Rooftop Gardens

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Rooftop Gardens
http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_rooftop/cub_rooftop_lesson01_activity1.xml

Teach Engineering, Teach Engineering

In this hands-on activity, students explore whether rooftop gardens are a viable option for combating the urban heat island effect. The guiding question is: Can rooftop gardens reduce the temperature inside and outside of houses?

Activity takes about 2 hours with extra time for students to gather materials and develop design plans. Additional materials are necessary.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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Middle School

Performance Expectations: 4

MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

Disciplinary Core Ideas: 5

MS-ESS3.D1: Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

MS-ETS1.A1: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

MS-ETS1.C1: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

MS-ETS1.C2: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution

MS-PS4.B1: When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.

Cross Cutting Concepts: 7

Systems and System Models, Energy and Matter, Structure and Function, Stability and Change, Patterns, Cause and effect

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Systems and System Models, Energy and Matter, Structure and Function, Stability and Change, Patterns, Cause and effect

MS-C1.4: Graphs, charts, and images can be used to identify patterns in data.

MS-C2.2: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.

MS-C5.3: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

MS-C5.4: The transfer of energy can be tracked as energy flows through a designed or natural system.

MS-C6.2: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

MS-C7.1: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale.

Science and Engineering Practices: 11

Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

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MS-P1.8: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

MS-P2.2: Develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed.

MS-P2.7: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

MS-P3.5: Collect data about the performance of a proposed object, tool, process or system under a range of conditions.

MS-P4.1: Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.8: Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success.

MS-P5.4: Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

MS-P6.7: Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints

MS-P6.8: Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.

MS-P7.5: Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

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High School

Performance Expectations: 2

HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Disciplinary Core Ideas: 3

HS-ESS3.D1: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

HS-ETS1.A1: Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

HS-ETS1.B1: When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

Cross Cutting Concepts: 5

Systems and System Models, Energy and Matter, Structure and Function, Stability and Change

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Systems and System Models, Energy and Matter, Structure and Function, Stability and Change

HS-C4.1: Systems can be designed to do specific tasks.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.2: Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

HS-C6.1: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

HS-C7.4: Systems can be designed for greater or lesser stability.

Science and Engineering Practices: 12

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.8: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.

HS-P2.2: Design a test of a model to ascertain its reliability.

HS-P2.3: Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

HS-P2.4: Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P3.3: Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts.

HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.

HS-P5.3: Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

HS-P6.5: Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.5: Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

HS-P7.6: Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Grade Level

Middle (6-8)
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High School (9-12)
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College Lower (13-14)
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Topics

Measurements and Observations
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Land Use Changes
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Human Responses to Climate
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Climate Literacy

This Activity builds on the following concepts of Climate Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Humans can take action

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Educators will want to look at the Ecology at Work part of this activity https://www.teachengineering.org/lessons/view/cub_rooftop_lesson01 to get ideas of how to introduce the topic.
A very helpful and applicable PowerPoint is linked in the "Ecology at Work" lesson. The PowerPoint may be useful to introduce this activity.

About the Content

Introductory material of the resource at https://www.teachengineering.org/lessons/view/cub_rooftop_lesson01 provides a brief overview of heat transfer and the urban heat island effect, and why plants can reduce the urban heat island effect.
Comments from expert scientist:
Scientific strengths:
- collecting data
- analyzing data (max, mins, trends)
- plotting data on X-Y line graph
- testing the scientific method
- budgeting for the project

Suggestions:
- I'd love to see the photosynthesis equation somewhere

About the Pedagogy

Activity is very well organized and supported pedagogically; builds students' problem-solving skills through an inquiry-driven activity.
Students work in groups to design and construct two buildings - one with a model rooftop garden and the other with a normal tar-paper roof. Students then compare the differences in ambient and inside-building temperatures between the two. As such, this activity will engage students and also help them better understand parts of the scientific process.
Vocab/definitions very good; very good applicable PowerPoint presentation in linked "Ecology at Work" lesson.
Combines engineering, energy, and climate.

Technical Details/Ease of Use

Many of the materials can be obtained from a home and garden store easily for minimal expense, or potentially donated.
Optional pre/post Rooftop Gardens Quiz can be found in the Ecology at Work lesson.

Entered the Collection: May 2018 Last Reviewed: September 2016

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Middle School (see details)

Middle School

Performance Expectations: 4

Disciplinary Core Ideas: 5

Cross Cutting Concepts: 7

Science and Engineering Practices: 11

High School (see details)

High School

Performance Expectations: 2

Disciplinary Core Ideas: 3

Cross Cutting Concepts: 5

Science and Engineering Practices: 12

Grade Level

Topics

Climate Literacy

Teaching Tips

About the Content

About the Pedagogy

Technical Details/Ease of Use

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