Looking Upwards: Greenroofing & Rooftop Gardening
By Cooper-Hewitt National Design Museum, September 11, 2006
- High School
- Landscape Design
- Language Arts
- Social Studies
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- listen to an audio broadcast to acquire information
- conduct Internet research
- evaluate and analyze information from multiple information sources
- create a presentation
- respond to writing prompts
- "Green Design" handout
- computer with Internet access
Building Background Plants on Roofs?The purpose of this activity is to provide students with background information on rooftop gardening and greenroofing. 1. With your students, visit the following "Greening Gotham" website, which contains an image of what New York City buildings might look like with a network of rooftop gardens and greenroofs. This may be viewed at: http://www.treehugger.com/lawn-garden/greening-gotham-a-rooftop-initiative.html As a class, listen to the following audio transcript at http://www.npr.org/templates/story/story.php?storyId=1810947. This National Public Radio broadcast describes Earth Pledge's efforts to transform urban rooftops into gardens by planting vegetation over the entirety of the roofs. Ask your students to respond to the following questions:
What do you think of the concept of greenroofing?
What do you think is the most important advantage of greenroofing and rooftop gardening?
What do you think is the most important objection to greenroofing and rooftop gardening?
Steps for Learning Green DesignThe purpose of this activity is to engage students' in creating a design plan for a greenroof/rooftop gardening proposal. 1. Divide the class into small groups, and tell the students that they are going to create a presentation on greenroofing and rooftop gardening. 2. Give each group a copy of the "Green Design" handout. 3. Provide time for each small group to present its work to the class. 4. Discuss the different elements of each group presentation, and how each group addressed this task. 5. Ask students to respond in journals to the following prompts:
- What role do architects play in changing the environment?
- How are design and environmental issues related?