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3rd Grade  Project 8 weeks

Olympic Insights: Community-Centric Future Planning

Rachel M
Updated
CCSS.Math.Content.3.OA.A.4
CCSS.Math.Content.3.MD.A.2
CCSS.Math.Content.3.MD.B.3
CCSS.Math.Content.3.NBT.A.3
CCSS.Math.Content.3.MD.C.5
+ 11 more
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Purpose

The purpose of this learning experience is to engage 3rd-grade students in designing innovative, eco-friendly solutions for the 2028 Los Angeles Olympics, focusing on minimizing environmental impact and enhancing community well-being. Through hands-on model-making and collaboration with a landscape architect, students will apply math standards and develop critical thinking and problem-solving skills. This project fosters a sense of community responsibility and empowers students to contribute innovative ideas that can positively affect their environment and society.

Learning goals

Students will explore the impact of major events on communities by examining historical case studies for deeper understanding. They will apply mathematical concepts to design discussions, including graphing and calculations involving area and measurements, integrated through sustainable project creation. Through reflection and peer collaboration, students will develop critical thinking skills, fostering the ability to propose innovative and eco-friendly solutions for real-world community challenges.

Standards
  • [Common Core] CCSS.Math.Content.3.OA.A.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  • [Common Core] CCSS.Math.Content.3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
  • [Common Core] CCSS.Math.Content.3.MD.B.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
  • [Common Core] CCSS.Math.Content.3.NBT.A.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
  • [Common Core] CCSS.Math.Content.3.MD.C.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
  • [Common Core] CCSS.Math.Content.3.NBT.A.1 - Use place value understanding to round whole numbers to the nearest 10 or 100.
  • [Common Core] CCSS.Math.Content.3.G.A.1 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  • [Common Core] CCSS.Math.Content.3.MD.A.1 - Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
  • [Common Core] CCSS.Math.Content.3.MD.B.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
  • [Common Core] CCSS.Math.Content.3.NF.A.3 - Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.

Products

Throughout the learning experience, students will collaboratively create and refine hands-on models of eco-friendly urban gardens using recyclable materials and plants. These models will showcase their understanding of sustainable design principles as guided by the landscape architect mentor. By the end of the project, students will also produce a class book featuring individual eco-friendly solution concepts, complete with illustrations and explanatory text, serving as a cumulative reflection of their research and design process.

Launch

Organize a visit to a local historical site or community center where students can interact with community leaders or historians who experienced or are knowledgeable about displacement cases, such as that caused by constructing Dodger Stadium. Encourage students to listen to stories, ask guided questions about the community's history, and document insights and emotions. This engaging field trip will not only ground their project in real-world context but also stimulate critical reflection to inform their solutions for future Olympic impacts.

Exhibition

Transform the classroom into an interactive Environmental Gallery where students display their illustrated eco-friendly urban garden designs alongside physical models crafted from recyclable materials. Invite local artists, community members, and families to explore the exhibits and engage with students as they present their ideas and the impact on sustainable development. Encourage attendees to leave notes of feedback or encouragement on student work, fostering a shared community focus on environmental health and creativity.