Printable Resources
Eco Park Design
Appendix A:
Eco Park Design Pre/Post-Test
Appendix B:
Eco Park Design Pre/Post-Test Answer Key
Appendix C:
Landscape Architecture Video Responses
Appendix D:
Team Career Roles
Appendix E:
Engineering Design Challenge
Appendix F:
3-D & Topographic Maps - Rubric
Appendix G:
Field Guide Rubric
Appendix H:
Eco-Friendly Parks KWL Chart
Appendix I:
Environmental Friendliness Team Research
Appendix J:
Team Ecosystem Research
Appendix K:
Individual Eco-Park Idea and Team Sharing
Appendix L:
3-D Topographic Map Creation Instructions
Appendix M:
Field Guide Creation
Appendix N:
Additional Resources
www.daytonregionalstemcenter.org
Eco Park Design
Appendix A: Pre/Post-Test
Name _________________________________ Date _________ Period ______
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:
Draft: 2/10/2016
A(
)
B(
)
C(
)
D(
)
Page 2
Eco Park Design
Use the topographic map below to answer questions 5 – 8.
Image from https://www1.nga.mil/kids/geoint/info/PublishingImages/15-topomap.jpg
5. What is the interval? _____________
6. What is the highest elevation on the map? _____________
7. If you travel from the outer contour line to the inner contour line, what would
be your change in elevation? _____________
8. Where is the land the steepest? How do you know? ___________________
_____________________________________________________________
_____________________________________________________________
9. Which of the following does an ecosystem include?
A. plants
B. animals
C. rocks, soil, air, water
D. A and B only
E. A, B, and C
Draft: 2/10/2016
Page 3
Eco Park Design
Use the food web to the right to answer questions 10 – 12.
10. What organism will limit the number of frogs that the
ecosystem will be able to support? _________________
11. If the population of rabbits increases, will the berry plant
population likely increase, decrease, or remain the same?
Why do you think so? ___________________________
12. If the population of owls increases, will the rabbit
population likely increase, decrease, or stay the same?
Why do you think so?
_____________________________________
Image from:
http://www.biologycorner.com/worksheets/foodw
eb.htm
13. Name one way, besides littering, that humans negatively impact the
environment. Also, name one way, besides recycling, that humans can
positively impact the environment.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
14. 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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
15. Food, water, and shelter are essential for a population to survive. What
would happen if one of these were taken away?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Draft: 2/10/2016
Page 4
Eco Park Design
Appendix B: 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.
6.
7.
8.
500 m
4,500 m
3,500 m
The land is steepest in the middle of the map because the contour lines are
spaced closest together there.
9. E
10. the number of grasshoppers or the number of plants
11. 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.
12. 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.
13. answers will vary
14. answers will vary; cold temperatures, ice, wind, lack of available water
15. The population would decrease
Draft: 2/10/2016
Page 5
Eco Park Design
Appendix C: Landscape Architecture Video Responses
Name ___________________________________ Date _______ Period______
“Eddie George on Careers in Landscape Architecture” Video Response
https://www.youtube.com/watch?v=N6VAIuVVL3k
1 Why did Eddie George decide to become a landscape architect while he was
at Ohio State University?
2 When Mr. George had doubts about becoming a landscape architecture, who
inspired to continue studying?
3 What is a landscape architecture?
4 What is needed in order for profession to go forward and expand beyond
what it is today?
“Zoo Jobs: Meet a Landscape Architect” Video Response
https://www.youtube.com/watch?v=3tJkOjXqQQM
1. List at least 5 responsibilities of a zoo landscape architect.
2. What does it mean to be a zoo landscape architect (fortuneteller)?
3. Zoo of the future work with entire staff to decide which exhibits will be built or
changed and where they will go
4. What does Jen say are her most important tools for communicating new
ideas?
5. What about the career field of landscape architecture seems interesting to
you?
Draft: 2/10/2016
Page 6
Eco Park Design
Appendix D: Team Career Roles
Team: __________________________________________________________
Collaborate with your team to assign each team member a career role.
Environmental
Engineer
______________________________
Name
Landscape
Architect
______________________________
Name
Geotechnical
Engineer
______________________________
Name
Graphic Designer
______________________________
Name
Draft: 2/10/2016
Oversees planning for making sure the team’s
design minimizes negative environmental
impact and/or benefits the environment.
Verifies the park's environmental friendliness
and unfriendliness is communicated correctly
and thoroughly in the field guide.
Makes sure that all plants and animals featured
by the park are native to the area, and that
information regarding organism interactions
and adaptations are communicated correctly
and thoroughly in the field guide.
Oversees map creations and checking to make
sure all map-related requirements are met
accurately.
Ensures that the all finished work is neat,
readable, and without spelling or grammar
errors; improves the aesthetic (appearance)
appeal of the maps and field guide by making
sure there are pictures and color incorporated;
Also, guides the team in writing information in
an interesting way.
Page 7
Eco Park Design
Appendix E: Engineering Design Challenge
Name ___________________________________ Date _______ Period______
Congratulations!
The International Association of Athletics Federations (IAAF) has
hired you to be part of a design team for a new IAAF mountain racing
course. IAAF 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 has also
launched its own Green Project, which focuses on environmental
protection.
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 racecourses will be
placed inside of an Eco Park.
Your task is to design an eco-park 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 healthier 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: 2/10/2016
Page 8
Eco Park Design
Appendix F: 3-D & Topographic Maps - Rubric
Name ___________________________________ Date _______ Period______
4
3
2
1
Coordinate
Plane
Meets all of the
following criteria:
X and Y scale tick
marks are equally
spaced.
X and Y-axes are
labeled consistently.
Points are correctly
located and written as
ordered pairs.
X and Y-axes are
labeled correctly.
Meets 3 of the
following criteria:
X and Y scale tick
marks are equally
spaced.
X and Y-axes are
labeled consistently.
Points are correctly
located and written as
ordered pairs.
X and Y-axes are
labeled correctly.
Meets 2 of the
following criteria:
X and Y scale tick
marks are equally
spaced.
X and Y-axes are
labeled consistently.
Points are correctly
located and written as
ordered pairs.
X and Y-axes are
labeled correctly.
Meets 1 of the
following criteria:
X and Y scale tick
marks are equally
spaced.
X and Y-axes are
labeled consistently.
Points are correctly
located and written as
ordered pairs.
X and Y-axes are
labeled correctly.
Scale &
Measurements
Meets all of the
following criteria:
Indicates the unit
conversions in a map
scale.
The model running
course accurately
represents 5K.
The area of the park
is calculated correctly.
All measurements are
labeled with the
correct units.
Meets 3 of the
following criteria:
Indicates the unit
conversions in a map
scale.
The model running
course accurately
represents 5K.
The area of the park
is calculated correctly.
All measurements are
labeled with the
correct units.
Meets 2 of the
following criteria:
Indicates the unit
conversions in a map
scale.
The model running
course accurately
represents 5K.
The area of the park
is calculated correctly.
All measurements are
labeled with the
correct units.
Meets 1 of the
following criteria:
Indicates the unit
conversions in a map
scale.
The model running
course accurately
represents 5K.
The area of the park
is calculated correctly.
All measurements are
labeled with the
correct units.
Map & Park
Features
Meets all of the
following criteria:
Contour lines are
consistently labeled.
Geographic points on
map and 3D model
match.
Includes required park
features and
represents them on
the map.
Provides a key to
show what symbols
used on map
represent.
Meets 3 of the
following criteria:
Contour lines are
consistently labeled.
Geographic points on
map and 3D model
match.
Includes required park
features and
represents them on
the map.
Provides a key to
show what symbols
used on map
represent.
Meets 2 of the
following criteria:
Contour lines are
consistently labeled.
Geographic points on
map and 3D model
match.
Includes required park
features and
represents them on
the map.
Provides a key to
show what symbols
used on map
represent.
Meets 1 of the
following criteria:
Contour lines are
consistently labeled.
Geographic points on
map and 3D model
match.
Includes required park
features and
represents them on
the map.
Provides a key to
show what symbols
used on map
represent.
Draft: 2/10/2016
Page 9
Eco Park Design
Appendix G: Field Guide Rubric
Name ___________________________________ Date _______ Period______
4
3
2
1
Ecosystem
Plants
Meets all of the
following criteria:
All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
Correctly explains how
at least two plants
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each plant
(two total plant pictures).
Meets 3 of the following
criteria:
All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
Correctly explains how
at least two plants
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each plant
(two total plant pictures).
Meets 2 of the following
criteria:
All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
Correctly explains how
at least two plants
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each plant
(two total plant pictures).
Meets 1 of the following
criteria:
All (minimum of 5)
plants included are
appropriate for the
assigned ecosystem.
Correctly explains how
at least two plants have
adapted to the physical
ecosystem environment.
Correctly explains how
at least two plants
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each plant
(two total plant pictures).
Ecosystem
Animals
Meets all of the
following criteria:
All animals included are
appropriate for the
assigned ecosystem.
Correctly describes how
at least two animals
have adapted to the
physical ecosystem
environment.
Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each animal
(two total animal
pictures).
Meets 3 of the following
criteria:
All animals included are
appropriate for the
assigned ecosystem.
Correctly describes how
at least two animals
have adapted to the
physical ecosystem
environment.
Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each animal
(two total animal
pictures).
Meets 2 of the following
criteria:
All animals included are
appropriate for the
assigned ecosystem.
Correctly describes how
at least two animals
have adapted to the
physical ecosystem
environment.
Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each animal
(two total animal
pictures).
Meets 1 of the following
criteria:
All animals included are
appropriate for the
assigned ecosystem.
Correctly describes how
at least two animals
have adapted to the
physical ecosystem
environment.
Correctly identifies how
at least two animals
interact with other
organisms in the
ecosystem.
Includes at least one
picture of each animal
(two total animal
pictures).
Environmental
Impact
Identifies at least four
ways the park is
environmentally friendly
and explains why.
Explains at least one
potential negative
impact the park might
have.
Meets all but one of the The field guide is
requirements needed to missing two of the
earn a 4.
requirements needed to
earn a 4.
The field guide is
missing three or more
requirements needed to
earn a 4.
Draft: 2/10/2016
Page 10
Eco Park Design
Research
Practices
Meets all of the
following:
All information is stated
in students’ own words.
All new information is
cited within the text.
Provides a reference
sheet of all sources
used at the end of the
field guide.
All sources cited are
reliable.
Meets 3 of the following:
All information is stated
in students’ own words.
All new information is
cited within the text.
Provides a reference
sheet of all sources
used at the end of the
field guide.
All sources cited are
reliable.
Meets 2 of the following:
All information is stated
in students’ own words.
All new information is
cited within the text.
Provides a reference
sheet of all sources
used at the end of the
field guide.
All sources cited are
reliable.
Meets 1 of the following:
All information is stated
in students’ own words.
All new information is
cited within the text.
Provides a reference
sheet of all sources
used at the end of the
field guide.
All sources cited are
reliable.
Quality of
Writing
Meets all of the
following criteria:
Most information is in
sentence form, not in
bulleted phrases.
Descriptive details can
be found throughout the
guide.
Information is presented
in a way that is
interesting and/or
persuades the reader to
come visit the park.
There is a minimum of
two spelling and/or
grammar errors.
Meets 3 of the following
criteria:
Most information is in
sentence form, not in
bulleted phrases.
Descriptive details can
be found throughout the
guide.
Information is presented
in a way that is
interesting and/or
persuades the reader to
come visit the park.
There is a minimum of
two spelling and/or
grammar errors.
Meets 2 of the following
criteria:
Most information is in
sentence form, not in
bulleted phrases.
Descriptive details can
be found throughout the
guide.
Information is presented
in a way that is
interesting and/or
persuades the reader to
come visit the park.
There is a minimum of
two spelling and/or
grammar errors.
Meets 1 of the following
criteria:
Most information is in
sentence form, not in
bulleted phrases.
Descriptive details can
be found throughout the
guide.
Information is presented
in a way that is
interesting and/or
persuades the reader to
come visit the park.
There is a minimum of
two spelling and/or
grammar errors.
Overall Effort
Meets all of the
following criteria:
Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
Includes at least two
pictures (excluding the
ecosystem plants and
animals).
Neat and easy to read.
Shows creativity in
expression, format,
layout, or content.
Meets 3 of the following
criteria:
Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
Includes at least two
pictures (excluding the
ecosystem plants and
animals).
Neat and easy to read.
Shows creativity in
expression, format,
layout, or content.
Meets 2 of the following
criteria:
Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
Includes at least two
pictures (excluding the
ecosystem plants and
animals).
Neat and easy to read.
Shows creativity in
expression, format,
layout, or content.
Meets 1 of the following
criteria:
Includes at least one
other feature that is not
required such as a
historical connection or
safety feature.
Includes at least two
pictures (excluding the
ecosystem plants and
animals).
Neat and easy to read.
Shows creativity in
expression, format,
layout, or content.
Draft: 2/10/2016
Page 11
Eco Park Design
Appendix H: Eco-Friendly Parks KWL Chart
Name ___________________________________ Date _______ Period______
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: 2/10/2016
Page 12
Eco Park Design
Appendix I: Environmental Friendliness Team Research
Name ___________________________________ Date _______ Period______
Answer to questions 1-4 can be found on the following website:
http://www.esa.org/ecoservices/EcosystemServicesFactSheet.pdf
1 What are ecosystem services?
2 What are ecosystem services worth?
3 What is an ecosystem?
4 How are ecosystem services “cut off”?
5 Describe what landscape architects do, including educational requirements?
http://www.sciencebuddies.org/science-fair-projects/science-engineeringcareers/CE_landscapearchitect_c001.shtml
6 Describe what environmental engineers do, including educational
requirements?
http://www.sciencebuddies.org/science-fair-projects/science-engineeringcareers/EnvEng_environmentalengineer_c001.shtml
Draft: 2/10/2016
Page 13
Eco Park Design
6. Continue researching about eco-friendly parks, and list notes below.
DO NOT forget to cite your sources!
Draft: 2/10/2016
Page 14
Eco Park Design
Appendix J: Team Ecosystem Research
Name ___________________________________ Date _______ Period______
ECOSYSTEM: _________________________________________________
CHARACTERISTIC OF TEAM’S ECOSYSTEM
CLIMATE
References:
GEOGRAPHY
References:
Draft: 2/10/2016
Page 15
Eco Park Design
PLANTS
References:
ANIMALS
References:
ADDITIONAL
INFORMATION
References:
Draft: 2/10/2016
Page 16
Eco Park Design
Appendix K: Individual Eco-Park Idea and Team Sharing
Name ___________________________________ Date _______ Period______
THINK - Individual Brainstorming
Record your own idea about features you think would attract people to the park
your team is designing? Keep characteristics of your team’s ecosystem in mind.
My Individual Ideas
Physical
Activities
Safety Features
Animals
Plants
Landforms
Visitor Comfort
EcoFriendliness
Historical
Connection to
the Area
Other
Draft: 2/10/2016
Page 17
Eco Park Design
DESIGN
On a piece of graph paper, sketch and label an individual eco-park design plan
based on individual ideas.
SHARE
Have each team member share his or her individual ideas with the team.
DISCUSS
As a team, discuss favorite features of each design shared. Identify the common
favorite features of the team, and write a list of those features to be incorporated
into the team’s eco-park design.
SKETCH
On 1 piece of centimeter grid paper, sketch a TEAM design.
DECIDE ON TEAM DESIGN
Check the rubric and ensure your TEAM design meets ALL the requirements:
 Create a symbol for each park feature and location
 Create a key to tell what the symbols represent
 Include four activities and label where they can be performed in the park
 Path for cross country course with label that has an uphill assent of 500
meters
TEACHER APPROVAL
Have the teacher check your TEAM sketch before you move on!
Draft: 2/10/2016
Page 18
Eco Park Design
Appendix L: 3-D Topographic Map Creation Instructions
Name ___________________________________ Date _______ Period______
STEP 1: Set up your map grids.
A. Turn two pieces of centimeter grid paper 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. Mark the lower, left-hand corner with a zero. This will be your origin.
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…).
 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. On grid labeled “3-D Map,” use pencil and ruler to draw the perimeter of the
park on the grid so that the it occupies most of the space on the coordinate
grid.
You may use lines and curves. (Be sure your team agrees on the shape
before you begin drawing!)
B. Decide on and label four points (A-D) along the perimeter of the park (points
where both numbers of the ordered pair are whole numbers). Your team
should have one point in each of the following regions of the park: northern,
southern, eastern, western.
If your drawn perimeter does not use any of these areas, erase and adjust to
make sure that you have all four points, one in each of cardinal direction
regions.
C. Write out the ordered pairs for the coordinate positions you just labeled as AD on the map.
D. Locate these same four coordinates on the grid paper labeled “Topographic
Map,” and place points at on them. 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
Draft: 2/10/2016
Page 19
Eco Park Design
the perimeter of the park, including the four points and their labels.
Labels should be on the inside of the perimeter so that when your traced
perimeter is cut out you can still see the four points after you are finished!
F. Place the piece you just cut out onto 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. Once this step
is completed, the two maps should look identical.
Try to trace as close to the edge of the cut out as possible!
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. Before anyone begins molding the hill, read the whole section below
until you get to Part B!
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-fourth 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 Later, you will have to cut the hill region into layers using floss or a wire
clay 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.
8 Finally, your hill region should have only one peak to minimize the cost of
development.
9 Sculpt the hill region on wax paper first; you will transfer the clay to your
map in the next step.
Now you may make an elevated hill region out of clay.
Draft: 2/10/2016
Page 20
Eco Park Design
B. As a team, determine where to place the elevated clay hill region 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’s 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 and straight through 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 Yaxis grid lines. Just as you did for the park perimeter, find one point for the
northern, southern, eastern, western parts of the hill region. Use your
toothpick to poke a hole or make a notch in the side of the clay at each of
these four points.
Again, if you do not have all of these points, adjust the clay so you do!
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, carefully lift the
whole piece of clay off of the map.
G. Label the new points with a capital letters (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. Once this step
is complete, the two maps should look identical again.
Trace as close to the clay perimeter as possible!
Draft: 2/10/2016
Page 21
Eco Park Design
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. Halfway between two score lines hold a ruler vertically with the metric side
facing 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 are finished, you will have four full score lines and 4 “dotted lines.”
G. Cut a 60 cm piece of floss (or get a wire clay cutter if available).
H. Wrap the floss completely around the clay hill so that it connects all of the 1
cm high points. The floss should overlap itself so the ends are on opposite
sides from where they started, and a loop is formed between them.
1. Pull each side of the floss 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 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.
Trace as close as possible to the clay!
1. The perimeter tracing is called a contour line! You should have two
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!
Draft: 2/10/2016
Page 22
Eco Park Design
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 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 if they
disappear!
STEP 5: Finish the maps and compare them!
A. Now, 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, placing the base of
the hill in its proper position on the 3-D Map.
C. Compare and contrast the 3-D 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.
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?
4. 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: 2/10/2016
Page 23
Eco Park Design
Appendix M: Field Guide Creation
Name ___________________________________ Date _______ Period______
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.
o 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: 2/10/2016
Page 24
Eco Park Design
Appendix N: 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
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
http://www.planning.org/cityparks/briefingpapers/index.htm
Draft: 2/10/2016
Page 25
Eco Park Design
Park Design with Environmental Focus
Sustainable Sites Initiative
http://www.sustainablesites.org/
http://www.sustainablesites.org/report/
Seminole Pinellas Park Earn Praise for Environmentally Friendly Designs
http://www.tampabay.com/news/localgovernment/seminole-pinellas-parkearn-praise-forenvironmentally-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-Sustainable-Communty-Parks2nd-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
Conservation, Environmental Protection, & Environmental Impact Awareness
Marianist Environmental Education Center
http://meec.udayton.edu/default.asp
Applied Ecological Services
http://www.appliedeco.com/Index.cfm
Architectural Landscaping
A Career in Landscape Architecture
https://www.youtube.com/watch?v=Ee0tteeLa9w
Day in the Life: Landscape Architect
https://www.youtube.com/watch?v=Ee0tteeLa9w
Fast Sketch - Landscape Design
https://www.youtube.com/watch?v=pNj4BDp4QYE
Biomimicry and Landscape Architecture
https://www.youtube.com/watch?v=NlrodpEsRpU
Draft: 2/10/2016
Page 26