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Science
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Plan and design
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- I can draw a simple picture to show my idea for a project.
- I can explain my plan in simple terms.
Project-specific:- I can draw a simple picture and label key parts of my passive cooling idea (for example: shade, airflow paths, and surface materials) for a community seating area
- I can explain my plan in simple terms for how the design will reduce heat transfer.
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- I can create a basic plan for a project with steps.
- I can use simple diagrams to show my design.
Project-specific:- I can create a basic step-by-step plan for my passive cooling model, including what materials I will use and how I will build it
- I can use simple diagrams to show how my design provides shade and airflow and minimizes heat absorption.
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- I can develop a detailed plan for a project, including timelines and resources.
- I can a detailed diagram or model to illustrate my design.
Project-specific:- I can develop a detailed plan that includes a clear build sequence, materials list, and approximate dimensions for my 1:10 model
- I can create a more detailed diagram or small model that shows where shade, airflow, and reflective/low-heat-absorbing surfaces will be placed.
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- I can apply project management techniques to plan and design a project.
- I can apply project management techniques to plan and design a project, including assigning responsibilities, if a group task.
- I can think ahead about what could go wrong with my design and make changes to improve it.
- I can incorporate feedback from peers and mentors into my prototype.
Project-specific:- I can apply project management techniques to plan and design my model, including assigning responsibilities (if I work in a team) and setting a timeline for construction and testing
- I can plan ahead for possible design problems (like poor airflow or unstable structures) and adjust my plan after incorporating peer and mentor feedback.
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- I can develop comprehensive project plans that include risk assessments, budgets, and detailed timelines.
- I can identify possible problems in my solution and plan ways to resolve them.
- I can incorporate feedback from peers, mentors, and stakeholders into my prototype.
- I can use advanced design tools and software to create a detailed, high-quality prototype.
Project-specific:- I can develop a comprehensive project plan that includes a risk assessment, budget/material constraints, and detailed timelines tied to specific build-and-test goals
- I can identify likely failure points in my design and plan specific solutions, then incorporate feedback from mentors and stakeholders to refine my prototype plan and materials choices.
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- I can lead cross-disciplinary teams to plan and design complex projects.
- I can anticipate and systematically analyze possible problems in my solution and create comprehensive plans to resolve them.
- I can present and defend my project plans and designs to stakeholders, incorporating their feedback to refine the project.
- I can use advanced design tools and software to create a detailed, professional-quality prototype.
Project-specific:- I can lead a cross-disciplinary team to plan and design a complex, well-justified prototype by systematically analyzing multiple design constraints (thermal energy transfer, usability, and sustainable materials)
- I can present and defend my detailed design plan to stakeholders and incorporate their feedback to improve the design, using advanced tools/software to produce a professional-quality, build-ready prototype.
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Science
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Test and iterate
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- With some help, I can test a model or prototype to see how it works.
- With some help, I can come up with ideas about how to improve its design.
Project-specific:- With some help, I can test my passive cooling prototype/model to see how it affects surface temperature and record basic observations (e.g., which area is cooler/warmer)
- I can follow directions to make one simple adjustment or note one possible improvement.
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- I can test my prototype or model and record my results.
- I can identify one important change that would improve my design.
Project-specific:- I can test my prototype/model according to the plan and record my results in a data table (at least a few temperature measurements and/or comparison notes)
- I can identify one important change to improve cooling performance and make that adjustment for the next test.
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- I can test my prototype or model and record detailed data and/or results.
- I can engage in an improvement cycle to improve one aspect of my design.
Project-specific:- I can test my prototype/model multiple times and record detailed data (e.g., repeated temperature measurements, averages, and clear units)
- I can run an improvement cycle by analyzing the results to refine one aspect of the design (such as shade coverage, airflow path, or surface material).
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- I can test my prototype or model through various use cases, and record detailed data and/or results.
- I can engage in an improvement cycle that includes user feedback to eliminate a significant flaw or limitation.
Project-specific:- I can test my prototype/model through various use cases (different positions, surface types, shade conditions, or airflow setups) and record detailed data and results
- I can use user feedback (peers and/or experts) to identify and fix a significant limitation, then retest to verify the improvement.
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- I can test my prototype or model through various use cases, and record detailed data, results, and key insights.
- I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations.
- I can discuss the viability of my prototype and its potential for further development.
Project-specific:- I can test my prototype/model through multiple use cases and clearly communicate key insights from the results (including what worked, what didn’t, and why temperature differences occurred)
- I can complete multiple improvement cycles using user feedback to enhance performance and eliminate major flaws, and I can justify my final design choices with evidence from testing.
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- I can test my prototype or model through various use cases and record detailed data, results, and key insights.
- I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations, gathering input from key stakeholders and/or relevant experts.
- I can discuss the viability of my prototype and its potential for further development, considering insights derived from testing, iteration, and user feedback.
Project-specific:- I can test my prototype/model through a range of realistic conditions and record detailed, reliable data while refining my design based on input from key stakeholders/experts
- I can evaluate the viability of my prototype—describing remaining risks or constraints, what further development would target, and how I know using evidence from testing and iterations.
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Science
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Engage with experts
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- I can talk with someone who knows a lot about a problem or topic.
- I can ask simple questions and listen to learn from others' ideas or experiences.
Project-specific:- I can talk with an expert (like a city parks staff member or landscape architect) and ask simple questions about what they know from experience
- I can listen to their answers and tell what new information I learned.
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- I can ask questions to learn about a design problem from someone with experience or expertise.
- I can notice new ideas or connections based on what others share and say what I learned.
Project-specific:- I can ask questions to an expert to better understand the design problem and how thermal comfort is affected in real outdoor spaces
- I can notice connections between what they say and my ideas, and explain one way it helps me understand heat transfer and cooling needs.
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- I can prepare questions in advance to ask experts about design problems and solutions.
- I can compare what I learn from different people and explain how it helps me understand the problem or explore new solutions.
- I can create design criteria for a successful solution, drawing on what I've learned.
Project-specific:- I can prepare questions in advance for an expert about shade, airflow, material choices, and how to test or improve a passive cooling idea
- I can compare what I learn from different experts and use it to create initial design criteria for what a successful solution should achieve.
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- I can share my questions and ideas with experts or people with lived experience to get feedback.
- I can use what I learn from their input to improve my concept or approach, and explain how their feedback helped shape my thinking.
- I can create or revise my design criteria for a successful solution, integrating what I've learned.
Project-specific:- I can share my draft ideas and questions with experts and ask for specific feedback
- I can revise my design criteria and explain how their input changed my approach to improving surface cooling and usability.
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- I can seek out and collaborate with experts or stakeholders to explore problems or co-design solutions together.
- I can purposefully incorporate different kinds of expertise or experience to shape the design process.
- I can create design criteria for a successful solution that prioritizes the needs and preferences of those most impacted by the challenge.
Project-specific:- I can seek out and collaborate with multiple experts or stakeholders to develop and refine my passive cooling concept
- I can incorporate their expertise into my design criteria so my solution prioritizes the needs and preferences of people who will use the seating space.
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- I can collaborate with experts, users, or community members to test, refine, or strengthen ideas, prototypes, or design methods.
- I can synthesize feedback from multiple sources and use it to refine and improve my designs or methods.
- I can create and refine design criteria to ensure the final solution reflects the priorities, perspectives, and needs of the people and environments most impacted by the challenge.
Project-specific:- I can work with experts and community members to test, refine, and strengthen my prototypes and methods for reducing thermal energy transfer
- I can synthesize feedback from multiple sources to update my design criteria and explain how the final solution reflects the priorities of the most impacted users and environment.
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Science
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Generate ideas and evaluate solutions
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- I can share my ideas for how to make something better or easier.
- I can show my ideas (e.g., words, pictures) and explain which one I would try and why.
Project-specific:- I can share one idea for improving a passive cooling design by showing it with words and a sketch or simple labeled picture, and I can explain why I would try that idea first.
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- I can share my ideas for solving a design problem and explain why each might work. I can work with others to compare different ideas, choose the one we like best, and explain why.
Project-specific:- I can brainstorm several solution ideas for reducing surface heat (e.g., shade, surface choice, airflow paths) and explain why each might work, and I can work with my team to compare options, choose one, and justify our best pick.
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- I can brainstorm multiple ideas for solving a design problem, and organize them to show what they do or how they work (e.g., sketches, models, lists).
- I can use criteria to compare different solutions, and explain which are worth trying.
Project-specific:- I can generate and organize multiple design ideas using sketches, quick diagrams, or a simple model, and I can use clear criteria (like predicted temperature reduction, usability, and feasibility) to compare solutions and select which to test.
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- I can apply structured brainstorming methods (e.g., Six Thinking Hats) to generate and refine ideas for solving complex design problems.
- I can use criteria to compare, combine, and/or improve ideas.
Project-specific:- I can apply a structured brainstorming method (like Six Thinking Hats) to refine and combine ideas for our seating-area cooling challenge, and I can evaluate the best options using criteria tied to thermal energy transfer (minimize/maximize transfer as appropriate).
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- I can generate and refine innovative solutions using creative thinking tools (e.g., SCAMPER, The Reframing Matrix, Hurson’s Production Thinking Model, Empathy Map, Lateral Thinking).
- I can evaluate solutions using rigorous criteria (e.g., effectiveness, equity, sustainability) and apply advanced evaluation techniques (e.g., SWOT analysis, PEST analysis) to assess risks, tradeoffs, and unintended consequences.
Project-specific:- I can use creative thinking tools (like SCAMPER or lateral thinking) to develop innovative cooling solutions, and I can evaluate them with rigorous criteria (effectiveness, equity/usability, and sustainability) while considering risks and possible unintended consequences.
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- I can generate and refine bold solutions that address complex challenges (e.g., technical, social, environmental).
- I can evaluate ideas using rigorous criteria, relevant techniques, and diverse inputs (e.g., data, modeling, stakeholder feedback) and clearly explain the benefits, tradeoffs, and limitations of each possible solution in context.
Project-specific:- I can generate bold, context-specific solution options and evaluate them using rigorous, evidence-based techniques (e.g., data-informed predictions, simple modeling, and stakeholder feedback), and I can clearly explain the benefits, tradeoffs, limitations, and risks for each option before deciding what to test.
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Mathematics
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Communicate and defend my solution
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- I can write a sentence that explains my answer to the problem.
Project-specific:- I can write a sentence that clearly explains how my passive cooling solution answers the heat-transfer problem (e.g., how my design reduces thermal energy transfer to surfaces).
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- I can write a sentence that explains my answer to the problem.
- I can show the steps I took to find my answer.
Project-specific:- I can write a sentence explaining my solution and show the main steps I took to decide it, using evidence from my temperature observations (heat map/prototype data).
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- I can communicate my solution to an audience using an appropriate format (e.g. formal presentation, report, slide show, or narrated video/screencast).
- I can explain how I represented the problem and the steps I took to find the solution.
- I can state my solution to the problem using mathematical language.
Project-specific:- I can communicate my solution to an audience using an appropriate format (e.g., brief presentation or report), and I can explain how I represented the problem and the steps I took to find my solution
- I can state my design claim using scientific words for thermal energy transfer (e.g., shade/absorption/heat flow).
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- I can communicate my solution to an audience using an appropriate format (e.g. formal presentation, report, slide show, or narrated video/screencast).
- I can describe my assumptions or research required for the model.
- I can explain the model I chose and the steps I took to find the solution.
- I can state my solution to the problem using mathematical language and proper mathematical notation.
Project-specific:- I can communicate my solution to an audience and describe the assumptions or research I used for my scale model (such as material choices or expected cooling effects)
- I can explain why I chose my model and how the design connects to reducing thermal energy transfer, and I can state my solution using mathematical language (e.g., temperatures, ΔT = T_initial − T_final).
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- I can communicate my solution to an audience using an appropriate format (e.g. formal presentation, report, slide show, or narrated video/screencast).
- I can describe my assumptions or research required for the model.
- I can explain the model I chose and why I chose it.
- I can explain the steps I took to find the solution, and why the results are reasonable or not reasonable.
- I can state my solution to the problem using mathematical language and proper mathematical notation.
- When appropriate, I can respond to questions and critique about my solution.
Project-specific:- I can communicate my solution and describe my assumptions/research, then explain why my chosen model fits the goal of minimizing unwanted heat transfer
- I can explain the steps I took to test and revise, justify whether the temperature results are reasonable (or not), state my solution with proper mathematical notation (e.g., units and ΔT), and I can respond to questions and critique about my design with evidence from my data.
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- I can communicate my solution to an audience using an appropriate format (e.g. formal presentation, report, slide show, or narrated video/screencast).
- I can describe my assumptions or research required for the model and how those assumptions impacted the accuracy of the solution.
- I can explain the model I chose and why I chose it.
- I can explain the steps I took to find the solution, and why the results are reasonable or not reasonable.
- I can state my solution to the problem using mathematical language and proper mathematical notation.
- I can respond to questions and critique about my solution directly and persuasively.
Project-specific:- I can communicate my solution persuasively to an audience by clearly describing how assumptions affected the accuracy of my model and explaining why my design choices support the thermal-energy goal
- I can explain model choice and test results as reasonable (or limited), state my solution with correct mathematical notation and units, and directly address critique by adjusting my explanation to match the evidence.
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