Printable Resources
[Eco Park Design]
Appendix A: Video Discussion Questions
Appendix B: Environmental Friendliness & Park Research
Appendix C: Team Ecosystem Research
Appendix D: Individual Brainstorming & Sketching
Appendix E: Team Design & Map Creation
Appendix F: Field Guide Creation
Appendix G: 3-D Map & Topographic Map Rubric
Appendix H: Field Guide Rubric
Appendix I: Eco Park Design Pre/Post-Test
Appendix J: Eco Park Design Pre/Post-Test Answer Key
Appendix K: Additional Resources
Appendix A: Video Discussion Questions
Name _____________________________
1. What steps did the landscape architects take in planning and creating the park
design?
2. What specific mathematic and scientific information did the landscape architects
research before designing the park?
3. What about the career field of landscape architecture interests you?
PROBLEM
Congratulations! You have been hired to work on a design team for a new
IAAF mountain racing course. IAAF currently has courses for Junior Men and Women
and for Men and Women, but it would like to expand to include Youth courses at various
locations around the United States. These new courses will be a distance of 5
kilometers and increase 500 meters in elevation. IAAF is not only concerned with
sports competitions, but also environmental protection. In fact, it has launched its own
Green Project, which you will be learning more about later.
In addition to creating the mountain racing course and implementing the
Green Project, the IAAF wants to promote healthy, active lifestyles and an appreciation
for nature. In order to achieve all of these goals, the association has decided that each
of the new race courses will be placed inside of an Eco Park.
Your task is to design an Eco Park for an assigned region of the United States
that meets the IAAF’s goals. You will accomplish this by engaging in the engineering
design process with other members on your design team. The design must include at
least four environmentally friendly features that either reduces detriment to the
environment or directly benefits the environment. To attract people to the park and
promote healthy lifestyles, your plans must also include other activities that visitors can
engage for exercise besides running. Key features and attractions of your park design
will be represented in both a three-dimensional and a two-dimensional map. To
encourage appreciation of nature and educate visitors about the ecosystem, you will
create a field guide that includes information on the plant and animal life in the park. All
of your team’s work will be presented to IAAF’s Board of Directors at the end of the unit.
Good luck!
Draft: 2/9/2016
Page 2
K
W
L
What do I know about eco
friendly parks?
What do I want to know
about eco-friendly parks?
What have I learned about
eco-friendly parks?
Draft: 2/9/2016
Page 3
Appendix B: Environmental Friendliness & Park Research
Name _____________________________
QUESTIONS
GROUP RESEARCH Listen for teacher instructions.
1. What are ecosystem services?
(http://www.esa.org/ecoservices/)
2. What is an ecosystem?
(http://www.esa.org/ecoservices/)
3. How are ecosystem services “cut off”?
(http://www.esa.org/ecoservices/)
4. Describe what landscape architects do, including educational
requirements? (http://www.sciencebuddies.org/science-fair-projects/scienceengineering-careers/CE_landscapearchitect_c001.shtml)
5. Describe what environmental engineers do, including educational
requirements? (http://www.sciencebuddies.org/science-fair-projects/scienceengineering-careers/EnvEng_environmentalengineer_c001.shtml)
Draft: 2/9/2016
Page 4
6. List notes on eco-friendly parks.
 Use computer or any classroom resources.
 DO NOT forget to cite your sources!
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Draft: 2/9/2016
Page 5
Appendix C: Team Ecosystem Research
Name _____________________________
ECOSYSTEM
CHARACTERISTIC OF TEAM’S ECOSYSTEM
CLIMATE
References:
GEOGRAPHY
References:
PLANTS
References:
Draft: 2/9/2016
Page 6
ANIMALS
References:
ADDITIONAL
INFORMATION
References:
Draft: 2/9/2016
Page 7
Appendix D: Individual Brainstorming & Sketching
Name _____________________________
1. THINK - Individual Brainstorming
What are things that would attract people to the park your team is designing? Record
any ideas that come to mind for as many of the park attributes (keep in mind your
ecosystem and characteristics of that ecosystem).
Park Features:
My Ideas:
Physical Activities
Safety Features
Animals
Plants
Landforms
Visitor Comfort
Eco-Friendly
Historical
Connection to the
Area
Other
Draft: 2/9/2016
Page 8
2. DESIGN - Sketch and label an individual eco park design that incorporates the ideas
you wrote in your chart (#1). You may design more than one eco park!
Draft: 2/9/2016
Page 9
3. Share individual park designs within your team one at a time. Show respect for all
ideas!
4. In your own opinion, what are your favorite features of your teammates’ sketches?
5. Have a group discussion about your favorite features. Identify the common favorite
features of the group. Generate a list of the features to be incorporated into the park.
Draft: 2/9/2016
Page 10
Appendix E: Team Design & Map Creation
Name _____________________________
1. On 1 piece of centimeter grid paper, sketch a TEAM design.
2. TEST - Check the rubric (Appendix I) and ensure your TEAM design meets ALL
the requirements:
o Create a symbol for each park feature and location
o Create a key to tell what the symbols represent
o Include four activities and label where they can be performed in the park
o Path for cross country course with label that has an uphill assent of 500
meters
3. Have the teacher check your TEAM sketch before you move on! Follow the
directions below with materials provided.
3-D and Topographic Map Creation
Step 1: Set up your map grids.
A. Using two pieces of centimeter grid paper, turn each piece of paper horizontally.
At the top of one paper, write “3-D Map.” At the top of the other paper, write
“Topographic Map.”
B. Do the following to each piece of grid paper:
1. The lower left hand corner will be your origin. Mark it with a zero.
2. Place a Y at the top of the Y-axis and an X on the right side of the X-axis.
3. Number each axis, starting with 1 and continuing to label every grid line in
counting order (1, 2, 3, 4…).
i. Be sure to write your numbers next to the grid lines on the Y-axis
and under grid lines on the X-axis (No numbers should be in the
spaces between gridlines!).
4. In the top right margin, draw a copy of the following box:
Scale:
1cm = 100m
Step 2: Create your park perimeter and determine the park’s area.
A. Using a pencil and ruler, draw the perimeter of the park on the grid labeled 3-D
Map so that the park occupies most of the space on your coordinate grid. You
may use lines and curves. (Be sure your team agrees on the shape before you
begin drawing!)
B. Locate and label (A-D) four points along the perimeter of the park (points where
both numbers of the ordered pair are whole numbers). Your team should have
one point in the northern region of the park, one in the southern region, one in
Draft: 2/9/2016
Page 11
the eastern region, and one in western region. If the perimeter your team drew
does not have any of these points, erase and adjust it to make sure that you
have all four points in each of the four cardinal direction regions.
C. Write out the ordered pairs for their coordinate positions (labeled A-D) on the
map.
D. Locate these same four coordinates on the grid paper labeled Topographic Map
and draw points at those locations. Label the points A-D the same way you did
on the 3-D Map.
E. Place a piece of tracing paper on top of your 3-D Map grid and carefully trace the
perimeter of the park and the four points labeled in Step B. Label the points A-D
just as you did on the map grids. Each label should be on the inside of the
perimeter. Cut out the traced perimeter. Be sure that you’re cutting so you can
still see the four points after you are finished!
F. Place your cut out on the Topographic Map paper so that points A-D of the cut
out are directly on top of points A-D on the Topographic Map grid.
G. While one teammate holds the cutout in place, another team member should
carefully trace the perimeter onto the Topographic Map grid. Try to trace as
close to the edge of the cut out as possible! Once this step is completed, the two
maps should look identical.
H. As a team, find the area of your park in square meters. All team members need
to record the procedural steps the team used to find the area on a piece of loose
leaf or notebook paper. Be sure your final answer has the right units!
Step 3: Create an elevated region on your 3-D Map.
A. Make an elevated hill region out of clay. Before anyone begins molding the hill,
read the whole section below until you get to Part B!
Sculpt the hill region on wax paper first; you will transfer the clay to your map in
the next step. Be creative in the shape of your hill region and keep in mind the
following:
1. There must be at least one peak that reaches 5 centimeters high.
2. The elevated region should cover at least one quarter of the area of the
park.
3. The region must be one piece (all connected).
4. Your team does not have to use all of the clay provided.
5. Part of the hill region should have a gradual incline since cross-country
runners need to run safely up and down it along the course.
6. Your team may want to use part of the elevated area for another activity
besides cross-country running.
7. You will have to cut the hill region into layers using floss or a wire clay
Draft: 2/9/2016
Page 12
cutter so the clay should be sculpted from one piece the whole time.
Also, avoid thinning the clay as a narrow ridge or tall peaks, which
would be unusable to visitors. Finally, your hill region should have only
one peak to minimize the cost of development.
B. Determine as a team where to place the elevated area within the park on the 3-D
Map grid. Place it gently on the map (pushing it down hard might cause the clay
to stick). Once it has been placed, carefully trace around the perimeter of the clay
with a pencil. Trace as close to the clay perimeter as possible!
C. With the clay still in place on the 3-D Map, find the peak of the hill region and
push a pencil (tip first) vertically straight down through it until the pencil tip hits
the paper. Move the pencil slightly so it makes a mark on the map showing
exactly where the highest point of the park is located. This will be called the
“peak hole.” If the clay plateaus (flattens) at the highest point, create the hole in
the center of the plateau.
D. With the clay still in place on the 3-D Map, locate four points along the perimeter
of the clay hill region that rest on intersection points of the X and Y-axis grid
lines. Just as you did for the park perimeter, find one point for the northern,
southern, eastern, western parts of the hill region. Again, if you do not have all of
these points, adjust the clay so you do! Use your toothpick to poke a hole or
make a notch in the side of the clay at each of these four points.
E. Lift the clay up just enough to draw points on the map grid directly below the
points or notches you made in the clay with the toothpick. Just lift a small section
of the clay up, not the whole piece!
F. Once all four points have been marked on the 3-D Map grid, lift the whole piece
of clay off the map.
G. Label these points with a capital letter (E-H) and write the ordered pairs for their
coordinate positions on the map. Then label the point representing the “peak
hole” with the letter “I” and write the ordered pair for its coordinate position.
Step 4: Represent the elevated area on your Topographic Map.
A. Locate the same five coordinates on your Topographic Map grid as you just did
on your 3-D Map grid in the step above. Draw a point at each location and label
them the same as you did on the 3-D map in Step G above.
B. Place the clay hill region on the Topographic Map so that points E-H match up
with the points/notches etched in the clay and point I matches up with the hill’s
“peak hole.”
C. Carefully trace around the perimeter of the clay with a pencil. Trace as close to
the clay perimeter as possible! Once this step is complete, the two maps should
Draft: 2/9/2016
Page 13
look identical again.
D. Use a toothpick to score four lines in the clay hill region. Each line should run up
the incline from one of the previously made points/notches up to the “peak hole.”
These lines will help you in the steps ahead!
E. Hold a ruler vertically, half-way between two score lines and next to the clay so
that the edge of the ruler with the metric measurements faces the clay (0 cm
should rest on the table, 30 cm should be at the top of the ruler).
1. One teammate should hold the ruler in position. Another teammate
should hold a skewer stick parallel to the surface of the table at the 1
cm mark (the skewer and 1 cm line should overlap). Slide the skewer
stick forward at that height into the clay so that only a small indent is
made. Repeat this step for every consecutive centimeter mark (2 cm, 3
cm, 4 cm, etc.) until the peak of the hill is reached.
F. Repeat all of Step E in each section that is between two score lines. When
you’re finished, you’ll have four full score lines and 4 “dotted lines.”
G. Cut a 60 cm piece of floss or get a wire clay cutter.
H. Wrap the floss/wire clay cutter completely around the clay hill so that the string
connects all of the 1 cm high points. The floss/wire clay cutter should overlap
itself so the string ends are on opposite sides from where they started and a loop
is formed between them.
1. Pull each side of the string outward as when tying a shoe. This will
cause the loop to become smaller and cut into the clay. Continue to
pull until the floss/wire clay cutter is straight and the clay is cut all of
the way through.
2. Try to keep the hill layers all together and all of the score lines aligned
as you continue slicing new layers. It might be helpful if one teammate
gently holds the top of the hill (being careful not to squish it down!)
I. Move up one centimeter to the set of four 2 cm high points and repeat Step H.
Repeat this process so slices are made at 3 cm high, 4 cm high, etc. until you
reach the top.
J. Once all of the layers have been sliced, take the one that is second from the
bottom. Place it on the Topographic Map so that the “peak hole” rests over
Point I and the four score lines match up with points E-H. Trace the perimeter of
this second layer onto the Topographic Map (tracing as close as possible to the
clay!).
1. The perimeter tracing is called a contour line! You should have two
Draft: 2/9/2016
Page 14
contour lines on your Topographic Map now. The outer contour line
represents the base of the model hill. The inner contour line represents
the part of the model hill that is 1 cm high off the map, which would
actually represent 100 m of elevation on a real world hill!
K. Repeat Step J with the third layer from the bottom, then the fourth layer up, etc.
until all layers have been traced onto the Topographic Map.
1. Be sure that you are always being careful to match the “peak hole” of a
layer with point I on the map and the score lines with points E-H!
2. The layers can be stacked back together to remark scoring lines that
have disappeared!
Step 5: Finish the maps and compare them!
A. When finished with Step K above, label the contour lines on the Topographic
Map to represent elevation. Start with 0 meters on the outermost line and use an
interval of 100 m as you move inward. Write the numbers on top of the contour
lines.
B. Stack the layers of the clay back in their original position. Place the base of the
hill in its proper position on the 3-D Map.
C. Compare and contrast the 3D Map and the Topographic Map. Answer the
questions below. Write your responses on the back of the paper you used to find
the area of the park (see Step H for a reminder if needed).
1. How are the 3-D map and the topographic map similar?
2. How are the 3-D map and the topographic map different (besides the
fact that the 3-D map’s surface is raised and the topographic map is
flat and two-dimensional)?
3. By looking at the two maps together, what do you think it means when
the contour lines on a topographic map are close together? What do
you think it means when the contour lines are close together? What do
you think it means when the contour lines are far apart?
Map Requirements
 Topographic Map
o Label contour lines
o Create a symbol for each park feature and location
o Key – to tell what the symbols represent
o Scale with unit conversion
o Label X and Y-axes
o Label the grid lines using consecutive numbers
o Include four activities and label where they can be performed in the park
o Path for cross country course with label that has an uphill assent of 500
meters
 Align with the geographic features on the 3-D model
Draft: 2/9/2016
Page 15
Appendix F: Field Guide Creation
Name _____________________________
1. Review the field guide brochure requirements on the rubric.
2. Look over examples of other field guides.
3. Create a field guide brochure with your team. You may use computers or draw by
hand. Be creative, use pictures, and color! Don’t forget to cite resources used.
Field Guide Requirements
 Description of overall park
o State the park’s ecosystem
o Describe the ecosystem
 Geography
 Climate
 Soil type

In a walking tour style, identify the plants (at least 5) and animals (at least 5) that
people would see along the way. This needs to include an in-depth description
and picture of at least two of the plants and two of the animals. Your description
must explain how the plants and animals have adapted to their physical
environment and how they interact with other organisms in the ecosystem.

Summarize at least four ways that your park is environmentally friendly and
explain why.

Report any ways that your park design may not be environmentally friendly and
explain why.

Include the topographic map.

Identify at least four activities that can be performed at the park and label the
areas on the map where people can do these activities

Make people want to come through your writing! (For example, tell them the
wonderful things they will hear, see, and smell when they come. Let them know
the exciting and fun things they can do at your park.)
Follow the rubric for a more detailed list of the requirements!
Draft: 2/9/2016
Page 16
Appendix G: 3-D Map & Topographic Map Rubric
Name _____________________________
Criteria
Coordinate Plane
Scale &
Measurements
Map & Park Features
4
3
2
1
Meets requirements for all
of the following criteria:
1. The X and Y scale tick
marks are equally spaced.
2. X and Y-axes are
labeled consistently.
3. Points are correctly
located and written as
ordered pairs.
4. The X and Y-axes are
labeled correctly.
Meets requirements for all
of the following criteria:
1. Indicates the unit
conversions in a map
scale.
2. The model running
course accurately
represents 5K.
3. The area of the park is
calculated correctly.
4. All measurements are
labeled with the correct
units.
Meets 3 of the following
criteria:
1. The X and Y scale tick
marks are equally spaced.
2. X and Y-axes are
labeled consistently.
3. Points are correctly
located and written as
ordered pairs.
4. The X and Y-axes are
labeled correctly.
Meets 3 of the following
criteria:
1. Indicates the unit
conversions in a map
scale.
2. The model running
course accurately
represents 5K.
3. The area of the park is
calculated correctly.
4. All measurements are
labeled with the correct
units.
Meets 2 of the following
criteria:
1. The X and Y scale tick
marks are equally spaced.
2. X and Y-axes are
labeled consistently.
3. Points are correctly
located and written as
ordered pairs.
4. The X and Y-axes are
labeled correctly.
Meets 2 of the following
criteria:
1. Indicates the unit
conversions in a map
scale.
2. The model running
course accurately
represents 5K.
3. The area of the park is
calculated correctly.
4. All measurements are
labeled with the correct
units.
Meets 1 of the following
criteria:
1. The X and Y scale tick
marks are equally spaced.
2. X and Y-axes are
labeled consistently.
3. Points are correctly
located and written as
ordered pairs.
4. The X and Y-axes are
labeled correctly.
Meets 1 of the following
criteria:
1. Indicates the unit
conversions in a map
scale.
2. The model running
course accurately
represents 5K.
3. The area of the park is
calculated correctly.
4. All measurements are
labeled with the correct
units.
Meets requirements for all
of the following criteria:
1. Contour lines are
consistently labeled.
2. Geographic points on
map and 3D model match.
3. Includes required park
features and represents
them on the map.
4. Provides a key to show
what symbols used on
map represent.
Meets 3 of the following
criteria:
1. Contour lines are
consistently labeled.
2. Geographic points on
map and 3D model match.
3. Includes required park
features and represents
them on the map.
4. Provides a key to show
what symbols used on
map represent.
Meets 2 of the following
criteria:
1. Contour lines are
consistently labeled.
2. Geographic points on
map and 3D model match.
3. Includes required park
features and represents
them on the map.
4. Provides a key to show
what symbols used on
map represent.
Meets 1 of the following
criteria:
1. Contour lines are
consistently labeled.
2. Geographic points on
map and 3D model match.
3. Includes required park
features and represents
them on the map.
4. Provides a key to show
what symbols used on
map represent.
Appendix H: Field Guide Rubric
Name _____________________________
Criteria
Ecosystem Plants
Draft: 2/9/2016
4
3
2
1
Meets requirements for all
of the following criteria:
1. All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
2. Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
3. Correctly explains how
at least two plants interact
with other organisms in the
ecosystem.
4. Includes at least one
picture of each plant (two
total plant pictures).
Meets 3 of the following
criteria:
1. All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
2. Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
3. Correctly explains how
at least two plants interact
with other organisms in the
ecosystem.
4. Includes at least one
picture of each plant (two
total plant pictures).
Meets 2 of the following
criteria:
1. All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
2. Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
3. Correctly explains how
at least two plants interact
with other organisms in the
ecosystem.
4. Includes at least one
picture of each plant (two
total plant pictures).
Meets 1 of the following
criteria:
1. All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
2. Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
3. Correctly explains how
at least two plants interact
with other organisms in the
ecosystem.
4. Includes at least one
picture of each plant (two
total plant pictures).
Page 18
Ecosystem Animals
Environmental
Impact
Research Practices
Draft: 2/9/2016
Meets requirements for all
of the following criteria:
1. All animals included are
appropriate for the
assigned ecosystem.
2. Correctly describes how
at least two animals have
adapted to the physical
ecosystem environment.
3. Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
4. Includes at least one
picture of each animal (two
total animal pictures).
1. Identifies at least four
ways the park is
environmentally friendly
and explains why.
2. Explains at least one
potential negative impact
the park might have.
Meets requirements for all
of the following:
1. All information is stated
in students’ own words.
2. All new information is
cited within the text.
3. Provides a reference
sheet of all sources used
at the end of the field
guide.
4. All sources cited are
reliable.
Meets 3 of the following
criteria:
1. All animals included are
appropriate for the
assigned ecosystem.
2. Correctly describes how
at least two animals have
adapted to the physical
ecosystem environment.
3. Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
4. Includes at least one
picture of each animal (two
total animal pictures).
Meets all but one of the
requirements needed to
earn a 4.
Meets 2 of the following
criteria:
1. All animals included are
appropriate for the
assigned ecosystem.
2. Correctly describes how
at least two animals have
adapted to the physical
ecosystem environment.
3. Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
4. Includes at least one
picture of each animal (two
total animal pictures).
The field guide is missing
two of the requirements
needed to earn a 4.
Meets 1 of the following
criteria:
1. All animals included are
appropriate for the
assigned ecosystem.
2. Correctly describes how
at least two animals have
adapted to the physical
ecosystem environment.
3. Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
4. Includes at least one
picture of each animal (two
total animal pictures).
The field guide is missing
three or more
requirements needed to
earn a 4.
Meets 3 of the following:
1. All information is stated
in students’ own words.
2. All new information is
cited within the text.
3. Provides a reference
sheet of all sources used
at the end of the field
guide.
4. All sources cited are
reliable.
Meets 2 of the following:
1. All information is stated
in students’ own words.
2. All new information is
cited within the text.
3. Provides a reference
sheet of all sources used
at the end of the field
guide.
4. All sources cited are
reliable.
Meets 1 of the following:
1. All information is stated
in students’ own words.
2. All new information is
cited within the text.
3. Provides a reference
sheet of all sources used
at the end of the field
guide.
4. All sources cited are
reliable.
Page 19
Quality of Writing
Overall Effort
Draft: 2/9/2016
Meets requirements for all
of the following criteria:
1. Most information is in
sentence form, not in
bulleted phrases.
2. Descriptive details can
be found throughout the
guide.
3. Information is presented
in a way that is interesting
and/or persuades the
reader to come visit the
park.
4. There are a minimum of
two spelling and/or
grammar errors.
Meets 3 of the following
criteria:
1. Most information is in
sentence form, not in
bulleted phrases.
2. Descriptive details can
be found throughout the
guide.
3. Information is presented
in a way that is interesting
and/or persuades the
reader to come visit the
park.
4. There are a minimum of
two spelling and/or
grammar errors.
Meets 2 of the following
criteria:
1. Most information is in
sentence form, not in
bulleted phrases.
2. Descriptive details can
be found throughout the
guide.
3. Information is presented
in a way that is interesting
and/or persuades the
reader to come visit the
park.
4. There are a minimum of
two spelling and/or
grammar errors.
Meets 1 of the following
criteria:
1. Most information is in
sentence form, not in
bulleted phrases.
2. Descriptive details can
be found throughout the
guide.
3. Information is presented
in a way that is interesting
and/or persuades the
reader to come visit the
park.
4. There are a minimum of
two spelling and/or
grammar errors.
Meets requirements for all
of the following criteria:
1. Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
2. Includes at least two
pictures (excluding the
ecosystem plants and
animals).
3. Neat and easy to read.
4. Shows creativity in
expression, format, layout,
or content.
Meets 3 of the following
criteria:
1. Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
2. Includes at least two
pictures (excluding the
ecosystem plants and
animals).
3. Neat and easy to read.
4. Shows creativity in
expression, format, layout,
or content.
Meets 2 of the following
criteria:
1. Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
2. Includes at least two
pictures (excluding the
ecosystem plants and
animals).
3. Neat and easy to read.
4. Shows creativity in
expression, format, layout,
or content.
Meets 1 of the following
criteria:
1. Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
2. Includes at least two
pictures (excluding the
ecosystem plants and
animals).
3. Neat and easy to read.
4. Shows creativity in
expression, format, layout,
or content.
Page 20
Appendix I: Eco Park Design Pre/Post-Test
Name _____________________________
1. Find the area of the figure below:
2. Estimate the area of the figure below.
1cm
1cm
3. What is the actual distance from point A to point B?
Scale: 2 cm = 400 m
4. Write the ordered pair for each of the points A-D:
A(
)
B(
)
C(
)
D(
)
5. Use the topographic map below to answer each of the following questions:
Image from https://www1.nga.mil/kids/geoint/info/PublishingImages/15-topomap.jpg
a) What is the interval? _____________
b) What is the highest elevation on the map? _____________
c) If you travel from the outer contour line to the inner contour line, what would
your change in elevation be? _____________
d) Where is the land the steepest? How do you know?
_________________________________________________________________
_________________________________________________________________
6. Which of the following does an ecosystem include? (Circle one)
a. plants
b. animals
c. rocks, soil, air, water
d. a and b only
e. a, b, and c
Draft: 2/9/2016
Page 22
7. Using the food web to the right, answer the following
questions:
a) What organism will limit the number of frogs that the
ecosystem will be able to support?
___________________
b) If the population of rabbits increases, will the berry
plant population likely increase, decrease, or remain the
same? Why do you think so?
_____________________________________________
_____________________________________________
Image from:
c) If the population of owls increases, will the rabbit
population likely increase, decrease, or stay the same?
Why do you think so?
http://www.biologycorner.com/wo
rksheets/foodweb.htm
_________________________________________________________________
_________________________________________________________________
8. What word best fills in the blank? Body structures or behaviors that help an organism
survive in its environment are called _________________________.
9. Name one way, besides littering, that humans negatively impact the environment and
name one way, besides recycling, that humans can positively impact the environment.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. Researchers in Antarctica have to take many precautions to work in such extreme
conditions. What physical characteristics of the environment must be considered before
they step outside?
______________________________________________________________________
______________________________________________________________________
Draft: 2/9/2016
Page 23
______________________________________________________________________
______________________________________________________________________
11. Food, water, and shelter are essential for a population to survive. What would
happen if one of these were taken away?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Draft: 2/9/2016
Page 24
Appendix J: Eco Park Design Pre/Post-Test Answer Key
1. 60 cm2
2. about 19 cm
3. about 800m
4. A ( 2,7 )
B ( 0,5 )
C ( 7, 4)
D ( 5,0 )
5. a) 500 m
b) 4,500 m
c) 3,500 m
d) The land is steepest in the middle of the map because the contour lines are spaced
closest together there.
6. e
7. a) the number of grasshoppers or the number of plants
b) The berry plants will likely decrease because the rabbits will need more food and
berry plants are the only thing rabbits eat, so more of them will be eaten.
c) The rabbits will likely increase because the population of snakes will decrease if
there are more owl around to eat them. The snakes eat the rabbits, so there will
probably be more rabbits.
8. adaptations
9. answers will vary
10. answers will vary; cold temperatures, ice, wind, lack of available water
11. the population would decrease
Appendix K: Additional Resources
Related Lesson Plan/Curriculum Links
• National Geographic Expeditions: Design a Regional “Eco Park”
http://www.nationalgeographic.com/xpeditions/lessons/08/g35/tgecopark.html
• Junior Citizen Planner
http://4h.msue.msu.edu/4h/junior_citizen_planner
• Pennsylvania Land Choices Curriculum Guide
http://conservationtools.org/guides/show/18
• NASA’s Lesson on Creating Topographic Maps
http://spaceplace.nasa.gov/topomap-clay/en/
Engineering Design Process Information
• Dayton Regional STEM Center
http://www.daytonregionalstemcenter.org
Educational Simulations
• Topographic Map Simulation
http://www.forgefx.com/casestudies/prenticehall/ph/topo/topo.htm
• Ecology and Environment Simulations
http://www.concord.org/activities/grade-level/elementary-school
Biome/Ecosystem Exploration Links
• http://www.blueplanetbiomes.org/world_biomes.htm
• http://www.ucmp.berkeley.edu/exhibits/biomes/
• http://www.mbgnet.net/
General Park Design Resources
• Municipal Research and Services Center of Washington: Park Planning, Design,
and Open Space
http://www.mrsc.org/subjects/parks/parkplanpg.aspx
Draft: 2/9/2016
Page 26
• Community Research Park Design
http://www.class.uidaho.edu/communityresearch/park_design.htm
• Architecture Week: How to Design a Park (Featuring Olmstead and
Central Park)
http://www.architectureweek.com/2010/0721/culture_1-1.html
• How Cities Use Parks for…
http://www.planning.org/cityparks/briefingpapers/index.htm
Park Design with Environmental Focus
• Sustainable Sites Initiative
o http://www.sustainablesites.org/
o http://www.sustainablesites.org/report/
• Seminole Pinellas Park Earn Praise for Environmentally Friendly Designs
http://www.tampabay.com/news/localgovernment/seminole-pinellas-parkearnpraise-for-environmentally-friendly-designs/1155959
• Help! Designing a City Park that is Environmentally Friendly (Example of web
collaboration)
http://forum.skyscraperpage.com/archive/index.php/t-152891.html
• Pennsylvania Land Choices (Additional good links on the left side)
http://conservationtools.org/libraries/1/library_items/746-Creating-SustainableCommunty-Parks-2nd-Edition
Environmental Unfriendly Parks
• Parks bring benefits to people, may hurt wildlife, suggests study
http://news.mongabay.com/2008/0703-parks.html
• City Parks May Be Bad for the Environment
http://www.foxnews.com/scitech/2010/01/25/city-parks-bad-environment/
• Why are Parking Lots Bad for the Environment?
http://www.wisegeek.com/why-are-parking-lots-bad-for-the-environment.htm
General Information on Conservation, Environmental Protection, & Environmental
Impact Awareness Information
• Marianist Environmental Education Center
Draft: 2/9/2016
Page 27
http://meec.udayton.edu/default.asp
• Applied Ecological Services
http://www.appliedeco.com/Index.cfm
Draft: 2/9/2016
Page 28