Urban Planning in the East VillageEssential Questions:
What products, services, or businesses will positively impact the San Diego East Village community? How do I survey the community? How can I communicate statistics? Common Core Mathematics Standards: HSS.ID.A, HSS.IC.B, HSF.BF.A English Language Development Standards: 1.A, 1.B, 1.C, 2.A, 2.B, 2.C Overview: Through a process of observing and surveying the local community, students will determine the unmet market needs of the area and opportunities for improvement. Students interviewed local business owners, developed a survey centered on resident satisfaction, and presented their findings to local community members to help understand the needs of the community and the resident point of view. Students then developed business plans and a Kickstarter campaign that will be presented to community members and potential investors. Students developed a survey to send to East Village residents to better understand the data. The survey was sent through the East Village Resident Group and over 300 residents took the survey. Students prepared a statistical report that analyzed and communicated the data from the survey. |
Green BuildingEssential Questions:
In response to population growth, how can we keep building and development in San Diego sustainable? What measures can be taken in residential and commercial buildings to reduce energy and water consumption? How can I design a LEED building? Common Core Mathematics Standards: HSG.SRT.A, HSA.CE.D, HSA.REI.B English Language Development Standards: 1.A, 1.B, 1.C Overview: After studying global population growth and climate change, students asked how they could make sustainable changes at home. Students learned about passive design and other sustainable building features, and went on LEED tours of the San Diego Central Library and the SDG&E Energy Innovation Center. Students were then tasked with designing an LEED building, and constructing their building out of recycled materials. Student presented their work and explained the LEED features of the building to an audience at their project exhibition. Read the full project description. |
Class Shirt CampaignEssential Questions:
How should we design a class shirt? How do I select the right vendor? How much does this project cost? Common Core Mathematics Standards: HSA.CE.D, HSF.IF.B, HSF.BF.A English Language Development Standards: 1.A, 1.B, 1.C, 2.B Overview: Students were tasked with the responsibility of designing a 10th grade class shirt. Students worked with a team to create a shirt design/logo, using equations of lines graphed on Desmos Graphing Calculator. Once the group had designed a shirt, they contacted different vendors to research pricing options for purchasing the shirts. They then created a proposal for purchasing the shits that was presented to a school panel of administrators. The proposal included information about the costs of purchasing the shirts, fundraising options, and pricing plans for how much the shirts will sell for. After all presentations were finished, the students voted on the group that had the best design, as well as the vendor that had the most cost-effective options. The shirts were purchased and sold at the end of the year. |
Graphing ArtEssential Questions:
How can mathematics be used to create artwork? How do I derive an equation? Common Core Mathematics Standards: HSF.LE.A, HSA.CE.D, HSF.IF.A, HSA.REI.B, HSA.REI.C English Language Development Standards: 1.C Overview: Integrating artwork and mathematics, students learned how to use various types of equations to create a cohesive piece of artwork. Students designed their piece on graph paper, and derived equations for each line or curve. The final product was created by graphing each equation with Desmos Graphing Calculator. Students presented their work at their project exhibition, and showed visitors how to draw using equations. Read the full project description. |