Landscaping in the Neighborhood
Developed by: Heather Shute and Betsy Fitzgerald, Erskine Academy

Grade level: 5-8

The MLR performance indicators listed below are for illustrative purposes. Depending on the focus of the lessons as developed by individual teachers, these indicators may or may not be addressed. Conversely this is not a definitive listing of all of the performance indicators which could be addressed in this lesson.

MLR - Middle Grades: Social Studies: (Civics A-4; Geography A-2, Economics B-1);  Mathematics: (A-3, B-2, C-3, F-1, 3, J-1); Language Arts: (E-1-3, G-4)

Task Description

For years there has been a big field next to your home or school. Over the winter the property was sold to a land developer who assured people in town that he would not just sell off tiny house lots. When the snow melted, the developer placed little flags marking the lots of property he wanted to sell.  You would like to save part of the property to remain in its natural state. You have asked the developer if you can come and talk to him about keeping part of the land natural. Your appointment is for 2:00 pm on a day next week.

Your task is to present a plan to the developer that will try to satisfy both parties. You have drawn a map of the property and have made some calculations as to the amount of property that could be "set aside" without a financial loss to the developer. In fact, you are going to try and argue, this will help the developer to sell more lots. First you will have to measure out the property. Then you will have to make some decisions about land uses.

Student Products/Performances

Students will map out the parcel of property after studying a map. First, students should actually draw to scale (or use actual dimensions outside) the parcel. Flags (flagging tape on sticks) should be used to distinguish the dimensions of the lots that the developer has identified. Measure and mark the parcels. Number or name the parcels. Select the parcel to be preserved as a natural state. Find the area and perimeter of each parcel of land and compare it to the original (as a percent of the whole). Using an investment price (cost to the developer) determine individual costs to future landowners and arrive at a method to make sure the developer does not take a loss if he reserves a lot. 

For the meeting with the developer, students should be able to discuss the following:

            1. The parcel as a whole

            2. The sections of the development

            3. The dimensions of the sections

            4. The parcel to remain undeveloped

• Reasons for selection

• Any requirements for abutting parcels

• How to minimize the cost to the developer

• How to maximize the benefits to other landowners in the area  

Students will role-play the meeting with the developer. Students can then present their proposal and evaluate their choice of parcel. Discussion can be directed to criteria for selection, meeting needs of new residents and meeting the specifications of the developer.

Resources

• Map of the parcel (outside dimensions, preferably on an oversized piece of paper) with preliminary dimensions,

• Calculators, measuring devices, flags if using this outdoors

Criteria for Evaluating Quality of Product or Performance