Running Head: Future City Engineering Competition

SED 464 Signature Assignment

Instructor Bartlett
Grant for Teacher Technology and Software Classes
Richard Williams
Future City Engineering Competition

Future City Engineering Competition

The students will be completing the Future City Engineering Competition.

The competition asks students to find a solution to the Waste Not, Want Not
challenge, by designing an innovative citywide solid waste management system for
their future city that is safe, environmentally sound, and energy efficient.
Standards Covered:
ISTE-T
1.

Facilitate and inspire student learning and creativity

Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity, and
innovation in both face-to-face and virtual environments.
a.

Promote, support, and model creative and innovative thinking and

inventiveness
b.

Engage students in exploring real-world issues and solving authentic

problems using
c.

digital tools and resources

Promote student reflection using collaborative tools to reveal and

clarify students

conceptual understanding and thinking, planning,

and creative processes

d. Model collaborative knowledge construction by engaging in learning with
students, colleagues,
2.

Design and develop digital age learning experiences and assessments

Teachers design, develop, and evaluate authentic learning experiences and

assessments incorporating contemporary tools and resources to maximize content

Future City Engineering Competition

learning in context and to develop the knowledge, skills, and attitudes identified in
the StandardsS.
a.

Design or adapt relevant learning experiences that incorporate digital

tools and resources

b.

to promote student learning and creativity

Develop technology-enriched learning environments that enable all

students to pursue

their individual curiosities and become active

participants in setting their own

educational goals, managing

their own learning, and assessing their own progress

c.

Customize and personalize learning activities to address students

diverse learning styles,

working strategies, and abilities using digital

tools and resources

d.

Provide students with multiple and varied formative and summative

assessments aligned

with content and technology standards, and

use resulting data to inform learning and

teaching and others in

face-to-face and virtual environments

3.

Model digital age work and learning

Teachers exhibit knowledge, skills, and work processes representative of an

innovative professional in a global and digital society.
a.

Demonstrate fluency in technology systems and the transfer of current

knowledge to
b.

Collaborate with students, peers, parents, and community members

using digital tools

innovation

new technologies and situations

and resources to support student success and

Future City Engineering Competition

c.

Communicate relevant information and ideas effectively to students,

parents, and peers

d.

using a variety of digital age media and formats

Model and facilitate effective use of current and emerging digital tools

to locate, analyze,

evaluate, and use information resources to support

research and learning

4.

Promote and model digital citizenship and responsibility

Teachers understand local and global societal issues and responsibilities in an

evolving digital culture and exhibit legal and ethical behavior in their professional
practices.
a.

Advocate, model, and teach safe, legal, and ethical use of digital

information and

technology, including respect for copyright,

intellectual property, and the appropriate

b.

documentation of sources

Address the diverse needs of all learners by using learner-centered

strategies providing

equitable access to appropriate digital tools

and resources
c.

Promote and model digital etiquette and responsible social interactions

related to the
d.

use of technology and information

Develop and model cultural understanding and global awareness by

engaging with

colleagues and students of other cultures using

digital age communication and

5.

Engage in professional growth and leadership

collaboration tools

Future City Engineering Competition

Teachers continuously improve their professional practice, model lifelong learning,

and exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.
a.

Participate in local and global learning communities to explore creative

applications of
b.

technology to improve student learning

Exhibit leadership by demonstrating a vision of technology infusion,

participating in

shared decision making and community building,

and developing the leadership and

c.

Evaluate and reflect on current research and professional practice on a

regular basis to

make effective use of existing and emerging digital

tools and resources in support of

d.

technology skills of others

student learning

Contribute to the effectiveness, vitality, and self- renewal of the

teaching profession and

of their school and community

Standards covered include

Strand 1: American History
Concept 1: Research Skills for History
PO 1. Construct charts, graphs, and narratives using historical data.
PO 2. Interpret historical data displayed in graphs, tables, and charts.
PO 3. Construct timelines (e.g., presidents/world leaders, key events, people) of the
historical era being studied.
PO 4. Formulate questions that can be answered by historical study and research.

Future City Engineering Competition

PO 5. Describe the relationship between a primary source document and a

secondary source document.
PO 6. Determine the credibility and bias of primary and secondary sources
The project will also help to build a framework from the following concepts as the
relationship between the city and other research done for the project and the
connection between industry, jobs, resources, pollution, and immigration/growth of
populations.
Strand 1: American History
Concept 7: Emergence of the Modern United States
PO 4. Discuss the relationship between immigration and industrialization.
PO 5. Analyze the impact of industrialization on the United States:
a.

rural to urban migration

b.

factory conditions

c.

unions

d.

influence of big businesses

PO 7. Describe how innovations of the Industrial Revolution (e.g., manufacturing,

textiles, transportation, improvements) contributed to U.S. growth and expansion.
The students will also heavily rely on their ability to determine key ideas and details
from informational texts and determining the meaning of words from technical and
scientific research (7.RL.1-4).
ISTE-S

Future City Engineering Competition

1. Creativity and Innovation

b.

Create original works as a means of personal or group expression

2. Communication and Collaboration

a.

interact, collaborate, and publish with peers, experts, or others employing a

variety of digital
d.

environments and media

contribute to project teams to produce original works or solve problems

3. Research and Information Fluency

b.

locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of

sources and media

5. Digital Citizenship
a.

advocate and practice safe, legal, and responsible use of information

and technology
b.

exhibit a positive attitude toward using technology that supports

collaboration, learning,

and productivity

6. Technology Operations and Concepts

a.

understand and use technology systems

For teachers during the last 20 years, educators have experienced advances
at light speed in the area of educational technology. Some find it difficult to catch
up, keep up, and put up with fast-moving computer-based technology. Not since the
introduction of the blackboard has a piece of equipment make such a difference in
how students learn. Today, not only are there computers in every classroom, but
teachers also have laptops, wireless laptops, and tablet PCs. In addition, teachers

Future City Engineering Competition

have the World Wide Web, scanners, CD burners, USB drives, digital cameras and
digital video cameras, PDAs, as well as video and DVD players. And most educators
use a variety of tools-including video, e-mail, desktop conferencing, online programs
such as WebCT and Blackboard, as well as video conferencing-to teach. Thus, it is
no longer acceptable for educators to be technology illiterate. Educators must
continue to strive for excellence in their work as computer and associated
technologies continue to change and evolve. Today that includes continued time
and effort to maintain and improve their technology skills (as much as some
educators do not want to admit). The need for continued technological education
for teachers has to be a priority.
For students this project hits many of standards across all the academic
disciplines in the 7th and 8th grade state standards lists to some degree. The focus
will be on the standards from ELA and social studies, specifically the 7th graders, for
the purposes of this proposal. All eight performance objectives within concept one
of social studiesresearch skills for historywill come naturally during the research
phase of the project and during the construction of the simulated city. The Sim City
program provides long term charts, graphs, and data to track city statistics over
time, which teachers will integrate into the essay and the speech. The project will
also help to build a framework from the following concepts as the relationship
between the city and other research done for the project and the connection
between industry, jobs, resources, pollution, and immigration/growth of populations.
The students will rely heavily on their ability to determine key ideas and details from
informational texts and determining the meaning of words from technical and
scientific research.