In this interactive game, students play the role of an urban planner who must decide if Los Angeles needs to plant more trees.
The game includes two informational videos and an interactive tree equity map with a variety of demographic indicators that students can use for research.
Students receive immediate feedback when they select an incorrect answer.
Students have the opportunity to choose between a male and a female avatar.
Students cannot fast-forward through the videos.
Students cannot go backward in the game; instead, they have to start over from the beginning.
Students should be familiar with the concept of urban planning.
Students will need access to a device and an Internet connection.
Social studies classes could use this game in a lesson about urban planning or city design. Before playing the game, students could discuss the following questions:
What makes a neighborhood a nice place to live?
Who is in charge of maintaining neighborhoods?
What is the role of the local government in residents' happiness, health, and safety?
What impact do trees have on a neighborhood?
Science classes could discuss the role that science and data play in municipal decision-making. After playing the game, students could discuss the following questions in pairs or small groups:
Why is it important to use data, such as the tree equity map, when making decisions?
How can scientists help government officials design solutions to municipal problems?
The game provided you with a science-based video on planting trees, a data-driven map about tree equity, and a video that featured a community member's personal story. How are the three sources similar? How are they different? Why might an urban planner consider all three sources when deciding where to plant trees?
Other resources on this topic include this video on the connection between systemic racism and the number of trees in neighborhoods, this TED video on planting a million trees in Sierra Leone, and this interactive resource on urban tree planting.
This game provides insights on the best approach of tree planting to sequester CO2 emissions, improve air quality, increase urban health, and tackle climate change. It adopts a case study from Los Angeles and explains the need to integrate local people in co-creating sustainable urban reforestation actions in their communities. This is recommended.
Science and Engineering
ESS3: Earth and Human Activity
3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
ETS1: Engineering Design
3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
LS1: From Molecules to Organisms: Structures and Processes
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
LS2: Ecosystems: Interactions, Energy, and Dynamics
5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Civics & Government
Civics & Government 2 (F1): Students understand constitutional and legal rights, civic duties and responsibilities, and roles of citizens in a constitutional democracy by explaining the constitutional and legal status of "citizen" and provide examples of rights, duties, and responsibilities of citizens.
Geography 1: Students understand the geography of the community, Maine, the United States, and various regions of the world by communicating their findings by creating visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.
Geography 1 (F1): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by using the geographic grid and a variety of types of maps, including digital sources, to locate and access relevant geographic information that reflects multiple perspectives.
Geography 1 (D2): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by describing the impact of change on the physical and cultural environment.