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":null,"statement":"Students will be able to explain thermal energy transfer in outdoor materials and structures to identify why asphalt, concrete, shade, airflow, and reflective surfaces change surface temperature in a heat island."},{"uuid":null,"statement":"Students will be able to measure and compare surface temperatures of campus locations to identify heat island patterns and justify which conditions reduce heat most effectively."},{"uuid":null,"statement":"Students will be able to generate and evaluate multiple passive cooling concepts for a scale seating-area model using criteria, constraints, and trade-off reasoning."},{"uuid":null,"statement":"Students will be able to create a detailed scale plan for a 1:10 passive cooling structure that includes sustainable materials, shade, airflow paths, and usable seating space."},{"uuid":null,"statement":"Students will be able to construct and test a passive cooling prototype to reduce model surface temperature by at least 5°C using data from repeated trials."},{"uuid":null,"statement":"Students will be able to modify a design based on expert, peer, and test feedback to improve cooling effectiveness, usability, and sustainability."},{"uuid":null,"statement":"Students will be able to communicate and defend a final engineering solution using temperature data, design log evidence, and a comparison of trade-offs and limitations."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: The Scenario:
Your city is experiencing record-breaking summer temperatures. Densely packed neighborhoods with lots of asphalt and concrete are becoming "Heat Islands," staying up to 10°F warmer than nearby parks. The local community center needs a way to keep its outdoor seating area cool without using electricity for massive fans or AC units.

The Task:
Design and build a Passive Cooling Structure for a 1:10 scale model of the seating area. Your goal is to use engineering principles to lower the "ground" temperature of your model by at least 5°C using only sustainable materials and clever design.
  - 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-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - Competencies that should be met: 
    Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.
    Description: I can create a detailed plan or prototype for the chosen solution.
    

    Science - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    Description: I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    

    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.
    

    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.
    

    Mathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?
    Description: How well can I defend my solution and explain my process?
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Community Partners - 
  (1) A city parks and recreation staff member can review student prototypes and share how public spaces use benches, canopies, and plantings to stay cooler in summer.
(2) A landscape architect can meet with small teams to give feedback on airflow, shade angles, and material choices for the passive cooling structure.
2. Essential Question - 
  How can we design a passive cooling structure for a community seating area that lowers temperature while still feeling welcoming and usable for people?
3. Reflection - 
  (1) After testing each prototype with temperature readings, have teams write a quick design log entry comparing what worked, what failed, and what they would change next.
(2) Use a mid-project gallery walk where students leave sticky-note feedback on other teams’ models and then revise their own plans based on shade, airflow, and usability observations.
(3) After the city parks and recreation staff member visit, hold a short team discussion in which students identify one idea they will keep and one community-use concern they need to improve.
4. Assessment - 
  (1) Use a prototype challenge rubric to assess each team’s final model, temperature drop data, sustainable material choices, and how well the design keeps the seating area usable and welcoming.
(2) Have teams present a brief design review to the city parks and recreation staff member and landscape architect, explaining how their structure manages shade, airflow, and community use while answering feedback questions.
(3) Score a mid-project gallery walk using sticky-note comments that show how teams identify strengths, notice problems, and revise plans based on peer observations about cooling and usability.
5. Exhibition - 
  Cool Court Showcase: Students present their passive cooling models to the city parks and recreation staff member and landscape architect, then invite families and classmates to vote on the most welcoming design after a live temperature-drop demonstration.
6. Project Launch - 
  Heat Island Hunt: Students map the hottest and coolest spots around campus, then connect those patterns to the question of how a seating area can stay cool and welcoming.
7. Core Content - 
  (1) Explore heat transfer, thermal energy, and temperature measurement through campus heat mapping, model testing, and comparing how shade, airflow, and materials change surface temperatures.
(2) Practice the engineering design process by defining the cooling challenge, brainstorming solutions, building scale prototypes, testing them with data, and revising based on results and peer feedback.
(3) Investigate how different sustainable materials and surface textures absorb, reflect, or block heat by selecting and comparing cardboard, fabric, recycled plastics, foil, and plant-based materials in model builds.
(4) Use evidence-based communication skills to record design logs, interpret temperature data, present findings to community partners, and revise claims using feedback from a gallery walk and final review.
8. Critique and Revision - 
  (1) Build in a test-and-revise cycle every week where teams measure model temperatures, record one success and one problem in a design log, and make one specific change before the next test.
(2) Schedule a mid-project gallery walk so students leave sticky-note feedback on shade, airflow, and seating comfort, then use the comments to revise their next prototype.
(3) Invite the city parks and recreation staff member to review prototypes and have each team note one feature to keep and one public-use issue to improve before rebuilding.
9. Product - 
  A revised public-space model featuring shade structures, airflow channels, and eco-friendly materials that teams can present to community partners and family judges after live testing.

PROJECT OVERVIEW (1-Pager):
{"launch":"Start with a Heat Island Hunt around campus: teams use infrared thermometers to measure and map the hottest and coolest surfaces, comparing asphalt, concrete, grass, shaded benches, and building edges. Back in class, students analyze the temperature patterns, discuss why some spaces feel more welcoming than others, and connect their findings to the question of how to cool a community seating area without electricity. Then reveal the design challenge with photos or a simple model of the community center seating space, and have students do a quick sketch-and-share of one passive cooling idea they want to test.","purpose":"Students investigate how heat transfer affects public spaces and use the engineering design process to create a passive cooling solution for a community seating area. They apply temperature data, material testing, and scale-model design to build a structure that reduces surface heat while staying welcoming and usable for people. Through feedback from a city parks and recreation staff member, a landscape architect, peers, and family audiences, students revise their ideas and defend their final design with evidence.","products":"Students will create a sequence of products: a campus heat map from the launch investigation, annotated sketches and scale plans, weekly prototype versions, temperature-data tables and graphs, and design log entries documenting each test-and-revise cycle. Midway through, teams will produce a gallery-walk display with their current model, cooling evidence, and revision notes based on sticky-note feedback about shade, airflow, and usability. The final product is a revised 1:10 passive cooling model of the seating area that uses sustainable materials, lowers surface temperature by at least 5°C, and includes features that keep the space welcoming and usable. Teams will also create a short design review presentation for the city parks and recreation staff member and landscape architect, then present the model again at the Cool Court Showcase with a live temperature-drop demonstration for families and classmates.","standards":"[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","exhibition":"Host a “Cool Court Showcase” where teams present their revised scale models to the city parks and recreation staff member, a landscape architect, families, and classmates. Each team gives a brief design review explaining how their structure uses shade, airflow, and sustainable materials, then demonstrates its impact with a live temperature-drop test and shares design log evidence from revisions. Guests use a simple feedback ballot to vote on the most welcoming and usable design while community partners ask questions and offer final comments. Display heat-mapping visuals, prototype iterations, and data tables around the room so visitors can see how each team tested, revised, and defended its solution.","competencies":"Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.\n\nScience - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.\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\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.\n\nMathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?","learning_goals":"Students will apply scientific principles of thermal energy transfer to plan, build, test, and revise a scale passive cooling structure that reduces surface temperature while keeping a seating area usable and welcoming. They will investigate how shade, airflow, surface texture, and sustainable materials affect heat absorption and cooling, using temperature measurements and model data to improve their designs. Students will generate and compare possible solutions, seek and use feedback from a city parks and recreation staff member, a landscape architect, and peers, and document revisions in design logs. They will communicate and defend their final design with evidence from prototype tests, material choices, and usability considerations during a public design review and showcase."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Passive Cooling Design Notebook with Concept Sketches and Decision Matrix","options":[],"choice_type":"fixed","description":"Each student will produce an original design notebook showing multiple solution concepts, annotated sketches, a decision matrix, and a brief justification for the chosen idea. This proves individual mastery of the science ideas, planning, and evidence-based decision making before team construction begins.","learning_goal_ids":[0,1,2,3,6]},"team":{"scope":"team","title":"Revised 1:10 Passive Cooling Model with Test Data Poster and Design Review Presentation","options":[],"choice_type":"fixed","description":"Teams will build and revise a functional scale model that meets the cooling challenge, then present evidence of performance, trade-offs, and limitations. The model must show at least one revision based on data and feedback, and it must include a live temperature-drop demonstration.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"0":["individual"],"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"6":["individual","team"],"4":["team"],"5":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes how thermal energy moves by conduction, convection, and radiation in outdoor surfaces and structures.","Explains why asphalt, concrete, shade, airflow, and reflective materials affect heat retention or cooling.","Uses correct science vocabulary in a written or oral explanation.","Connects at least two material or design features to observed temperature differences."],"learning_goal_id":0},{"criteria":["Collects surface temperature data from multiple campus locations using an infrared thermometer or equivalent tool.","Records measurements clearly in a table or map with labeled locations and units.","Compares hottest and coolest surfaces using quantitative evidence.","Justifies which conditions reduce heat most effectively based on the data."],"learning_goal_id":1},{"criteria":["Generates at least three different passive cooling ideas.","Compares each idea against the design criteria and constraints.","Uses a decision matrix or similar tool with evidence-based ratings.","Explains trade-offs for at least two ideas before selecting a direction."],"learning_goal_id":2},{"criteria":["Creates a scale drawing or plan with accurate dimensions for the 1:10 model.","Includes required design features such as shade, airflow paths, sustainable materials, and usable seating space.","Uses labeled annotations to explain how each feature supports cooling.","Plan is detailed enough that another person could build the model from it."],"learning_goal_id":3},{"criteria":["Builds a prototype or model that matches the approved plan closely enough to test.","Conducts repeated temperature trials and records results with units.","Shows evidence that the prototype reduced surface temperature by at least 5°C or explains how close it came.","Uses test data to identify strengths and weaknesses of the design."],"learning_goal_id":4},{"criteria":["Makes at least one clear revision based on data or feedback from experts or peers.","Explains how the revision improved cooling, usability, or sustainability.","Documents the original version, feedback received, and final change in the design log.","Uses evidence to justify why the revision was chosen over other possible changes."],"learning_goal_id":5},{"criteria":["Presents a clear claim about how well the design solved the problem.","Uses temperature data, design log evidence, and material choices to support the claim.","Explains at least one trade-off or limitation of the final design.","Answers questions by referring to evidence rather than opinion."],"learning_goal_id":6}]

THINKING LENS: Engineering Design
Use this template for projects where students must solve a technical problem by designing, building, testing, and improving a device, system, structure, process, or computational prototype. Prioritize engineering discipline: define the problem in terms of measurable criteria and constraints before proposing solutions, compare multiple concepts systematically, and make decisions based on evidence rather than preference. This template is the right fit when success depends on trade-off analysis, prototype performance, and iteration driven by test data.

ACTIVITY GUIDANCE:
Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like "it works" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan.

Grade Adjustment: Use this template in a highly scaffolded form with clear models for design briefs, concept sketches, decision matrices, and test plans. Emphasize quantitative comparison, authentic constraints, and the idea that failure data helps improve the design.

Discipline Focus:
Science: In Engineering Design for science, students build content knowledge in the scientific principles that govern the problem space—such as forces, energy transfer, ecosystems, chemical interactions, or Earth systems—along with engineering vocabulary like criteria, constraints, optimization, trade-offs, reliability, and system performance. They need to understand how quantitative specifications can be derived from science ideas and how social, environmental, and safety impacts shape design decisions. Knowledge-building activities typically include investigating relevant phenomena, analyzing scientific data sets, reading technical diagrams or short scientific texts, building mathematical or computational models, and conducting controlled tests of prototypes or simulations. Evidence of learning includes an engineering design report that uses scientific reasoning and test data, a prototype or model evaluated against prioritized criteria, a trade-off matrix comparing possible solutions, and a technical presentation explaining how evidence from testing led to iteration.
Cte: Knowledge-building activities should develop industry-standard engineering practices: following professional design processes, applying codes and standards, using industry-standard tools and software, and meeting professional quality benchmarks. Include activities where students work with real engineering standards, use professional CAD or simulation tools, and produce work that meets industry specifications. Evidence types include professional-quality drawings, specifications documents, standards compliance reports, and industry-standard deliverables.
Math: Knowledge-building activities should apply mathematical modeling and analysis to engineering challenges: using geometry for spatial reasoning, applying algebra for constraint optimization, performing calculations for structural or system analysis, and using statistics for quality control. Include activities where students create mathematical models of engineering problems, perform calculations to validate designs, and use data analysis to improve solutions. Evidence types include engineering calculations, mathematical models, optimization analyses, and statistical quality reports.
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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8)
  Phase 3: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13)
  Phase 4: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (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 act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like \"it works\" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan."


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 investigate campus heat patterns, connect those observations to thermal energy transfer, and begin the passive cooling design challenge by identifying measurable criteria, stakeholder needs, and first design ideas for a welcoming community seating area.",
  "activities": [
    {
      "title": "🌡️ Campus Heat Island Hunt",
      "description": "Teams use infrared thermometers and a simple campus map to measure surface temperatures at asphalt, concrete, grass, shaded seating, and building-edge locations. Students record readings with units, note shade and airflow conditions, and mark hot and cool zones on a shared class heat map. The class closes by comparing patterns and naming which site conditions appear to lower heat most effectively.",
      "activity_type": "launch",
      "duration": 45,
      "day": 1,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Records temperature data for at least 5 campus locations with labels and °C units.",
        "Identifies at least 2 hottest and 2 coolest surfaces on the map.",
        "Includes notes about shade, material, or airflow for each measured location.",
        "Uses quantitative evidence from the map to state one condition that appears to reduce heat."
      ],
      "learning_goal_uuids": [null, null]
    },
    {
      "title": "☀️ Cooling Challenge Sketchboard",
      "description": "Using the shared heat map, photos of the seating area, and a short mini-lesson on conduction, convection, and radiation, students connect why surfaces heated differently and how shade, reflective materials, and airflow could help. Pairs create a quick annotated sketch of one passive cooling idea for the 1:10 seating model, then give feedback to 2 peers, receive feedback, and revise the sketch with one change. Students finish by adding a design notebook entry that lists one feature to keep, one question about usability, and one measurable goal for later testing.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 2,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Annotated sketch includes at least 3 labeled features related to shade, airflow, materials, or seating use.",
        "Uses at least 3 correct science terms such as conduction, convection, radiation, reflective, or surface temperature.",
        "Provides feedback to 2 peers and records at least 1 revision made after feedback.",
        "Design notebook entry names 1 measurable performance goal and 1 usability concern for the seating area."
      ],
      "learning_goal_uuids": [null, null, null, null]
    }
  ]
}

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":null,"statement":"Students will be able to explain thermal energy transfer in outdoor materials and structures to identify why asphalt, concrete, shade, airflow, and reflective surfaces change surface temperature in a heat island."},{"uuid":null,"statement":"Students will be able to measure and compare surface temperatures of campus locations to identify heat island patterns and justify which conditions reduce heat most effectively."},{"uuid":null,"statement":"Students will be able to generate and evaluate multiple passive cooling concepts for a scale seating-area model using criteria, constraints, and trade-off reasoning."},{"uuid":null,"statement":"Students will be able to create a detailed scale plan for a 1:10 passive cooling structure that includes sustainable materials, shade, airflow paths, and usable seating space."},{"uuid":null,"statement":"Students will be able to construct and test a passive cooling prototype to reduce model surface temperature by at least 5°C using data from repeated trials."},{"uuid":null,"statement":"Students will be able to modify a design based on expert, peer, and test feedback to improve cooling effectiveness, usability, and sustainability."},{"uuid":null,"statement":"Students will be able to communicate and defend a final engineering solution using temperature data, design log evidence, and a comparison of trade-offs and limitations."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: The Scenario:
Your city is experiencing record-breaking summer temperatures. Densely packed neighborhoods with lots of asphalt and concrete are becoming "Heat Islands," staying up to 10°F warmer than nearby parks. The local community center needs a way to keep its outdoor seating area cool without using electricity for massive fans or AC units.

The Task:
Design and build a Passive Cooling Structure for a 1:10 scale model of the seating area. Your goal is to use engineering principles to lower the "ground" temperature of your model by at least 5°C using only sustainable materials and clever design.
  - 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-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - Competencies that should be met: 
    Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.
    Description: I can create a detailed plan or prototype for the chosen solution.
    

    Science - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    Description: I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    

    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.
    

    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.
    

    Mathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?
    Description: How well can I defend my solution and explain my process?
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Community Partners - 
  (1) A city parks and recreation staff member can review student prototypes and share how public spaces use benches, canopies, and plantings to stay cooler in summer.
(2) A landscape architect can meet with small teams to give feedback on airflow, shade angles, and material choices for the passive cooling structure.
2. Essential Question - 
  How can we design a passive cooling structure for a community seating area that lowers temperature while still feeling welcoming and usable for people?
3. Reflection - 
  (1) After testing each prototype with temperature readings, have teams write a quick design log entry comparing what worked, what failed, and what they would change next.
(2) Use a mid-project gallery walk where students leave sticky-note feedback on other teams’ models and then revise their own plans based on shade, airflow, and usability observations.
(3) After the city parks and recreation staff member visit, hold a short team discussion in which students identify one idea they will keep and one community-use concern they need to improve.
4. Assessment - 
  (1) Use a prototype challenge rubric to assess each team’s final model, temperature drop data, sustainable material choices, and how well the design keeps the seating area usable and welcoming.
(2) Have teams present a brief design review to the city parks and recreation staff member and landscape architect, explaining how their structure manages shade, airflow, and community use while answering feedback questions.
(3) Score a mid-project gallery walk using sticky-note comments that show how teams identify strengths, notice problems, and revise plans based on peer observations about cooling and usability.
5. Exhibition - 
  Cool Court Showcase: Students present their passive cooling models to the city parks and recreation staff member and landscape architect, then invite families and classmates to vote on the most welcoming design after a live temperature-drop demonstration.
6. Project Launch - 
  Heat Island Hunt: Students map the hottest and coolest spots around campus, then connect those patterns to the question of how a seating area can stay cool and welcoming.
7. Core Content - 
  (1) Explore heat transfer, thermal energy, and temperature measurement through campus heat mapping, model testing, and comparing how shade, airflow, and materials change surface temperatures.
(2) Practice the engineering design process by defining the cooling challenge, brainstorming solutions, building scale prototypes, testing them with data, and revising based on results and peer feedback.
(3) Investigate how different sustainable materials and surface textures absorb, reflect, or block heat by selecting and comparing cardboard, fabric, recycled plastics, foil, and plant-based materials in model builds.
(4) Use evidence-based communication skills to record design logs, interpret temperature data, present findings to community partners, and revise claims using feedback from a gallery walk and final review.
8. Critique and Revision - 
  (1) Build in a test-and-revise cycle every week where teams measure model temperatures, record one success and one problem in a design log, and make one specific change before the next test.
(2) Schedule a mid-project gallery walk so students leave sticky-note feedback on shade, airflow, and seating comfort, then use the comments to revise their next prototype.
(3) Invite the city parks and recreation staff member to review prototypes and have each team note one feature to keep and one public-use issue to improve before rebuilding.
9. Product - 
  A revised public-space model featuring shade structures, airflow channels, and eco-friendly materials that teams can present to community partners and family judges after live testing.

PROJECT OVERVIEW (1-Pager):
{"launch":"Start with a Heat Island Hunt around campus: teams use infrared thermometers to measure and map the hottest and coolest surfaces, comparing asphalt, concrete, grass, shaded benches, and building edges. Back in class, students analyze the temperature patterns, discuss why some spaces feel more welcoming than others, and connect their findings to the question of how to cool a community seating area without electricity. Then reveal the design challenge with photos or a simple model of the community center seating space, and have students do a quick sketch-and-share of one passive cooling idea they want to test.","purpose":"Students investigate how heat transfer affects public spaces and use the engineering design process to create a passive cooling solution for a community seating area. They apply temperature data, material testing, and scale-model design to build a structure that reduces surface heat while staying welcoming and usable for people. Through feedback from a city parks and recreation staff member, a landscape architect, peers, and family audiences, students revise their ideas and defend their final design with evidence.","products":"Students will create a sequence of products: a campus heat map from the launch investigation, annotated sketches and scale plans, weekly prototype versions, temperature-data tables and graphs, and design log entries documenting each test-and-revise cycle. Midway through, teams will produce a gallery-walk display with their current model, cooling evidence, and revision notes based on sticky-note feedback about shade, airflow, and usability. The final product is a revised 1:10 passive cooling model of the seating area that uses sustainable materials, lowers surface temperature by at least 5°C, and includes features that keep the space welcoming and usable. Teams will also create a short design review presentation for the city parks and recreation staff member and landscape architect, then present the model again at the Cool Court Showcase with a live temperature-drop demonstration for families and classmates.","standards":"[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","exhibition":"Host a “Cool Court Showcase” where teams present their revised scale models to the city parks and recreation staff member, a landscape architect, families, and classmates. Each team gives a brief design review explaining how their structure uses shade, airflow, and sustainable materials, then demonstrates its impact with a live temperature-drop test and shares design log evidence from revisions. Guests use a simple feedback ballot to vote on the most welcoming and usable design while community partners ask questions and offer final comments. Display heat-mapping visuals, prototype iterations, and data tables around the room so visitors can see how each team tested, revised, and defended its solution.","competencies":"Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.\n\nScience - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.\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\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.\n\nMathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?","learning_goals":"Students will apply scientific principles of thermal energy transfer to plan, build, test, and revise a scale passive cooling structure that reduces surface temperature while keeping a seating area usable and welcoming. They will investigate how shade, airflow, surface texture, and sustainable materials affect heat absorption and cooling, using temperature measurements and model data to improve their designs. Students will generate and compare possible solutions, seek and use feedback from a city parks and recreation staff member, a landscape architect, and peers, and document revisions in design logs. They will communicate and defend their final design with evidence from prototype tests, material choices, and usability considerations during a public design review and showcase."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Passive Cooling Design Notebook with Concept Sketches and Decision Matrix","options":[],"choice_type":"fixed","description":"Each student will produce an original design notebook showing multiple solution concepts, annotated sketches, a decision matrix, and a brief justification for the chosen idea. This proves individual mastery of the science ideas, planning, and evidence-based decision making before team construction begins.","learning_goal_ids":[0,1,2,3,6]},"team":{"scope":"team","title":"Revised 1:10 Passive Cooling Model with Test Data Poster and Design Review Presentation","options":[],"choice_type":"fixed","description":"Teams will build and revise a functional scale model that meets the cooling challenge, then present evidence of performance, trade-offs, and limitations. The model must show at least one revision based on data and feedback, and it must include a live temperature-drop demonstration.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"0":["individual"],"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"6":["individual","team"],"4":["team"],"5":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes how thermal energy moves by conduction, convection, and radiation in outdoor surfaces and structures.","Explains why asphalt, concrete, shade, airflow, and reflective materials affect heat retention or cooling.","Uses correct science vocabulary in a written or oral explanation.","Connects at least two material or design features to observed temperature differences."],"learning_goal_id":0},{"criteria":["Collects surface temperature data from multiple campus locations using an infrared thermometer or equivalent tool.","Records measurements clearly in a table or map with labeled locations and units.","Compares hottest and coolest surfaces using quantitative evidence.","Justifies which conditions reduce heat most effectively based on the data."],"learning_goal_id":1},{"criteria":["Generates at least three different passive cooling ideas.","Compares each idea against the design criteria and constraints.","Uses a decision matrix or similar tool with evidence-based ratings.","Explains trade-offs for at least two ideas before selecting a direction."],"learning_goal_id":2},{"criteria":["Creates a scale drawing or plan with accurate dimensions for the 1:10 model.","Includes required design features such as shade, airflow paths, sustainable materials, and usable seating space.","Uses labeled annotations to explain how each feature supports cooling.","Plan is detailed enough that another person could build the model from it."],"learning_goal_id":3},{"criteria":["Builds a prototype or model that matches the approved plan closely enough to test.","Conducts repeated temperature trials and records results with units.","Shows evidence that the prototype reduced surface temperature by at least 5°C or explains how close it came.","Uses test data to identify strengths and weaknesses of the design."],"learning_goal_id":4},{"criteria":["Makes at least one clear revision based on data or feedback from experts or peers.","Explains how the revision improved cooling, usability, or sustainability.","Documents the original version, feedback received, and final change in the design log.","Uses evidence to justify why the revision was chosen over other possible changes."],"learning_goal_id":5},{"criteria":["Presents a clear claim about how well the design solved the problem.","Uses temperature data, design log evidence, and material choices to support the claim.","Explains at least one trade-off or limitation of the final design.","Answers questions by referring to evidence rather than opinion."],"learning_goal_id":6}]

THINKING LENS: Engineering Design
Use this template for projects where students must solve a technical problem by designing, building, testing, and improving a device, system, structure, process, or computational prototype. Prioritize engineering discipline: define the problem in terms of measurable criteria and constraints before proposing solutions, compare multiple concepts systematically, and make decisions based on evidence rather than preference. This template is the right fit when success depends on trade-off analysis, prototype performance, and iteration driven by test data.

ACTIVITY GUIDANCE:
Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like "it works" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan.

Grade Adjustment: Use this template in a highly scaffolded form with clear models for design briefs, concept sketches, decision matrices, and test plans. Emphasize quantitative comparison, authentic constraints, and the idea that failure data helps improve the design.

Discipline Focus:
Science: In Engineering Design for science, students build content knowledge in the scientific principles that govern the problem space—such as forces, energy transfer, ecosystems, chemical interactions, or Earth systems—along with engineering vocabulary like criteria, constraints, optimization, trade-offs, reliability, and system performance. They need to understand how quantitative specifications can be derived from science ideas and how social, environmental, and safety impacts shape design decisions. Knowledge-building activities typically include investigating relevant phenomena, analyzing scientific data sets, reading technical diagrams or short scientific texts, building mathematical or computational models, and conducting controlled tests of prototypes or simulations. Evidence of learning includes an engineering design report that uses scientific reasoning and test data, a prototype or model evaluated against prioritized criteria, a trade-off matrix comparing possible solutions, and a technical presentation explaining how evidence from testing led to iteration.
Cte: Knowledge-building activities should develop industry-standard engineering practices: following professional design processes, applying codes and standards, using industry-standard tools and software, and meeting professional quality benchmarks. Include activities where students work with real engineering standards, use professional CAD or simulation tools, and produce work that meets industry specifications. Evidence types include professional-quality drawings, specifications documents, standards compliance reports, and industry-standard deliverables.
Math: Knowledge-building activities should apply mathematical modeling and analysis to engineering challenges: using geometry for spatial reasoning, applying algebra for constraint optimization, performing calculations for structural or system analysis, and using statistics for quality control. Include activities where students create mathematical models of engineering problems, perform calculations to validate designs, and use data analysis to improve solutions. Evidence types include engineering calculations, mathematical models, optimization analyses, and statistical quality reports.
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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8) ◀ THIS PHASE
  Phase 3: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13)
  Phase 4: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8)



DISCIPLINE GUIDANCE:
"Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like \"it works\" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan."


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 define the passive cooling problem with measurable criteria and constraints, investigate how shade, airflow, and materials affect temperature, study real public-space cooling approaches, and complete a design brief plus test plan that prepares them for concept selection and prototyping.",
  "activities": [
    {
      "title": "🧭 Heat-Island Design Brief",
      "description": "Using launch heat-map evidence, photos of the seating area, and stakeholder notes, teams draft a design brief that names the problem, users, criteria, and constraints. The class co-creates measurable targets such as temperature drop, usable seating space, sustainable materials, and no-electricity limits, then teams tailor the brief to their site conditions.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 3,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Design brief includes at least 4 criteria and 3 constraints tied to the seating-area challenge.",
        "Brief names at least 2 user needs related to comfort, shade, access, or welcoming use.",
        "Team writes one measurable cooling target in correct units such as °C."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🌡️ Shade, Airflow, and Surface Lab",
      "description": "Students rotate through short stations using infrared thermometers, desk fans, lamps or sunlight, foil, cardboard, dark paper, fabric, and plant-based samples to observe conduction, convection, and radiation. They record how shade, reflected light, airflow, and surface type change temperature and discuss which conditions could transfer to a model seating area.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 4,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Data table includes at least 6 temperature readings with labeled materials or conditions and units.",
        "Student explains conduction, convection, and radiation using one correct example from the lab.",
        "Student identifies at least 2 conditions that reduced temperature and supports each with recorded data."
      ],
      "learning_goal_uuids": [null, null]
    },
    {
      "title": "📚 Cooling Structures Research Notes",
      "description": "Teams examine short articles, image sets, and diagrams of pergolas, shade sails, tree canopies, ventilated roofs, reflective surfaces, and bench-area layouts. They annotate a research organizer with how each approach affects shade angle, airflow path, surface heating, sustainability, and community use, then share one promising idea with the class.",
      "activity_type": "research",
      "duration": 45,
      "day": 5,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Research organizer includes notes from at least 3 sources and 4 different cooling approaches.",
        "Each team records one benefit and one limitation for at least 3 approaches.",
        "Team cites at least 2 ideas that could work at 1:10 scale in their model."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🏙️ Parks Feedback Circle",
      "description": "A city parks and recreation staff member reviews sample seating-space features and student early ideas, then discusses how public benches, canopies, circulation paths, and plantings affect comfort and use. Teams capture feedback in a two-column note sheet, then hold a short discussion to identify one idea to keep and one community-use concern to improve in their planning documents.",
      "activity_type": "community_experience",
      "duration": 45,
      "day": 6,
      "student_grouping_type": "whole_class",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Team notes include at least 3 specific comments from the parks staff member.",
        "Team identifies 1 feature to keep and 1 public-use concern to improve.",
        "Updated design brief shows at least 1 revision based on community feedback."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "📐 1:10 Plan and Test Method",
      "description": "Students learn just-in-time scaling and fair-test routines, then create a labeled 1:10 seating-area plan with dimensions, shade zones, airflow arrows, seating placement, and sustainable material notes. Teams also draft a test plan that specifies thermometer placement, comparison surfaces, trial count, timing, and how temperatures will be recorded and graphed.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 7,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Scale plan shows correct 1:10 dimensions for at least 4 labeled features.",
        "Plan includes shade, airflow paths, seating space, and named sustainable materials.",
        "Test method states baseline surface, 3 repeated trials, measurement locations, and a recording format."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🗂️ Design Brief Peer Review Gate",
      "description": "Teams display their design brief, scale plan, and test method for a gallery walk. Each team gives feedback to 2 peers, receives feedback, and revises their own documents using sticky notes focused on measurable criteria, shade, airflow, and usability; the teacher then checks for readiness before teams move into concept generation and building.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 8,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Team gives written feedback to 2 peers with at least 1 strength and 1 specific improvement on each.",
        "Revised packet includes a completed design brief, a labeled 1:10 plan, and a fair-test method.",
        "Teacher approves that criteria, constraints, and measurement steps are clear enough for the next phase."
      ],
      "learning_goal_uuids": [null, null, null, null]
    }
  ]
}

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":null,"statement":"Students will be able to explain thermal energy transfer in outdoor materials and structures to identify why asphalt, concrete, shade, airflow, and reflective surfaces change surface temperature in a heat island."},{"uuid":null,"statement":"Students will be able to measure and compare surface temperatures of campus locations to identify heat island patterns and justify which conditions reduce heat most effectively."},{"uuid":null,"statement":"Students will be able to generate and evaluate multiple passive cooling concepts for a scale seating-area model using criteria, constraints, and trade-off reasoning."},{"uuid":null,"statement":"Students will be able to create a detailed scale plan for a 1:10 passive cooling structure that includes sustainable materials, shade, airflow paths, and usable seating space."},{"uuid":null,"statement":"Students will be able to construct and test a passive cooling prototype to reduce model surface temperature by at least 5°C using data from repeated trials."},{"uuid":null,"statement":"Students will be able to modify a design based on expert, peer, and test feedback to improve cooling effectiveness, usability, and sustainability."},{"uuid":null,"statement":"Students will be able to communicate and defend a final engineering solution using temperature data, design log evidence, and a comparison of trade-offs and limitations."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: The Scenario:
Your city is experiencing record-breaking summer temperatures. Densely packed neighborhoods with lots of asphalt and concrete are becoming "Heat Islands," staying up to 10°F warmer than nearby parks. The local community center needs a way to keep its outdoor seating area cool without using electricity for massive fans or AC units.

The Task:
Design and build a Passive Cooling Structure for a 1:10 scale model of the seating area. Your goal is to use engineering principles to lower the "ground" temperature of your model by at least 5°C using only sustainable materials and clever design.
  - 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-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - Competencies that should be met: 
    Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.
    Description: I can create a detailed plan or prototype for the chosen solution.
    

    Science - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    Description: I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    

    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.
    

    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.
    

    Mathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?
    Description: How well can I defend my solution and explain my process?
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Community Partners - 
  (1) A city parks and recreation staff member can review student prototypes and share how public spaces use benches, canopies, and plantings to stay cooler in summer.
(2) A landscape architect can meet with small teams to give feedback on airflow, shade angles, and material choices for the passive cooling structure.
2. Essential Question - 
  How can we design a passive cooling structure for a community seating area that lowers temperature while still feeling welcoming and usable for people?
3. Reflection - 
  (1) After testing each prototype with temperature readings, have teams write a quick design log entry comparing what worked, what failed, and what they would change next.
(2) Use a mid-project gallery walk where students leave sticky-note feedback on other teams’ models and then revise their own plans based on shade, airflow, and usability observations.
(3) After the city parks and recreation staff member visit, hold a short team discussion in which students identify one idea they will keep and one community-use concern they need to improve.
4. Assessment - 
  (1) Use a prototype challenge rubric to assess each team’s final model, temperature drop data, sustainable material choices, and how well the design keeps the seating area usable and welcoming.
(2) Have teams present a brief design review to the city parks and recreation staff member and landscape architect, explaining how their structure manages shade, airflow, and community use while answering feedback questions.
(3) Score a mid-project gallery walk using sticky-note comments that show how teams identify strengths, notice problems, and revise plans based on peer observations about cooling and usability.
5. Exhibition - 
  Cool Court Showcase: Students present their passive cooling models to the city parks and recreation staff member and landscape architect, then invite families and classmates to vote on the most welcoming design after a live temperature-drop demonstration.
6. Project Launch - 
  Heat Island Hunt: Students map the hottest and coolest spots around campus, then connect those patterns to the question of how a seating area can stay cool and welcoming.
7. Core Content - 
  (1) Explore heat transfer, thermal energy, and temperature measurement through campus heat mapping, model testing, and comparing how shade, airflow, and materials change surface temperatures.
(2) Practice the engineering design process by defining the cooling challenge, brainstorming solutions, building scale prototypes, testing them with data, and revising based on results and peer feedback.
(3) Investigate how different sustainable materials and surface textures absorb, reflect, or block heat by selecting and comparing cardboard, fabric, recycled plastics, foil, and plant-based materials in model builds.
(4) Use evidence-based communication skills to record design logs, interpret temperature data, present findings to community partners, and revise claims using feedback from a gallery walk and final review.
8. Critique and Revision - 
  (1) Build in a test-and-revise cycle every week where teams measure model temperatures, record one success and one problem in a design log, and make one specific change before the next test.
(2) Schedule a mid-project gallery walk so students leave sticky-note feedback on shade, airflow, and seating comfort, then use the comments to revise their next prototype.
(3) Invite the city parks and recreation staff member to review prototypes and have each team note one feature to keep and one public-use issue to improve before rebuilding.
9. Product - 
  A revised public-space model featuring shade structures, airflow channels, and eco-friendly materials that teams can present to community partners and family judges after live testing.

PROJECT OVERVIEW (1-Pager):
{"launch":"Start with a Heat Island Hunt around campus: teams use infrared thermometers to measure and map the hottest and coolest surfaces, comparing asphalt, concrete, grass, shaded benches, and building edges. Back in class, students analyze the temperature patterns, discuss why some spaces feel more welcoming than others, and connect their findings to the question of how to cool a community seating area without electricity. Then reveal the design challenge with photos or a simple model of the community center seating space, and have students do a quick sketch-and-share of one passive cooling idea they want to test.","purpose":"Students investigate how heat transfer affects public spaces and use the engineering design process to create a passive cooling solution for a community seating area. They apply temperature data, material testing, and scale-model design to build a structure that reduces surface heat while staying welcoming and usable for people. Through feedback from a city parks and recreation staff member, a landscape architect, peers, and family audiences, students revise their ideas and defend their final design with evidence.","products":"Students will create a sequence of products: a campus heat map from the launch investigation, annotated sketches and scale plans, weekly prototype versions, temperature-data tables and graphs, and design log entries documenting each test-and-revise cycle. Midway through, teams will produce a gallery-walk display with their current model, cooling evidence, and revision notes based on sticky-note feedback about shade, airflow, and usability. The final product is a revised 1:10 passive cooling model of the seating area that uses sustainable materials, lowers surface temperature by at least 5°C, and includes features that keep the space welcoming and usable. Teams will also create a short design review presentation for the city parks and recreation staff member and landscape architect, then present the model again at the Cool Court Showcase with a live temperature-drop demonstration for families and classmates.","standards":"[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","exhibition":"Host a “Cool Court Showcase” where teams present their revised scale models to the city parks and recreation staff member, a landscape architect, families, and classmates. Each team gives a brief design review explaining how their structure uses shade, airflow, and sustainable materials, then demonstrates its impact with a live temperature-drop test and shares design log evidence from revisions. Guests use a simple feedback ballot to vote on the most welcoming and usable design while community partners ask questions and offer final comments. Display heat-mapping visuals, prototype iterations, and data tables around the room so visitors can see how each team tested, revised, and defended its solution.","competencies":"Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.\n\nScience - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.\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\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.\n\nMathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?","learning_goals":"Students will apply scientific principles of thermal energy transfer to plan, build, test, and revise a scale passive cooling structure that reduces surface temperature while keeping a seating area usable and welcoming. They will investigate how shade, airflow, surface texture, and sustainable materials affect heat absorption and cooling, using temperature measurements and model data to improve their designs. Students will generate and compare possible solutions, seek and use feedback from a city parks and recreation staff member, a landscape architect, and peers, and document revisions in design logs. They will communicate and defend their final design with evidence from prototype tests, material choices, and usability considerations during a public design review and showcase."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Passive Cooling Design Notebook with Concept Sketches and Decision Matrix","options":[],"choice_type":"fixed","description":"Each student will produce an original design notebook showing multiple solution concepts, annotated sketches, a decision matrix, and a brief justification for the chosen idea. This proves individual mastery of the science ideas, planning, and evidence-based decision making before team construction begins.","learning_goal_ids":[0,1,2,3,6]},"team":{"scope":"team","title":"Revised 1:10 Passive Cooling Model with Test Data Poster and Design Review Presentation","options":[],"choice_type":"fixed","description":"Teams will build and revise a functional scale model that meets the cooling challenge, then present evidence of performance, trade-offs, and limitations. The model must show at least one revision based on data and feedback, and it must include a live temperature-drop demonstration.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"0":["individual"],"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"6":["individual","team"],"4":["team"],"5":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes how thermal energy moves by conduction, convection, and radiation in outdoor surfaces and structures.","Explains why asphalt, concrete, shade, airflow, and reflective materials affect heat retention or cooling.","Uses correct science vocabulary in a written or oral explanation.","Connects at least two material or design features to observed temperature differences."],"learning_goal_id":0},{"criteria":["Collects surface temperature data from multiple campus locations using an infrared thermometer or equivalent tool.","Records measurements clearly in a table or map with labeled locations and units.","Compares hottest and coolest surfaces using quantitative evidence.","Justifies which conditions reduce heat most effectively based on the data."],"learning_goal_id":1},{"criteria":["Generates at least three different passive cooling ideas.","Compares each idea against the design criteria and constraints.","Uses a decision matrix or similar tool with evidence-based ratings.","Explains trade-offs for at least two ideas before selecting a direction."],"learning_goal_id":2},{"criteria":["Creates a scale drawing or plan with accurate dimensions for the 1:10 model.","Includes required design features such as shade, airflow paths, sustainable materials, and usable seating space.","Uses labeled annotations to explain how each feature supports cooling.","Plan is detailed enough that another person could build the model from it."],"learning_goal_id":3},{"criteria":["Builds a prototype or model that matches the approved plan closely enough to test.","Conducts repeated temperature trials and records results with units.","Shows evidence that the prototype reduced surface temperature by at least 5°C or explains how close it came.","Uses test data to identify strengths and weaknesses of the design."],"learning_goal_id":4},{"criteria":["Makes at least one clear revision based on data or feedback from experts or peers.","Explains how the revision improved cooling, usability, or sustainability.","Documents the original version, feedback received, and final change in the design log.","Uses evidence to justify why the revision was chosen over other possible changes."],"learning_goal_id":5},{"criteria":["Presents a clear claim about how well the design solved the problem.","Uses temperature data, design log evidence, and material choices to support the claim.","Explains at least one trade-off or limitation of the final design.","Answers questions by referring to evidence rather than opinion."],"learning_goal_id":6}]

THINKING LENS: Engineering Design
Use this template for projects where students must solve a technical problem by designing, building, testing, and improving a device, system, structure, process, or computational prototype. Prioritize engineering discipline: define the problem in terms of measurable criteria and constraints before proposing solutions, compare multiple concepts systematically, and make decisions based on evidence rather than preference. This template is the right fit when success depends on trade-off analysis, prototype performance, and iteration driven by test data.

ACTIVITY GUIDANCE:
Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like "it works" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan.

Grade Adjustment: Use this template in a highly scaffolded form with clear models for design briefs, concept sketches, decision matrices, and test plans. Emphasize quantitative comparison, authentic constraints, and the idea that failure data helps improve the design.

Discipline Focus:
Science: In Engineering Design for science, students build content knowledge in the scientific principles that govern the problem space—such as forces, energy transfer, ecosystems, chemical interactions, or Earth systems—along with engineering vocabulary like criteria, constraints, optimization, trade-offs, reliability, and system performance. They need to understand how quantitative specifications can be derived from science ideas and how social, environmental, and safety impacts shape design decisions. Knowledge-building activities typically include investigating relevant phenomena, analyzing scientific data sets, reading technical diagrams or short scientific texts, building mathematical or computational models, and conducting controlled tests of prototypes or simulations. Evidence of learning includes an engineering design report that uses scientific reasoning and test data, a prototype or model evaluated against prioritized criteria, a trade-off matrix comparing possible solutions, and a technical presentation explaining how evidence from testing led to iteration.
Cte: Knowledge-building activities should develop industry-standard engineering practices: following professional design processes, applying codes and standards, using industry-standard tools and software, and meeting professional quality benchmarks. Include activities where students work with real engineering standards, use professional CAD or simulation tools, and produce work that meets industry specifications. Evidence types include professional-quality drawings, specifications documents, standards compliance reports, and industry-standard deliverables.
Math: Knowledge-building activities should apply mathematical modeling and analysis to engineering challenges: using geometry for spatial reasoning, applying algebra for constraint optimization, performing calculations for structural or system analysis, and using statistics for quality control. Include activities where students create mathematical models of engineering problems, perform calculations to validate designs, and use data analysis to improve solutions. Evidence types include engineering calculations, mathematical models, optimization analyses, and statistical quality reports.
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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8)
  Phase 3: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13) ◀ THIS PHASE
  Phase 4: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (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: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13)



DISCIPLINE GUIDANCE:
"Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like \"it works\" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan."


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 compare multiple passive cooling concepts against criteria and constraints, choose a team direction with evidence, and build a first 1:10 prototype that is ready for structured testing and revision in the next phase.",
  "activities": [
    {
      "title": "🧠 Passive Cooling Concept Sprint",
      "description": "Students review their design brief criteria, campus heat data, and material notes, then sketch three distinct passive cooling ideas in their design notebook. The teacher models how to vary shade angle, airflow openings, roof height, and reflective or plant-based materials so concepts are meaningfully different. Students annotate each sketch with predicted cooling mechanisms and likely trade-offs for usability and sustainability.",
      "activity_type": "knowledge_building",
      "duration": 40,
      "day": 9,
      "student_grouping_type": "individual",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Design notebook includes 3 different concept sketches for the seating area.",
        "Each sketch names at least 2 cooling features such as shade, airflow path, reflective surface, or material choice.",
        "Each sketch includes at least 1 predicted trade-off related to usability, sustainability, or buildability."
      ],
      "learning_goal_uuids": [null, null]
    },
    {
      "title": "📊 Weighted Matrix Design Review",
      "description": "Teams combine individual ideas and score at least three candidate designs using a weighted decision matrix tied to temperature drop, usable seating space, sustainable materials, airflow, and build feasibility. Students justify ratings with evidence from earlier heat mapping, material comparisons, and thermal transfer reasoning. They select one team concept and write a short build strategy that identifies needed materials, dimensions, and team roles.",
      "activity_type": "deliverable",
      "duration": 45,
      "day": 10,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Team matrix compares at least 3 concepts across at least 5 criteria with visible weights and scores.",
        "Each scored criterion includes an evidence-based reason, not just a preference statement.",
        "Team selects 1 concept and records at least 2 trade-offs that influenced the decision.",
        "Build strategy lists dimensions, materials, and a role for each team member."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "📐 Scale Plan and Build Notes",
      "description": "Using rulers, graph paper, and the 1:10 ratio, teams turn their selected concept into a labeled scale plan before cutting materials. The teacher gives just-in-time guidance on converting real dimensions to model dimensions and on marking airflow channels, seating space, and shade coverage clearly. Teams produce one build-ready page with measurements, material labels, and assembly notes another team could follow.",
      "activity_type": "knowledge_building",
      "duration": 40,
      "day": 11,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Scale plan shows accurate 1:10 dimensions for the seating area and structure.",
        "Plan labels shade elements, airflow paths, seating area, and sustainable materials.",
        "Plan includes at least 4 written annotations explaining how features support cooling or usability.",
        "Another team can identify how to build the model from the page without extra explanation."
      ],
      "learning_goal_uuids": [null]
    },
    {
      "title": "🗂️ Gallery Walk Sticky Feedback",
      "description": "Teams display their scale plan and partial mock-up for a mid-project gallery walk. Each team gives feedback to 2 peers, receives feedback, and revises using sticky notes focused on shade, airflow, and seating comfort; the class uses a simple feedback format that identifies one strength, one concern, and one suggestion. Teams end by updating their design log with one feature to keep and one revision to make before full prototype assembly.",
      "activity_type": "assessment",
      "duration": 35,
      "day": 12,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Each team leaves feedback for 2 other teams using all 3 categories: strength, concern, and suggestion.",
        "Each team receives feedback from peers and records at least 2 actionable revision ideas.",
        "Design log names 1 feature to keep and 1 specific change to make based on peer comments.",
        "Revised plan shows at least 1 visible update connected to shade, airflow, or usability."
      ],
      "learning_goal_uuids": [null, null]
    },
    {
      "title": "🛠️ Rapid Prototype Build One",
      "description": "Teams construct a first testable model from their revised plan using cardboard, fabric, foil, recycled plastic, tape, and other approved materials. Students follow their build notes, check dimensions as they work, and document any necessary adjustments in the design log so the prototype remains ready for fair testing next phase. The period closes with a brief cleanup and prototype readiness check against the test-plan requirements established earlier.",
      "activity_type": "project_work",
      "duration": 45,
      "day": 13,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Prototype includes the planned seating area, shade structure, and airflow features.",
        "Model dimensions are close enough to the scale plan that the structure can be tested as designed.",
        "Team uses only approved sustainable or recycled materials for major build components.",
        "Design log records at least 1 build adjustment and why it was made.",
        "Prototype is complete enough to begin temperature trials at the start of the next phase."
      ],
      "learning_goal_uuids": [null, null]
    }
  ]
}

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":null,"statement":"Students will be able to explain thermal energy transfer in outdoor materials and structures to identify why asphalt, concrete, shade, airflow, and reflective surfaces change surface temperature in a heat island."},{"uuid":null,"statement":"Students will be able to measure and compare surface temperatures of campus locations to identify heat island patterns and justify which conditions reduce heat most effectively."},{"uuid":null,"statement":"Students will be able to generate and evaluate multiple passive cooling concepts for a scale seating-area model using criteria, constraints, and trade-off reasoning."},{"uuid":null,"statement":"Students will be able to create a detailed scale plan for a 1:10 passive cooling structure that includes sustainable materials, shade, airflow paths, and usable seating space."},{"uuid":null,"statement":"Students will be able to construct and test a passive cooling prototype to reduce model surface temperature by at least 5°C using data from repeated trials."},{"uuid":null,"statement":"Students will be able to modify a design based on expert, peer, and test feedback to improve cooling effectiveness, usability, and sustainability."},{"uuid":null,"statement":"Students will be able to communicate and defend a final engineering solution using temperature data, design log evidence, and a comparison of trade-offs and limitations."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: The Scenario:
Your city is experiencing record-breaking summer temperatures. Densely packed neighborhoods with lots of asphalt and concrete are becoming "Heat Islands," staying up to 10°F warmer than nearby parks. The local community center needs a way to keep its outdoor seating area cool without using electricity for massive fans or AC units.

The Task:
Design and build a Passive Cooling Structure for a 1:10 scale model of the seating area. Your goal is to use engineering principles to lower the "ground" temperature of your model by at least 5°C using only sustainable materials and clever design.
  - 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-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
  - Competencies that should be met: 
    Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.
    Description: I can create a detailed plan or prototype for the chosen solution.
    

    Science - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    Description: I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    

    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.
    

    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.
    

    Mathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?
    Description: How well can I defend my solution and explain my process?
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Community Partners - 
  (1) A city parks and recreation staff member can review student prototypes and share how public spaces use benches, canopies, and plantings to stay cooler in summer.
(2) A landscape architect can meet with small teams to give feedback on airflow, shade angles, and material choices for the passive cooling structure.
2. Essential Question - 
  How can we design a passive cooling structure for a community seating area that lowers temperature while still feeling welcoming and usable for people?
3. Reflection - 
  (1) After testing each prototype with temperature readings, have teams write a quick design log entry comparing what worked, what failed, and what they would change next.
(2) Use a mid-project gallery walk where students leave sticky-note feedback on other teams’ models and then revise their own plans based on shade, airflow, and usability observations.
(3) After the city parks and recreation staff member visit, hold a short team discussion in which students identify one idea they will keep and one community-use concern they need to improve.
4. Assessment - 
  (1) Use a prototype challenge rubric to assess each team’s final model, temperature drop data, sustainable material choices, and how well the design keeps the seating area usable and welcoming.
(2) Have teams present a brief design review to the city parks and recreation staff member and landscape architect, explaining how their structure manages shade, airflow, and community use while answering feedback questions.
(3) Score a mid-project gallery walk using sticky-note comments that show how teams identify strengths, notice problems, and revise plans based on peer observations about cooling and usability.
5. Exhibition - 
  Cool Court Showcase: Students present their passive cooling models to the city parks and recreation staff member and landscape architect, then invite families and classmates to vote on the most welcoming design after a live temperature-drop demonstration.
6. Project Launch - 
  Heat Island Hunt: Students map the hottest and coolest spots around campus, then connect those patterns to the question of how a seating area can stay cool and welcoming.
7. Core Content - 
  (1) Explore heat transfer, thermal energy, and temperature measurement through campus heat mapping, model testing, and comparing how shade, airflow, and materials change surface temperatures.
(2) Practice the engineering design process by defining the cooling challenge, brainstorming solutions, building scale prototypes, testing them with data, and revising based on results and peer feedback.
(3) Investigate how different sustainable materials and surface textures absorb, reflect, or block heat by selecting and comparing cardboard, fabric, recycled plastics, foil, and plant-based materials in model builds.
(4) Use evidence-based communication skills to record design logs, interpret temperature data, present findings to community partners, and revise claims using feedback from a gallery walk and final review.
8. Critique and Revision - 
  (1) Build in a test-and-revise cycle every week where teams measure model temperatures, record one success and one problem in a design log, and make one specific change before the next test.
(2) Schedule a mid-project gallery walk so students leave sticky-note feedback on shade, airflow, and seating comfort, then use the comments to revise their next prototype.
(3) Invite the city parks and recreation staff member to review prototypes and have each team note one feature to keep and one public-use issue to improve before rebuilding.
9. Product - 
  A revised public-space model featuring shade structures, airflow channels, and eco-friendly materials that teams can present to community partners and family judges after live testing.

PROJECT OVERVIEW (1-Pager):
{"launch":"Start with a Heat Island Hunt around campus: teams use infrared thermometers to measure and map the hottest and coolest surfaces, comparing asphalt, concrete, grass, shaded benches, and building edges. Back in class, students analyze the temperature patterns, discuss why some spaces feel more welcoming than others, and connect their findings to the question of how to cool a community seating area without electricity. Then reveal the design challenge with photos or a simple model of the community center seating space, and have students do a quick sketch-and-share of one passive cooling idea they want to test.","purpose":"Students investigate how heat transfer affects public spaces and use the engineering design process to create a passive cooling solution for a community seating area. They apply temperature data, material testing, and scale-model design to build a structure that reduces surface heat while staying welcoming and usable for people. Through feedback from a city parks and recreation staff member, a landscape architect, peers, and family audiences, students revise their ideas and defend their final design with evidence.","products":"Students will create a sequence of products: a campus heat map from the launch investigation, annotated sketches and scale plans, weekly prototype versions, temperature-data tables and graphs, and design log entries documenting each test-and-revise cycle. Midway through, teams will produce a gallery-walk display with their current model, cooling evidence, and revision notes based on sticky-note feedback about shade, airflow, and usability. The final product is a revised 1:10 passive cooling model of the seating area that uses sustainable materials, lowers surface temperature by at least 5°C, and includes features that keep the space welcoming and usable. Teams will also create a short design review presentation for the city parks and recreation staff member and landscape architect, then present the model again at the Cool Court Showcase with a live temperature-drop demonstration for families and classmates.","standards":"[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","exhibition":"Host a “Cool Court Showcase” where teams present their revised scale models to the city parks and recreation staff member, a landscape architect, families, and classmates. Each team gives a brief design review explaining how their structure uses shade, airflow, and sustainable materials, then demonstrates its impact with a live temperature-drop test and shares design log evidence from revisions. Guests use a simple feedback ballot to vote on the most welcoming and usable design while community partners ask questions and offer final comments. Display heat-mapping visuals, prototype iterations, and data tables around the room so visitors can see how each team tested, revised, and defended its solution.","competencies":"Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.\n\nScience - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.\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\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.\n\nMathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?","learning_goals":"Students will apply scientific principles of thermal energy transfer to plan, build, test, and revise a scale passive cooling structure that reduces surface temperature while keeping a seating area usable and welcoming. They will investigate how shade, airflow, surface texture, and sustainable materials affect heat absorption and cooling, using temperature measurements and model data to improve their designs. Students will generate and compare possible solutions, seek and use feedback from a city parks and recreation staff member, a landscape architect, and peers, and document revisions in design logs. They will communicate and defend their final design with evidence from prototype tests, material choices, and usability considerations during a public design review and showcase."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Passive Cooling Design Notebook with Concept Sketches and Decision Matrix","options":[],"choice_type":"fixed","description":"Each student will produce an original design notebook showing multiple solution concepts, annotated sketches, a decision matrix, and a brief justification for the chosen idea. This proves individual mastery of the science ideas, planning, and evidence-based decision making before team construction begins.","learning_goal_ids":[0,1,2,3,6]},"team":{"scope":"team","title":"Revised 1:10 Passive Cooling Model with Test Data Poster and Design Review Presentation","options":[],"choice_type":"fixed","description":"Teams will build and revise a functional scale model that meets the cooling challenge, then present evidence of performance, trade-offs, and limitations. The model must show at least one revision based on data and feedback, and it must include a live temperature-drop demonstration.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"0":["individual"],"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"6":["individual","team"],"4":["team"],"5":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes how thermal energy moves by conduction, convection, and radiation in outdoor surfaces and structures.","Explains why asphalt, concrete, shade, airflow, and reflective materials affect heat retention or cooling.","Uses correct science vocabulary in a written or oral explanation.","Connects at least two material or design features to observed temperature differences."],"learning_goal_id":0},{"criteria":["Collects surface temperature data from multiple campus locations using an infrared thermometer or equivalent tool.","Records measurements clearly in a table or map with labeled locations and units.","Compares hottest and coolest surfaces using quantitative evidence.","Justifies which conditions reduce heat most effectively based on the data."],"learning_goal_id":1},{"criteria":["Generates at least three different passive cooling ideas.","Compares each idea against the design criteria and constraints.","Uses a decision matrix or similar tool with evidence-based ratings.","Explains trade-offs for at least two ideas before selecting a direction."],"learning_goal_id":2},{"criteria":["Creates a scale drawing or plan with accurate dimensions for the 1:10 model.","Includes required design features such as shade, airflow paths, sustainable materials, and usable seating space.","Uses labeled annotations to explain how each feature supports cooling.","Plan is detailed enough that another person could build the model from it."],"learning_goal_id":3},{"criteria":["Builds a prototype or model that matches the approved plan closely enough to test.","Conducts repeated temperature trials and records results with units.","Shows evidence that the prototype reduced surface temperature by at least 5°C or explains how close it came.","Uses test data to identify strengths and weaknesses of the design."],"learning_goal_id":4},{"criteria":["Makes at least one clear revision based on data or feedback from experts or peers.","Explains how the revision improved cooling, usability, or sustainability.","Documents the original version, feedback received, and final change in the design log.","Uses evidence to justify why the revision was chosen over other possible changes."],"learning_goal_id":5},{"criteria":["Presents a clear claim about how well the design solved the problem.","Uses temperature data, design log evidence, and material choices to support the claim.","Explains at least one trade-off or limitation of the final design.","Answers questions by referring to evidence rather than opinion."],"learning_goal_id":6}]

THINKING LENS: Engineering Design
Use this template for projects where students must solve a technical problem by designing, building, testing, and improving a device, system, structure, process, or computational prototype. Prioritize engineering discipline: define the problem in terms of measurable criteria and constraints before proposing solutions, compare multiple concepts systematically, and make decisions based on evidence rather than preference. This template is the right fit when success depends on trade-off analysis, prototype performance, and iteration driven by test data.

ACTIVITY GUIDANCE:
Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like "it works" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan.

Grade Adjustment: Use this template in a highly scaffolded form with clear models for design briefs, concept sketches, decision matrices, and test plans. Emphasize quantitative comparison, authentic constraints, and the idea that failure data helps improve the design.

Discipline Focus:
Science: In Engineering Design for science, students build content knowledge in the scientific principles that govern the problem space—such as forces, energy transfer, ecosystems, chemical interactions, or Earth systems—along with engineering vocabulary like criteria, constraints, optimization, trade-offs, reliability, and system performance. They need to understand how quantitative specifications can be derived from science ideas and how social, environmental, and safety impacts shape design decisions. Knowledge-building activities typically include investigating relevant phenomena, analyzing scientific data sets, reading technical diagrams or short scientific texts, building mathematical or computational models, and conducting controlled tests of prototypes or simulations. Evidence of learning includes an engineering design report that uses scientific reasoning and test data, a prototype or model evaluated against prioritized criteria, a trade-off matrix comparing possible solutions, and a technical presentation explaining how evidence from testing led to iteration.
Cte: Knowledge-building activities should develop industry-standard engineering practices: following professional design processes, applying codes and standards, using industry-standard tools and software, and meeting professional quality benchmarks. Include activities where students work with real engineering standards, use professional CAD or simulation tools, and produce work that meets industry specifications. Evidence types include professional-quality drawings, specifications documents, standards compliance reports, and industry-standard deliverables.
Math: Knowledge-building activities should apply mathematical modeling and analysis to engineering challenges: using geometry for spatial reasoning, applying algebra for constraint optimization, performing calculations for structural or system analysis, and using statistics for quality control. Include activities where students create mathematical models of engineering problems, perform calculations to validate designs, and use data analysis to improve solutions. Evidence types include engineering calculations, mathematical models, optimization analyses, and statistical quality reports.
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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8)
  Phase 3: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13)
  Phase 4: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (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: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (5 days, days 14-18)



DISCIPLINE GUIDANCE:
"Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like \"it works\" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan."


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 test their first passive cooling models with consistent temperature procedures, analyze where heat is still transferring into the seating area, make evidence-based revisions, and prepare a concise engineering story for community reviewers using data, trade-offs, and design-log evidence.",
  "activities": [
    {
      "title": "🌡️ Fair-Test Temperature Trials",
      "description": "Teams run repeated temperature trials on their 1:10 seating-area prototype using the same infrared thermometer routine, lamp or sun exposure time, and measurement points established earlier. Students record baseline and cooled-surface temperatures in a shared data table, then calculate temperature change for each trial and note where shade, airflow, or material choices underperformed. The class briefly calibrates tools first so data across teams stays comparable.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 14,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Records at least 3 repeated trials with labeled locations, units in °C, and consistent measurement points.",
        "Calculates temperature drop for each trial and identifies the average temperature drop.",
        "Notes at least 2 specific observations linking design features to hot or cool spots."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "📊 Heat-Failure Data Conference",
      "description": "Using trial tables and quick graphs, teams identify failure causes such as trapped heat under low canopies, limited airflow openings, or heat-absorbing surfaces. Students complete a short failure-analysis protocol and then give feedback to 2 peers, receive feedback, and revise their priority revision plan. The teacher checks whether each team's next change is tied to measurable evidence before materials are released.",
      "activity_type": "knowledge_building",
      "duration": 45,
      "day": 15,
      "student_grouping_type": "pair",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Creates at least 1 graph or visual comparison from prototype test data.",
        "Identifies 1 primary failure cause and supports it with at least 2 pieces of temperature evidence.",
        "Gives feedback to 2 peers and revises the team's plan to include 1 specific, testable design change.",
        "Revision plan names the target feature, expected effect, and how success will be measured."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🛠️ Prototype Revision Build",
      "description": "Teams rebuild selected parts of the model using sustainable materials such as cardboard, fabric, foil, recycled plastic, or plant-based elements to improve shade angle, reflective coverage, airflow path, or seating usability. Students update the scale plan and design log as they work so the new version can be traced back to evidence and feedback. Each team finishes with a clearly labeled revision ready for retesting.",
      "activity_type": "project_work",
      "duration": 45,
      "day": 16,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Build includes at least 1 documented revision tied to previous test data or feedback.",
        "Updated plan labels shade feature, airflow path, material choice, and seating area.",
        "Design log records the original issue, the change made, and the reason for choosing it."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🏙️ Parks Feedback Design Review",
      "description": "Teams present their revised model, data table, and design log to the city parks and recreation staff member and landscape architect in short review rounds. Reviewers comment on shade coverage, airflow, material sustainability, and public usability; after the conversation, teams identify one idea to keep and one community-use concern to improve. Students then make a final small adjustment or annotate a next-step change on their model and notes.",
      "activity_type": "community_experience",
      "duration": 45,
      "day": 17,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Explains how the model uses shade, airflow, and materials in under 2 minutes.",
        "Records at least 2 comments from community reviewers, including 1 feature to keep and 1 concern to improve.",
        "Completes 1 final adjustment or annotated next-step revision based on reviewer feedback."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🎤 Engineering Story Checkpoint",
      "description": "Teams complete a scored design-review rehearsal with their model, test-data poster, and speaking plan for the upcoming showcase. They present a clear claim about cooling effectiveness, compare at least one trade-off, answer questions with evidence, and include what still needs improvement if the model did not fully meet the temperature goal. This serves as the phase milestone gate before public exhibition.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 18,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "States a clear claim about whether the model reduced temperature by 5°C or how close it came.",
        "Uses at least 2 pieces of evidence from temperature data and 1 piece of evidence from the design log.",
        "Explains at least 1 trade-off or limitation involving cooling, usability, or sustainability.",
        "Answers at least 2 teacher or peer questions by referring to specific data or revision evidence."
      ],
      "learning_goal_uuids": [null, null, null]
    }
  ]
}

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":null,"statement":"Students will be able to explain thermal energy transfer in outdoor materials and structures to identify why asphalt, concrete, shade, airflow, and reflective surfaces change surface temperature in a heat island."},{"uuid":null,"statement":"Students will be able to measure and compare surface temperatures of campus locations to identify heat island patterns and justify which conditions reduce heat most effectively."},{"uuid":null,"statement":"Students will be able to generate and evaluate multiple passive cooling concepts for a scale seating-area model using criteria, constraints, and trade-off reasoning."},{"uuid":null,"statement":"Students will be able to create a detailed scale plan for a 1:10 passive cooling structure that includes sustainable materials, shade, airflow paths, and usable seating space."},{"uuid":null,"statement":"Students will be able to construct and test a passive cooling prototype to reduce model surface temperature by at least 5°C using data from repeated trials."},{"uuid":null,"statement":"Students will be able to modify a design based on expert, peer, and test feedback to improve cooling effectiveness, usability, and sustainability."},{"uuid":null,"statement":"Students will be able to communicate and defend a final engineering solution using temperature data, design log evidence, and a comparison of trade-offs and limitations."}]

PROJECT CONTEXT:
Ideas should take the following user-provided context into consideration:
  - Initial User Ideas: The Scenario:
Your city is experiencing record-breaking summer temperatures. Densely packed neighborhoods with lots of asphalt and concrete are becoming "Heat Islands," staying up to 10°F warmer than nearby parks. The local community center needs a way to keep its outdoor seating area cool without using electricity for massive fans or AC units.

The Task:
Design and build a Passive Cooling Structure for a 1:10 scale model of the seating area. Your goal is to use engineering principles to lower the "ground" temperature of your model by at least 5°C using only sustainable materials and clever design.
  - 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-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  - Competencies that should be met: 
    Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.
    Description: I can create a detailed plan or prototype for the chosen solution.
    

    Science - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    Description: I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.
    

    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.
    

    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.
    

    Mathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?
    Description: How well can I defend my solution and explain my process?
    
  
  
REQUIRED INSTRUCTIONAL ELEMENTS:
1. Community Partners - 
  (1) A city parks and recreation staff member can review student prototypes and share how public spaces use benches, canopies, and plantings to stay cooler in summer.
(2) A landscape architect can meet with small teams to give feedback on airflow, shade angles, and material choices for the passive cooling structure.
2. Essential Question - 
  How can we design a passive cooling structure for a community seating area that lowers temperature while still feeling welcoming and usable for people?
3. Reflection - 
  (1) After testing each prototype with temperature readings, have teams write a quick design log entry comparing what worked, what failed, and what they would change next.
(2) Use a mid-project gallery walk where students leave sticky-note feedback on other teams’ models and then revise their own plans based on shade, airflow, and usability observations.
(3) After the city parks and recreation staff member visit, hold a short team discussion in which students identify one idea they will keep and one community-use concern they need to improve.
4. Assessment - 
  (1) Use a prototype challenge rubric to assess each team’s final model, temperature drop data, sustainable material choices, and how well the design keeps the seating area usable and welcoming.
(2) Have teams present a brief design review to the city parks and recreation staff member and landscape architect, explaining how their structure manages shade, airflow, and community use while answering feedback questions.
(3) Score a mid-project gallery walk using sticky-note comments that show how teams identify strengths, notice problems, and revise plans based on peer observations about cooling and usability.
5. Exhibition - 
  Cool Court Showcase: Students present their passive cooling models to the city parks and recreation staff member and landscape architect, then invite families and classmates to vote on the most welcoming design after a live temperature-drop demonstration.
6. Project Launch - 
  Heat Island Hunt: Students map the hottest and coolest spots around campus, then connect those patterns to the question of how a seating area can stay cool and welcoming.
7. Core Content - 
  (1) Explore heat transfer, thermal energy, and temperature measurement through campus heat mapping, model testing, and comparing how shade, airflow, and materials change surface temperatures.
(2) Practice the engineering design process by defining the cooling challenge, brainstorming solutions, building scale prototypes, testing them with data, and revising based on results and peer feedback.
(3) Investigate how different sustainable materials and surface textures absorb, reflect, or block heat by selecting and comparing cardboard, fabric, recycled plastics, foil, and plant-based materials in model builds.
(4) Use evidence-based communication skills to record design logs, interpret temperature data, present findings to community partners, and revise claims using feedback from a gallery walk and final review.
8. Critique and Revision - 
  (1) Build in a test-and-revise cycle every week where teams measure model temperatures, record one success and one problem in a design log, and make one specific change before the next test.
(2) Schedule a mid-project gallery walk so students leave sticky-note feedback on shade, airflow, and seating comfort, then use the comments to revise their next prototype.
(3) Invite the city parks and recreation staff member to review prototypes and have each team note one feature to keep and one public-use issue to improve before rebuilding.
9. Product - 
  A revised public-space model featuring shade structures, airflow channels, and eco-friendly materials that teams can present to community partners and family judges after live testing.

PROJECT OVERVIEW (1-Pager):
{"launch":"Start with a Heat Island Hunt around campus: teams use infrared thermometers to measure and map the hottest and coolest surfaces, comparing asphalt, concrete, grass, shaded benches, and building edges. Back in class, students analyze the temperature patterns, discuss why some spaces feel more welcoming than others, and connect their findings to the question of how to cool a community seating area without electricity. Then reveal the design challenge with photos or a simple model of the community center seating space, and have students do a quick sketch-and-share of one passive cooling idea they want to test.","purpose":"Students investigate how heat transfer affects public spaces and use the engineering design process to create a passive cooling solution for a community seating area. They apply temperature data, material testing, and scale-model design to build a structure that reduces surface heat while staying welcoming and usable for people. Through feedback from a city parks and recreation staff member, a landscape architect, peers, and family audiences, students revise their ideas and defend their final design with evidence.","products":"Students will create a sequence of products: a campus heat map from the launch investigation, annotated sketches and scale plans, weekly prototype versions, temperature-data tables and graphs, and design log entries documenting each test-and-revise cycle. Midway through, teams will produce a gallery-walk display with their current model, cooling evidence, and revision notes based on sticky-note feedback about shade, airflow, and usability. The final product is a revised 1:10 passive cooling model of the seating area that uses sustainable materials, lowers surface temperature by at least 5°C, and includes features that keep the space welcoming and usable. Teams will also create a short design review presentation for the city parks and recreation staff member and landscape architect, then present the model again at the Cool Court Showcase with a live temperature-drop demonstration for families and classmates.","standards":"[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS3-3 - Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.\n\n[Next Generation Science Standards] MS-PS1-6 - Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.","exhibition":"Host a “Cool Court Showcase” where teams present their revised scale models to the city parks and recreation staff member, a landscape architect, families, and classmates. Each team gives a brief design review explaining how their structure uses shade, airflow, and sustainable materials, then demonstrates its impact with a live temperature-drop test and shares design log evidence from revisions. Guests use a simple feedback ballot to vote on the most welcoming and usable design while community partners ask questions and offer final comments. Display heat-mapping visuals, prototype iterations, and data tables around the room so visitors can see how each team tested, revised, and defended its solution.","competencies":"Science - Design Solutions - Plan and design (SCI.4.4) - I can create a detailed plan or prototype for the chosen solution.\n\nScience - Design Solutions - Test and iterate (SCI.4.5) - I can implement the solution according to the plan, test the solution, and make necessary adjustments based on feedback.\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\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.\n\nMathematics - Use Mathematical Modeling to Solve Problems - Communicate and defend my solution (MATH.1.5) - How well can I defend my solution and explain my process?","learning_goals":"Students will apply scientific principles of thermal energy transfer to plan, build, test, and revise a scale passive cooling structure that reduces surface temperature while keeping a seating area usable and welcoming. They will investigate how shade, airflow, surface texture, and sustainable materials affect heat absorption and cooling, using temperature measurements and model data to improve their designs. Students will generate and compare possible solutions, seek and use feedback from a city parks and recreation staff member, a landscape architect, and peers, and document revisions in design logs. They will communicate and defend their final design with evidence from prototype tests, material choices, and usability considerations during a public design review and showcase."}

PRODUCTS (what students are building toward):
{"individual":{"scope":"individual","title":"Passive Cooling Design Notebook with Concept Sketches and Decision Matrix","options":[],"choice_type":"fixed","description":"Each student will produce an original design notebook showing multiple solution concepts, annotated sketches, a decision matrix, and a brief justification for the chosen idea. This proves individual mastery of the science ideas, planning, and evidence-based decision making before team construction begins.","learning_goal_ids":[0,1,2,3,6]},"team":{"scope":"team","title":"Revised 1:10 Passive Cooling Model with Test Data Poster and Design Review Presentation","options":[],"choice_type":"fixed","description":"Teams will build and revise a functional scale model that meets the cooling challenge, then present evidence of performance, trade-offs, and limitations. The model must show at least one revision based on data and feedback, and it must include a live temperature-drop demonstration.","learning_goal_ids":[1,2,3,4,5,6]},"coverage_map":{"0":["individual"],"1":["individual","team"],"2":["individual","team"],"3":["individual","team"],"6":["individual","team"],"4":["team"],"5":["team"]}}

SUCCESS CRITERIA:
[{"criteria":["Accurately describes how thermal energy moves by conduction, convection, and radiation in outdoor surfaces and structures.","Explains why asphalt, concrete, shade, airflow, and reflective materials affect heat retention or cooling.","Uses correct science vocabulary in a written or oral explanation.","Connects at least two material or design features to observed temperature differences."],"learning_goal_id":0},{"criteria":["Collects surface temperature data from multiple campus locations using an infrared thermometer or equivalent tool.","Records measurements clearly in a table or map with labeled locations and units.","Compares hottest and coolest surfaces using quantitative evidence.","Justifies which conditions reduce heat most effectively based on the data."],"learning_goal_id":1},{"criteria":["Generates at least three different passive cooling ideas.","Compares each idea against the design criteria and constraints.","Uses a decision matrix or similar tool with evidence-based ratings.","Explains trade-offs for at least two ideas before selecting a direction."],"learning_goal_id":2},{"criteria":["Creates a scale drawing or plan with accurate dimensions for the 1:10 model.","Includes required design features such as shade, airflow paths, sustainable materials, and usable seating space.","Uses labeled annotations to explain how each feature supports cooling.","Plan is detailed enough that another person could build the model from it."],"learning_goal_id":3},{"criteria":["Builds a prototype or model that matches the approved plan closely enough to test.","Conducts repeated temperature trials and records results with units.","Shows evidence that the prototype reduced surface temperature by at least 5°C or explains how close it came.","Uses test data to identify strengths and weaknesses of the design."],"learning_goal_id":4},{"criteria":["Makes at least one clear revision based on data or feedback from experts or peers.","Explains how the revision improved cooling, usability, or sustainability.","Documents the original version, feedback received, and final change in the design log.","Uses evidence to justify why the revision was chosen over other possible changes."],"learning_goal_id":5},{"criteria":["Presents a clear claim about how well the design solved the problem.","Uses temperature data, design log evidence, and material choices to support the claim.","Explains at least one trade-off or limitation of the final design.","Answers questions by referring to evidence rather than opinion."],"learning_goal_id":6}]

THINKING LENS: Engineering Design
Use this template for projects where students must solve a technical problem by designing, building, testing, and improving a device, system, structure, process, or computational prototype. Prioritize engineering discipline: define the problem in terms of measurable criteria and constraints before proposing solutions, compare multiple concepts systematically, and make decisions based on evidence rather than preference. This template is the right fit when success depends on trade-off analysis, prototype performance, and iteration driven by test data.

ACTIVITY GUIDANCE:
Emphasize activities where students act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like "it works" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan.

Grade Adjustment: Use this template in a highly scaffolded form with clear models for design briefs, concept sketches, decision matrices, and test plans. Emphasize quantitative comparison, authentic constraints, and the idea that failure data helps improve the design.

Discipline Focus:
Science: In Engineering Design for science, students build content knowledge in the scientific principles that govern the problem space—such as forces, energy transfer, ecosystems, chemical interactions, or Earth systems—along with engineering vocabulary like criteria, constraints, optimization, trade-offs, reliability, and system performance. They need to understand how quantitative specifications can be derived from science ideas and how social, environmental, and safety impacts shape design decisions. Knowledge-building activities typically include investigating relevant phenomena, analyzing scientific data sets, reading technical diagrams or short scientific texts, building mathematical or computational models, and conducting controlled tests of prototypes or simulations. Evidence of learning includes an engineering design report that uses scientific reasoning and test data, a prototype or model evaluated against prioritized criteria, a trade-off matrix comparing possible solutions, and a technical presentation explaining how evidence from testing led to iteration.
Cte: Knowledge-building activities should develop industry-standard engineering practices: following professional design processes, applying codes and standards, using industry-standard tools and software, and meeting professional quality benchmarks. Include activities where students work with real engineering standards, use professional CAD or simulation tools, and produce work that meets industry specifications. Evidence types include professional-quality drawings, specifications documents, standards compliance reports, and industry-standard deliverables.
Math: Knowledge-building activities should apply mathematical modeling and analysis to engineering challenges: using geometry for spatial reasoning, applying algebra for constraint optimization, performing calculations for structural or system analysis, and using statistics for quality control. Include activities where students create mathematical models of engineering problems, perform calculations to validate designs, and use data analysis to improve solutions. Evidence types include engineering calculations, mathematical models, optimization analyses, and statistical quality reports.
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 & Plan — Complete a full design brief for the passive cooling seating model: define the heat-island problem with stakeholder needs, set measurable temperature-drop criteria and constraints, research existing shade/airflow approaches, and produce a test plan with how temperatures will be measured and compared across materials. (6 days, days 3-8)
  Phase 3: Select & Build — Generate multiple cooling concepts, evaluate them using a weighted decision matrix tied to the original criteria, and select a team solution with a clear build strategy; then construct a first rapid prototype ready for structured testing. (5 days, days 9-13)
  Phase 4: Test, Revise & Showcase — Run rapid prototyping test cycles using the same measurement method and criteria, analyze failure causes from temperature data, and implement targeted revisions; finish by presenting the engineering story with test evidence, optimization trade-offs, remaining gaps, and next steps to community partners and families. (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 act like engineers: scoping problems, writing measurable criteria, researching prior solutions, generating multiple distinct concepts, building decision matrices, prototyping quickly, designing fair tests, collecting data, and revising based on results. Use pedagogical moves that force justification with evidence, such as design reviews, checkpoint critiques, trade-off discussions, and comparisons of performance against specifications. Students should be measuring, documenting, explaining, and iterating—not just building. Avoid activities that reward aesthetic completion over performance, allow teams to skip alternative concept evaluation, or treat informal impressions like \"it works\" as sufficient evidence. Do not let students jump from problem statement to final build without a design brief, comparative analysis, and a test plan."


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 and defend their final passive cooling models to community partners and a public audience, demonstrate temperature-drop evidence, answer questions using design log data and trade-off reasoning, and complete a concise final reflection on how feedback and testing shaped their engineering solution.",
  "activities": [
    {
      "title": "🏙️ Cool Court Design Review",
      "description": "Teams present their revised 1:10 passive cooling model, test data poster, and design review to the city parks and recreation staff member and landscape architect. Each team makes a brief evidence-based claim about cooling performance, shows a live or ready-to-view temperature comparison, explains one revision made from feedback or test results, and answers audience questions about shade, airflow, sustainable materials, and usability. Audience members use a simple feedback ballot, and teams note one strength confirmed by experts and one limitation still present.",
      "activity_type": "community_experience",
      "duration": 45,
      "day": 19,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": false,
      "success_criteria": [
        "Team presents a clear claim about whether the model reduced surface temperature by at least 5°C, using labeled temperature data with units.",
        "Presentation includes at least one design log example showing a revision based on peer, expert, or test feedback.",
        "Team explains at least one trade-off involving cooling, usability, sustainability, or materials.",
        "Each team answers at least 2 audience questions by referring to evidence from tests, plans, or the design log."
      ],
      "learning_goal_uuids": [null, null, null]
    },
    {
      "title": "🎤 Temperature Demo and Design Defense",
      "description": "During the showcase, teams run a final live temperature-drop demonstration for families and classmates, display their model and poster, and defend why their structure is welcoming and usable. After presenting, each student completes a short written reflection identifying what worked, what failed, and what they would change next, using evidence from trials and feedback. This serves as the final scored checkpoint for the model, evidence, and communication.",
      "activity_type": "assessment",
      "duration": 45,
      "day": 20,
      "student_grouping_type": "small_group",
      "submission_required": true,
      "grading_required": true,
      "success_criteria": [
        "Team completes a live or recorded final demonstration showing baseline and cooled surface temperatures with the same measurement method used in prior tests.",
        "Final model, poster, and oral explanation include sustainable material choices, shade and airflow features, and at least one documented revision.",
        "Team uses evidence from temperature data, design logs, and model features to defend the solution during the presentation.",
        "Each student submits a reflection naming 1 successful feature, 1 failed or limited feature, and 1 specific next-step revision."
      ],
      "learning_goal_uuids": [null, null, null, null]
    }
  ]
}