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Inclusive Environment Design Studio

Run the Inclusive Environment Design Studio MicroSim Fullscreen

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About this MicroSim

Inclusive Environment Design Studio is an interactive MicroSim for this health-education textbook.

Students design a set of concrete policy, physical

Use the controls in the panel below the drawing to interact with the model, then talk through what changed and why. The MicroSim is width-responsive and can be embedded in any course page with the iframe shown above.

Bloom's Taxonomy level: Create (L6) — design, formulate, construct

Lesson Plan

Audience

This MicroSim is designed for Grades 9-12. For the K-3 bands the teacher typically drives the activity on a shared screen; older students can explore the MicroSim independently.

Learning Objective

Students design a set of concrete policy, physical

This activity targets Bloom's Create (L6) (design, formulate, construct).

Suggested Use (about 10 minutes)

  1. Warm up (2 min). Ask students what they already know about the topic and let one volunteer describe what they see on the screen.
  2. Model it (3 min). Demonstrate the interaction once, thinking aloud so students hear the reasoning behind each choice.
  3. Guided practice (3 min). Invite students to try the interaction and to predict what will happen before they act.
  4. Discuss (2 min). Ask why the result came out the way it did, connecting the on-screen result back to the learning objective above.

Check for Understanding

Have each student (or pair) explain their result in one sentence, using the vocabulary from this chapter. Look for reasoning that matches the Create-level objective rather than a lucky guess.

Specification

The full specification below was extracted from Chapter 6: Conflict Resolution and Inclusion.

Type: microsim

**sim-id:** inclusive-environment-design-studio<br/>
**Library:** p5.js<br/>
**Status:** Specified

Bloom Taxonomy Level: Create (L6)
Bloom Verb: design, formulate, construct

Learning objective: Students design a set of concrete policy, physical
space, and norm interventions for a given environment (a classroom, a
sports team, or a club) that systemically build inclusion, going beyond
individual acts of kindness.

Canvas layout:
- Left (40%): a description of a realistic environment with 2-3 named
  exclusion risk points (e.g., a classroom where group work always uses
  the same self-selected teams)
- Right (60%): three labeled design columns — Policy, Physical Space,
  Norms — into which the student drags or types their own proposed
  interventions

Data Visibility Requirements:
  Stage 1: Show the environment description and its named risk points
  Stage 2: Student proposes at least one intervention per column
  addressing the risk points
  Stage 3: Reveal a set of model interventions for comparison, organized
  by the same three columns, with a one-sentence rationale for each
  Stage 4: Student can revise their own design after seeing the model
  set, and a short reflection prompt asks what they would change and why

Interactive controls:
- Text input or drag-and-drop cards for each of the three design columns
- Button: "Compare to Model Interventions"
- Button: "Revise My Design"
- Button: "New Environment Scenario" (3 scenario sets: classroom, sports
  team, club)

Default parameters: Scenario bank includes classroom, sports team, and
club settings; model interventions cover concrete, realistic examples
(mixed seating charts, rotating group assignments, accessible physical
space, explicit newcomer-inclusion norms)

Instructional Rationale: Designing original systemic interventions across
three levels (policy, space, norms) is a Create-level objective — the
peak cognitive demand for this grade band — so a construction tool with a
model-comparison step is used rather than a selection or rating task,
requiring students to generate their own solutions before seeing an
expert model.

Implementation notes: p5.js with draggable/editable card interface across
three columns; object array of {environment, riskPoints, modelPolicy,
modelSpace, modelNorms, rationale} for each of the three scenarios.

References