, teams test a few common materials under a lamp or in sunlight to notice how surfaces reflect, absorb, or transmit heat and light. End with a short reveal of the challenge to design a cooler public space for the city, using notes from the walk and test results to generate first ideas and questions for a city planning or sustainability partner.","purpose":"Students investigate why some city spaces get dangerously hot and design a cooler public space that works for the people who use it. They use local heat map data, campus observations, and material tests to understand how surfaces reflect, absorb, or transmit heat and light, then apply that science to reduce human impact on the environment. Working with city planning or sustainability partners, teams create and revise a model, map, or prototype that responds to real community conditions and stakeholder feedback. The project builds students’ ability to analyze spatial patterns, evaluate possible solutions, and take informed civic action through a public design pitch and exhibition.","products":"Students will create heat maps of campus hot spots, material-testing data tables, wave-behavior models, and quick video reflections that document how different surfaces reflect, absorb, or transmit heat and light. In teams, they will develop revised sketches, layout plans, and small-scale prototypes for a cooler public space, using feedback from a city planning or sustainability partner during a design review. The final products will be a city design pitch and a before-and-after display board featuring local heat map data, temperature results, surface samples, maps, and revised design choices. For the public gallery walk, each team will also prepare a presentation set with their model, prototype, and evidence showing how their design reduces heat for people and the environment.","standards":"[Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.\n\n[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.\n\n[Next Generation 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.","exhibition":"Host a Cool City Expo as a public gallery walk where teams present their city design pitch to families, classmates, and city planning or sustainability staff. Each team can display a before-and-after board with local heat map data, temperature testing results, surface samples, revised sketches, and a model, map, or prototype showing how their public space reduces heat. Invite visitors to leave feedback on how well each design works for people, the environment, and the city, and have students explain the science behind their material, shade, and layout choices. This format celebrates student work while giving them an authentic audience for their final recommendations.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nScience - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.\n\nSocial Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?\n\nScience - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.","learning_goals":"Students investigate how sunlight and heat interact with materials by testing which surfaces reflect, absorb, or transmit energy and by using models to explain wave behavior on different materials. They analyze local heat map data, create maps of hot spots, and define design criteria and constraints for a cooler public space that considers people, place, and environmental impact. Students generate, test, revise, and defend design solutions using temperature data, surface samples, sketches, and feedback from city planning or sustainability partners. They communicate their learning through video reflections, a before-and-after display, and a public design pitch that explains how their choices could reduce heat island effects in the community."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Heat Island Investigation Portfolio with Mini Prototype","options":[],"choice_type":"fixed","description":"Each student creates an evidence-based research portfolio and a small concept prototype showing how one material or design choice could reduce heat in a public space. The portfolio must connect local data, material tests, and a user-centered problem statement.","learning_goal_ids":[1,2,3,4,5,6]},"team":{"scope":"team","title":"Cool City Public Space Proposal and Prototype Exhibition Board","options":[],"choice_type":"fixed","description":"Teams develop a shared how-might-we problem statement and a higher-fidelity model, map, or prototype for a cooler public space. The final board and pitch must show how individual research informed the team solution and how evidence and feedback shaped revisions.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"4":["individual","team"],"5":["individual","team"],"6":["individual","team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes reflection, absorption, and transmission in at least three tested materials","Uses results from material tests to support claims about heat gain","Includes correct science vocabulary in the explanation","Connects the model or explanation to how sunlight interacts with urban surfaces"],"learning_goal_id":1},{"criteria":["Includes a labeled model showing how wave behavior changes with material choice","Shows at least one cause-and-effect relationship between surface material and heat","Uses arrows, labels, or notes to explain energy transfer clearly","Model matches evidence from class testing or observations"],"learning_goal_id":2},{"criteria":["Uses local heat map data and campus observations to identify at least two hot spots","Shows spatial patterns clearly on a map or annotated visual","Explains what environmental or surface features may be causing the pattern","Distinguishes observed evidence from guesses or opinions"],"learning_goal_id":3},{"criteria":["States at least two criteria for a successful cooler public space design","Lists at least two constraints such as cost, space, safety, materials, or environmental impact","Connects the criteria and constraints to people who use the space","Uses scientific principles to explain why the criteria matter"],"learning_goal_id":4},{"criteria":["Generates multiple possible design ideas before choosing one","Uses test data or expert feedback to improve at least one idea","Compares options using feasibility and effectiveness","Documents at least one simple revision based on evidence"],"learning_goal_id":5},{"criteria":["Justifies the final design with evidence from at least three sources, such as tests, maps, sketches, or feedback","Explains how the design meets user needs and reduces heat island effects","Identifies one trade-off or limitation and explains how it was addressed","Presents a clear claim that is supported by specific evidence"],"learning_goal_id":6}]

THINKING LENS: Human-Centered Design
Use this template for projects where students must design with and for real people, not simply make a product or solve an abstract challenge. Prioritize empathy, evidence from direct user contact, iterative prototyping, and design decisions that can be traced back to user needs. Select this template when the strongest learning comes from understanding users, reframing problems, testing ideas quickly, and improving through feedback.

ACTIVITY GUIDANCE:
Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions.

Grade Adjustment: Keep the full design cycle but provide explicit supports for distinguishing problems from solutions and for using evidence in a How Might We statement. Require multiple ideas and at least one real user interaction, while keeping iteration logs simple and visible.

Discipline Focus:
Science: In Human-Centered Design for science, students build content knowledge about the scientific principles underlying the problem, along with engineering concepts such as criteria, constraints, systems, variables, trade-offs, and evidence-based iteration. They need discipline-specific vocabulary tied to the challenge—such as ecosystem dynamics, forces and energy, disease transmission, material properties, or climate systems—so their design decisions are scientifically justified rather than purely intuitive. Knowledge-building activities often include analyzing phenomena, reading scientific texts, conducting investigations, building and testing models or simulations, and using data to determine how well possible solutions address stakeholder needs. Evidence of learning typically includes an engineering design report, annotated models or prototypes, data displays from tests, and a presentation that explains how scientific evidence, user needs, and trade-off analysis shaped the final solution.
Cte: In Human-Centered Design for CTE, students build content knowledge around technical specifications, industry standards, safety requirements, material properties, production processes, and the practical constraints that shape real products or systems. They must learn how to define users and stakeholders in operational terms, using vocabulary such as feasibility, tolerances, reliability, ergonomics, cost analysis, and fabrication methods. Knowledge-building activities commonly involve needs assessments, client interviews, concept sketching, CAD work, fabrication or prototyping, and performance testing against measurable criteria. Evidence of learning includes a design portfolio with process documentation, technical drawings or spec sheets, a working prototype, testing results, and a stakeholder-facing pitch or demonstration showing how the design meets user needs within constraints.
Social Studies: Knowledge-building activities should develop historical thinking, civic reasoning, and social analysis relevant to the project: primary source analysis, perspective-taking, contextual research, and policy evaluation. Include activities where students examine documents, maps, and data from multiple viewpoints, evaluate credibility, and connect past patterns to present situations. Evidence types include source analyses, perspective comparisons, policy proposals, and community engagement artifacts.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (5 phases total — you are designing Phase 4):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2)
  Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8)
  Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13)
  Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18) ◀ THIS PHASE
  Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20)

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 4 that belong in earlier phases
  - Do NOT include final presentations or exhibitions unless this is the last phase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 5 days × 45 min/day = 225 min TOTAL.
- Generate AT MOST 5 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 225 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 4):
## Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18)



DISCIPLINE GUIDANCE:
"Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 14-18
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 14,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will refine cooler public space ideas through rapid prototyping, material-based testing, stakeholder critique, and evidence-based revision. They will complete two iteration cycles, document how feedback changes their design decisions, and prepare a stakeholder-facing pitch that uses maps, tests, sketches, and user needs to justify a revised proposal.",
  "activities": [
    {
      "title": "🧪 Material Test Tuning",
      "description": "Teams run quick comparative tests on selected surface and shade materials using lamps, thermometers or infrared temperature readers, foil, fabric, cardboard, plastic, and sample coatings. The teacher models how to record before-and-after temperatures and connect each result to reflection, absorption, or transmission so teams can decide what belongs in their prototype. Each student records a brief video reflection naming one material result and one design change it suggests.",
      "activity_type": "knowledge_building",
      "duration": 40,
      "day": 14,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Records temperature data for at least 3 tested materials in a table",
        "Uses the terms reflection, absorption, or transmission correctly for each material",
        "Completes a video reflection of 30-60 seconds naming one evidence-based design revision"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)"
      ]
    },
    {
      "title": "🛠️ Cooler Space Prototype Build",
      "description": "Teams build a low-fidelity model or layout of their public space using foam board, grid paper, index cards, clay, recycled materials, labels, and color-coded arrows for heat and shade movement. They must include a campus or city map reference, at least two cooling features, and notes showing how chosen materials reduce heat for users. The work period ends with a quick table check to confirm the prototype is ready for user testing.",
      "activity_type": "project_work",
      "duration": 45,
      "day": 15,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Builds one complete low-fidelity prototype with labeled materials and features",
        "Shows at least 2 cooling strategies such as shade, surface change, vegetation, or layout shift",
        "Includes one map-based reference to a real hot spot or use area"
      ],
      "learning_goal_uuids": [
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)"
      ]
    },
    {
      "title": "👥 Design Circle Feedback",
      "description": "Teams take part in a mid-project design circle and structured peer critique using sentence stems, sticky notes, and a feedback tracker. Each student shares one science idea, one team contribution, and one challenge to solve next, then gives feedback to 2 peers, receives feedback, and revises the prototype or layout notes. Students sort comments into user needs, heat-reduction science, and feasibility before choosing next steps.",
      "activity_type": "deliverable",
      "duration": 40,
      "day": 16,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Gives written or verbal feedback to 2 peers using evidence-based comments",
        "Receives at least 2 pieces of peer feedback and records them on a tracker",
        "Makes at least 1 visible revision to the prototype, sketch, or design notes after feedback"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)"
      ]
    },
    {
      "title": "🏙️ City Planner Design Review",
      "description": "A city planning or sustainability partner meets with teams for a short critique round. Teams present their prototype, local heat map evidence, and testing data, then ask targeted questions about materials, shade placement, user access, safety, and environmental impact. After the review, teams revise sketches or prototype labels to show a second documented iteration based on expert feedback.",
      "activity_type": "community_experience",
      "duration": 45,
      "day": 17,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Shares a prototype plus at least 2 evidence sources during the review",
        "Asks the community partner at least 1 prepared question tied to design choices",
        "Documents at least 2 revision decisions based on expert feedback"
      ],
      "learning_goal_uuids": [
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)"
      ]
    },
    {
      "title": "📊 Before-and-After Pitch Checkpoint",
      "description": "Teams assemble a draft stakeholder pitch using a revised sketch or prototype, local heat map visuals, material test data, and a before-and-after comparison of the site. They present a short run-through to the teacher and another team, then tighten claims, evidence order, and next-step recommendations. This checkpoint serves as the phase gate for moving into the public showcase.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 18,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Includes a before-and-after comparison using local heat map data and test results",
        "Justifies the design with evidence from at least 3 sources such as maps, tests, sketches, or feedback",
        "Explains one trade-off or limitation and one next-step recommendation clearly in a 2-3 minute draft pitch"
      ],
      "learning_goal_uuids": [
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)"
      ]
    }
  ]
}

ROLE: You are an experienced curriculum designer who specializes in creating hands-on, real-world learning experiences rooted in project-based and deeper learning principles.

You are designing activities for ONE PHASE of a project-based learning journey. FOLLOW THESE RULES EXACTLY:

- Aim for 6-10 activities for phases in projects 4+ weeks long.

Before developing activities, review learning goals and products to determine the most effective activities to elicit performance of learning goals and development of products.  Then, begin designing.

===== PRIMARY FOCUS =====
- Design activities that elicit performance of one or more learning goals. 

===== ACTIVITY MIX =====
- Each phase should ideally have 2-3 "knowledge_building" activities.
- Aim for ~30% of activities to be "knowledge_building" type.
- Balance "project_work" + "deliverable" - no more than ~40% combined.
- Follow a TEACH -> APPLY rhythm: knowledge_building first, then project_work/deliverable.
- Build on skills from previous phases - form progressive sequences.
- "community_experience" is ONLY for connections with people OUTSIDE the classroom.
- MAXIMUM 1-2 "assessment" activities. Assessments are milestone checkpoints, NOT reflections.

===== ACTIVITY TYPES =====
Use these EXACT values:
- "launch": Entry event - introduce driving question, hook students
- "deliverable": Formative work product - checkpoint, draft, or preliminary work that feeds into summative assessment
- "assessment": Summative evaluation - traditional (quiz/test) or performance-based (major product with rubric)
- "knowledge_building": Direct instruction, guided practice, and skill-building sessions
- "project_work": Hands-on work time for prototyping, creating, building, and applying skills
- "research": Student-driven investigation — reading articles, analyzing informational text, conducting research, and presenting findings.
- "community_experience": Community connections — site visits, buddy visits, expert panels, interviews, and real-world encounters that ground the project in authentic context.

===== PEDAGOGICAL QUALITY =====
- PEER FEEDBACK: Include peer feedback rounds where students "give feedback to 2 peers, receive feedback, and revise."
- MILESTONE GATES: Use grading_required: true for demonstrated competency that gates progression.
- ITERATION LOOPS: students produce work -> get feedback -> revise -> get feedback again.
- JUST-IN-TIME SKILLS: Teach technical skills immediately before students need them.
- DURATION: Each class period is 45 minutes. Vary durations realistically - NOT every activity should be the same length. Every activity MUST have a duration field in minutes.
- CROSS-DISCIPLINARY: Weave in relevant subject areas naturally.

===== TITLE RULES =====
- Every title MUST name specific content, tools, or artifacts from THIS project
- NEVER prefix with activity type labels - the activity_type field already provides this
- Prepend a relevant emoji to each title
- Keep titles SHORT (3-8 words after the emoji). Put details in the description, NOT the title.
- NEVER add parenthetical clarifications like "(Individual Draft)" or "(Give feedback to 2 peers)"

===== DESCRIPTION RULES =====
- Scale depth to complexity. Simple reflection = 1 sentence. Multi-step build = 3-4 sentences.
- Name specific materials, tools, techniques, and expected outputs.
- Do NOT repeat phrases from other phases.

===== SUCCESS CRITERIA RULES =====
- Specific and measurable. Include quantities, formats, or observable evidence.


LEARNING GOAL DISTRIBUTION:
Distribute these across activities so EVERY learning goal appears on at least one activity in this phase OR in another phase.
For each activity, list the uuids of the goals it scaffolds toward in the "learning_goal_uuids" array.
Goals (use these uuids):
[{"uuid":"fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)","statement":"Students will be able to explain how sunlight is reflected, absorbed, or transmitted by different surface materials using evidence from material tests and wave models."},{"uuid":"159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)","statement":"Students will be able to develop and use a model of wave behavior to show how material choice affects heat gain in urban surfaces."},{"uuid":"b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)","statement":"Students will be able to analyze local heat map data and campus observations to identify spatial patterns of urban heat islands and hot spots."},{"uuid":"24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)","statement":"Students will be able to define criteria and constraints for a cooler public space design that addresses human needs, environmental impact, and scientific principles."},{"uuid":"6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)","statement":"Students will be able to generate, compare, and refine multiple design ideas for minimizing heat island effects using test data and feedback from experts."},{"uuid":"3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)","statement":"Students will be able to justify a final cooler public space proposal with evidence from material testing, maps, sketches, and partner feedback."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: Design a way for cities to mitigate issues with heat islands.
  - Grade Level(s): ["7th Grade"]
  - Project Timeframe: 4 weeks, 5 days per week, 45 minutes per day
  - Standards that should be met: [Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

[Next Generation 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.
  - Competencies that should be met: 
    Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    Description: How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?
    

    Social Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?
    Description: How well can I assess options for individual and collective action to address local, regional, and global problems?
    

    Science - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.
    Description: I can find and engage with experts to understand the problem and get feedback.
    

    Social Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    Description: How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?
    

    Science - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    Description: I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Essential Question - 
  How can we design a cooler public space for our city that reduces heat while still working for the people who use it?
2. Community Partners - 
  A city planning or sustainability department can share local heat map data and meet with student teams during a short design review to help them test ideas for cooler streets and public spaces.
3. Reflection - 
  (1) Use a mid-project design circle where students share one science idea, one team contribution, and one challenge they need to solve next for a cooler public space.
(2) Have students record brief video reflections after testing materials, naming what they learned about how surfaces reflect, absorb, or transmit heat and how that changes their design choices.
4. Assessment - 
  (1) Use a final city design pitch with a model, map, or prototype that shows how the space reduces heat and explains the science behind each material choice.
(2) Have students present a before-and-after comparison using local heat map data and testing results to show how their design changed over time.
5. Project Launch - 
  Heat Hunt Kickoff: Students use local heat map data, sticky notes, and quick observations to spot the hottest places around campus and generate ideas for a cooler public space.
6. Exhibition - 
  Cool City Expo: Host a public gallery walk where students present their city design pitch with models, maps, and prototypes to families and city staff using local heat map data and testing results.
7. Critique and Revision - 
  Schedule a short design review with a city planning or sustainability partner so teams can test their ideas with local heat map data and tighten their materials, shade, and layout choices.
8. Product - 
  A before-and-after display board with temperature data, surface samples, and revised sketches that shows how the team improved a public space over time.
9. Core Content - 
  (1) Students will learn how sunlight interacts with different materials by testing which surfaces reflect, absorb, or transmit heat and light, then use those results to improve a cooler public space design.
(2) Students will engage in tests to understand and model the ways waves react when they hit a surface, how different materials impact the the path or energy of a wave, and how a wave will behave when it hits a specific object. 
(3) Students will practice explaining scientific reasoning and comparing before-and-after results with data, including a final pitch that connects heat island reduction, material testing, and real-world impacts on people and the environment.

PROJECT OVERVIEW (1-Pager):
{"launch":"Begin with a Heat Hunt Kickoff where students examine local heat map data, use sticky notes to mark likely hot spots, and then walk campus to compare those predictions with real observations of pavement, shade, and surface materials. Back in class, teams test a few common materials under a lamp or in sunlight to notice how surfaces reflect, absorb, or transmit heat and light. End with a short reveal of the challenge to design a cooler public space for the city, using notes from the walk and test results to generate first ideas and questions for a city planning or sustainability partner.","purpose":"Students investigate why some city spaces get dangerously hot and design a cooler public space that works for the people who use it. They use local heat map data, campus observations, and material tests to understand how surfaces reflect, absorb, or transmit heat and light, then apply that science to reduce human impact on the environment. Working with city planning or sustainability partners, teams create and revise a model, map, or prototype that responds to real community conditions and stakeholder feedback. The project builds students’ ability to analyze spatial patterns, evaluate possible solutions, and take informed civic action through a public design pitch and exhibition.","products":"Students will create heat maps of campus hot spots, material-testing data tables, wave-behavior models, and quick video reflections that document how different surfaces reflect, absorb, or transmit heat and light. In teams, they will develop revised sketches, layout plans, and small-scale prototypes for a cooler public space, using feedback from a city planning or sustainability partner during a design review. The final products will be a city design pitch and a before-and-after display board featuring local heat map data, temperature results, surface samples, maps, and revised design choices. For the public gallery walk, each team will also prepare a presentation set with their model, prototype, and evidence showing how their design reduces heat for people and the environment.","standards":"[Next Generation Science Standards] MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.\n\n[Next Generation Science Standards] MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.\n\n[Next Generation 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.","exhibition":"Host a Cool City Expo as a public gallery walk where teams present their city design pitch to families, classmates, and city planning or sustainability staff. Each team can display a before-and-after board with local heat map data, temperature testing results, surface samples, revised sketches, and a model, map, or prototype showing how their public space reduces heat. Invite visitors to leave feedback on how well each design works for people, the environment, and the city, and have students explain the science behind their material, shade, and layout choices. This format celebrates student work while giving them an authentic audience for their final recommendations.","competencies":"Social Studies - Make an Impact - Take Action (SS.3.4) - How well can I plan and take action to address local, national, and global problems by engaging multiple stakeholders and reflecting on key learnings through the experience?\n\nSocial Studies - Make an Impact - Build Civic Knowledge (SS.3.3) - How well can I assess options for individual and collective action to address local, regional, and global problems?\n\nScience - Design Solutions - Engage with experts (SCI.4.3) - I can find and engage with experts to understand the problem and get feedback.\n\nSocial Studies - Apply Geographic Knowledge and Reasoning - Display and explain spatial patterns (SS.4.1) - How well can I create maps to display and explain the spatial patterns of cultural and environmental characteristics?\n\nScience - Design Solutions - Generate ideas and evaluate solutions (SCI.4.2) - I can generate ideas for solving a problem and evaluate the feasibility and effectiveness of different solutions.","learning_goals":"Students investigate how sunlight and heat interact with materials by testing which surfaces reflect, absorb, or transmit energy and by using models to explain wave behavior on different materials. They analyze local heat map data, create maps of hot spots, and define design criteria and constraints for a cooler public space that considers people, place, and environmental impact. Students generate, test, revise, and defend design solutions using temperature data, surface samples, sketches, and feedback from city planning or sustainability partners. They communicate their learning through video reflections, a before-and-after display, and a public design pitch that explains how their choices could reduce heat island effects in the community."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Heat Island Investigation Portfolio with Mini Prototype","options":[],"choice_type":"fixed","description":"Each student creates an evidence-based research portfolio and a small concept prototype showing how one material or design choice could reduce heat in a public space. The portfolio must connect local data, material tests, and a user-centered problem statement.","learning_goal_ids":[1,2,3,4,5,6]},"team":{"scope":"team","title":"Cool City Public Space Proposal and Prototype Exhibition Board","options":[],"choice_type":"fixed","description":"Teams develop a shared how-might-we problem statement and a higher-fidelity model, map, or prototype for a cooler public space. The final board and pitch must show how individual research informed the team solution and how evidence and feedback shaped revisions.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"4":["individual","team"],"5":["individual","team"],"6":["individual","team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes reflection, absorption, and transmission in at least three tested materials","Uses results from material tests to support claims about heat gain","Includes correct science vocabulary in the explanation","Connects the model or explanation to how sunlight interacts with urban surfaces"],"learning_goal_id":1},{"criteria":["Includes a labeled model showing how wave behavior changes with material choice","Shows at least one cause-and-effect relationship between surface material and heat","Uses arrows, labels, or notes to explain energy transfer clearly","Model matches evidence from class testing or observations"],"learning_goal_id":2},{"criteria":["Uses local heat map data and campus observations to identify at least two hot spots","Shows spatial patterns clearly on a map or annotated visual","Explains what environmental or surface features may be causing the pattern","Distinguishes observed evidence from guesses or opinions"],"learning_goal_id":3},{"criteria":["States at least two criteria for a successful cooler public space design","Lists at least two constraints such as cost, space, safety, materials, or environmental impact","Connects the criteria and constraints to people who use the space","Uses scientific principles to explain why the criteria matter"],"learning_goal_id":4},{"criteria":["Generates multiple possible design ideas before choosing one","Uses test data or expert feedback to improve at least one idea","Compares options using feasibility and effectiveness","Documents at least one simple revision based on evidence"],"learning_goal_id":5},{"criteria":["Justifies the final design with evidence from at least three sources, such as tests, maps, sketches, or feedback","Explains how the design meets user needs and reduces heat island effects","Identifies one trade-off or limitation and explains how it was addressed","Presents a clear claim that is supported by specific evidence"],"learning_goal_id":6}]

THINKING LENS: Human-Centered Design
Use this template for projects where students must design with and for real people, not simply make a product or solve an abstract challenge. Prioritize empathy, evidence from direct user contact, iterative prototyping, and design decisions that can be traced back to user needs. Select this template when the strongest learning comes from understanding users, reframing problems, testing ideas quickly, and improving through feedback.

ACTIVITY GUIDANCE:
Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions.

Grade Adjustment: Keep the full design cycle but provide explicit supports for distinguishing problems from solutions and for using evidence in a How Might We statement. Require multiple ideas and at least one real user interaction, while keeping iteration logs simple and visible.

Discipline Focus:
Science: In Human-Centered Design for science, students build content knowledge about the scientific principles underlying the problem, along with engineering concepts such as criteria, constraints, systems, variables, trade-offs, and evidence-based iteration. They need discipline-specific vocabulary tied to the challenge—such as ecosystem dynamics, forces and energy, disease transmission, material properties, or climate systems—so their design decisions are scientifically justified rather than purely intuitive. Knowledge-building activities often include analyzing phenomena, reading scientific texts, conducting investigations, building and testing models or simulations, and using data to determine how well possible solutions address stakeholder needs. Evidence of learning typically includes an engineering design report, annotated models or prototypes, data displays from tests, and a presentation that explains how scientific evidence, user needs, and trade-off analysis shaped the final solution.
Social Studies: Knowledge-building activities should develop historical thinking, civic reasoning, and social analysis relevant to the project: primary source analysis, perspective-taking, contextual research, and policy evaluation. Include activities where students examine documents, maps, and data from multiple viewpoints, evaluate credibility, and connect past patterns to present situations. Evidence types include source analyses, perspective comparisons, policy proposals, and community engagement artifacts.
Cte: In Human-Centered Design for CTE, students build content knowledge around technical specifications, industry standards, safety requirements, material properties, production processes, and the practical constraints that shape real products or systems. They must learn how to define users and stakeholders in operational terms, using vocabulary such as feasibility, tolerances, reliability, ergonomics, cost analysis, and fabrication methods. Knowledge-building activities commonly involve needs assessments, client interviews, concept sketching, CAD work, fabrication or prototyping, and performance testing against measurable criteria. Evidence of learning includes a design portfolio with process documentation, technical drawings or spec sheets, a working prototype, testing results, and a stakeholder-facing pitch or demonstration showing how the design meets user needs within constraints.
GRADE LEVEL REQUIREMENTS (Grades 6-8):
- Balance collaborative and independent work
- Students can handle multi-step instructions
- Written reflections and analysis appropriate
- Peer feedback activities work well at this level


PROJECT ARC (5 phases total — you are designing Phase 5):
  Phase 1: Launch — Introduce the driving question, hook students, and set project expectations. (2 days, days 1-2)
  Phase 2: Research And Empathize — Students conduct direct user research and assumption-checks about how people use public spaces in the heat, then create a structured empathy artifact (persona, needs, and evidence). They also capture early observations using heat-map data and site notes to confirm what they think is driving local heat. (6 days, days 3-8)
  Phase 3: Define And Ideate — Students synthesize research into a clear design brief and create a How Might We statement that includes science criteria (reflect/absorb/transmit heat) and constraints for minimizing human/environmental impact. They then generate multiple distinct concept directions for a cooler public space and document the reasoning for each. (5 days, days 9-13)
  Phase 4: Prototype And Pitch — Students build rapid low-fidelity prototypes, run user testing, and complete at least two documented iteration cycles based on feedback (with brief video reflections after material tests). They finalize a refined prototype and deliver a stakeholder-facing presentation that shows before-and-after evidence using heat-map data, temperature/surface test results, and clear next-step recommendations. (5 days, days 14-18)
  Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20) ◀ THIS PHASE

SKILL PROGRESSION ACROSS PHASES:
  - Earlier phases should teach foundational skills; later phases build on them
  - Do NOT teach skills in Phase 5 that belong in earlier phases
  - This is the FINAL phase — include culminating presentation, exhibition, or showcase


HARD TIME BUDGET — NEVER EXCEED THIS:
- This phase has 2 days × 45 min/day = 90 min TOTAL.
- Generate AT MOST 2 activities for this phase (roughly 1 per day).
- The SUM of ALL activity durations MUST BE ≤ 90 minutes.
- BEFORE returning, add up all durations and verify the total is within budget. If over, REMOVE activities until within budget.

GENERATE ACTIVITIES FOR THIS PHASE ONLY (Phase 5):
## Phase 5: Showcase — Present final products to an authentic audience and reflect on learning. (2 days, days 19-20)



DISCIPLINE GUIDANCE:
"Emphasize activities where students interview, observe, shadow, map user experiences, cluster patterns, brainstorm broadly, sketch concepts, build quick prototypes, test with users, and document how feedback changes the design. Build in structured moves that surface assumptions and force students to check those assumptions against real evidence. Include both divergent and convergent thinking routines, with convergence weighted toward user desirability rather than student preference alone. Avoid activities that let students rely only on internet research, jump straight to polished building, produce only minor variations of one idea, or present only a finished product without showing evidence, iteration, and unresolved questions."


ADDITIONAL GUIDELINES:
- Make sure to prioritize and directly integrate ALL Required Instructional Elements

- Ensure all ideas are grade level appropriate
- Ensure all ideas are achievable within the given timeframe
- Prioritize ideas that allow all students to meaningfully participate and succeed
- Prioritize project-based, experiential ideas and avoid traditional worksheets or lectures.
- Provide actionable ideas based on the context provided without including explanations of the task or reasoning process.
- Avoid terms like "empower" that imply giving or granting agency to students. Rather, use direct, active language that recognizes students' existing capabilities.
- Do not repeat or restate details from the prompt in your response.
- Each activity needs realistic duration in minutes and a specific day number within days 19-20
- student_grouping_type must be: individual, pair, small_group, or whole_class
- LAUNCH activities go near the BEGINNING of the phase
- ASSESSMENT activities go toward the END of the phase
- Omit student_instructions to save space.

Return JSON:
{
  "description": "Students will...",
  "activities": [
    { "title": "🔬 ...", "description": "...",
      "activity_type": "knowledge_building",
      "duration": 30, "day": 19,
      "student_grouping_type": "individual|pair|small_group|whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": ["...", "..."],
      "learning_goal_uuids": ["<uuid of a goal this activity scaffolds>"] }
Standards and competencies are derived from the assigned goals — do NOT return them per activity.
  ]
}

{
  "description": "Students will present their cooler public space proposals to an authentic audience, defend their science and design choices with evidence, compare before-and-after design changes, and reflect on how feedback, testing, and stakeholder needs shaped their final work.",
  "activities": [
    {
      "title": "🖼️ Cool City Expo Setup",
      "description": "Teams assemble their exhibition space using the before-and-after display board, local heat map visuals, revised sketches, surface samples, and model, map, or prototype. They do a brief presentation run-through, checking that each claim is tied to testing data, campus observations, or partner feedback and that every team member has a speaking role. Students make final visible edits to labels, arrows, and evidence captions so visitors can follow how the design changed over time.",
      "activity_type": "deliverable",
      "duration": 25,
      "day": 19,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Display includes at least 1 before-and-after comparison, 1 local heat map or annotated campus map, 1 model/map/prototype, and 3 labeled evidence sources",
        "Each team member is assigned and practices at least 1 speaking part",
        "Board labels use science vocabulary including reflection, absorption, transmission, criteria, or constraints",
        "At least 2 revisions from earlier feedback are visible in sketches, captions, or prototype features"
      ],
      "learning_goal_uuids": [
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)"
      ]
    },
    {
      "title": "🌆 City Design Pitch",
      "description": "Teams present at the Cool City Expo to classmates, families, and city planning or sustainability guests, explaining how their proposal reduces heat and works for people who use the space. Each pitch must include a before-and-after comparison using local heat map data and material-testing results, plus a clear explanation of how sunlight interacts with chosen surfaces. After presenting, students complete a brief video reflection naming one science idea, one team contribution, and one challenge they would solve next.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 20,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Presentation uses evidence from at least 3 sources such as material tests, heat maps, sketches, feedback notes, or prototype observations",
        "Team explains how at least 3 materials reflect, absorb, or transmit sunlight and connects that science to heat reduction choices",
        "Before-and-after comparison identifies at least 2 design changes and explains why each change was made",
        "Pitch names at least 2 criteria and 2 constraints and explains how the final design responds to users, environment, and feasibility",
        "Each student submits a video reflection with 3 parts: 1 science idea, 1 team contribution, and 1 next challenge"
      ],
      "learning_goal_uuids": [
        "fb3d1afe-756f-424d-b244-ba19e467f01e (Goal 1: Students will be able to explain how sunlight is reflected, absorbed, or tran...)",
        "159757c2-b578-453c-8035-74aedc5b014a (Goal 2: Students will be able to develop and use a model of wave behavior to show how...)",
        "b36f3d46-85df-408c-8dbf-2a4b8dc52e34 (Goal 3: Students will be able to analyze local heat map data and campus observations ...)",
        "24c2171d-5348-4f81-b3bc-1ba9c3af706b (Goal 4: Students will be able to define criteria and constraints for a cooler public ...)",
        "6839d167-437d-47a0-8806-666dac614d7c (Goal 5: Students will be able to generate, compare, and refine multiple design ideas ...)",
        "3d5841ca-585e-4d5c-8629-7031673134d5 (Goal 6: Students will be able to justify a final cooler public space proposal with ev...)"
      ]
    }
  ]
}