Optional ideas: Prior to class, if possible, contact
city planners and establish a partnership between city
planners and the students so that students can get feedback
at any stage of development or at the point of presentation.
Tell students that today, they will begin construction
of their model cities. They should include in their
models, the geography as well as essential elements of
that they identified on their city planning sheet.
They should refer to the Major Project Challenge sheet
the requirements of the model.
Remind students they will be sharing their models with
their classmates and
other classes, so models
should be clearly labeled with a legend and should
be of presentation
quality when they are completed. The group should
be ready to present their model and defend the rationales
behind it’s design to the rest of the class.
Allow students 3 days to work on the construction
of their model and presentation.
Circulate as students work so you can evaluate progress
students as needed. Are they
all of the essential components of a city that
Are they missing any that should be included?
1. Students will begin presentations. Students
should give background data on their cities
to the class
before explaining where essential elements
were placed and
why. Remind students that their goal is to
persuade the city
council (the rest of the class) to allow them
to begin construction of the new city.
Classmates should listen carefully and be prepared to
of their rationale.
As groups finish, the class will conduct a silent vote
to either accept or
Plans should only be approved if the city
plan takes into account, and successfully
for high quality air standards, as well
as cultural and economic development of the
Have students reflect upon all the presentations.
Which city planning presentations took into account the geography
and climate of the city? Which designed cities with minimal
air pollution? Which took into consideration the cultural and
economic needs of the citizens?