Groups of students design plans for urban parks in target language
cities identified as experiencing significant population growth. They
present proposed models to "the judges" (their classmates) as part of an
international park design competition.
Students visit suggested web sites on cities in the target
culture and complete a questionnaire that evaluates the suitability
of certain cities as sites for urban parks or additional parks.
Questions might include interpreting information on: population
trends, number and types (large or small, multi purpose, gardens) of
parks already in cities, climate (to help determine types of and
periods of use for parks), available public transportation and
pollution levels. An interpretive rubric may be created to evaluate
the extent to which students understand and correctly interpret
the information contained in website reading selections.
(Using the information in the questionnaire, the class or groups
of students will determine which cities need parks. Suggestions for
what to include in the parks are provided in Phases II and III)
During each presentation, student judges will write down
questions they may have on the content of the presentation that will
be followed by a question and answer period. The judges will hand
the cards to the presenters who will read the question and respond.
The teacher will use an interpersonal task rubric to evaluate the
number and quality of the "judges'" questions and the presenters'
responses. (see Novice-High Interpersonal Rubric)
Working in groups, students will create new parks for the cities
selected. The class and the teacher will then discuss possible
criteria for the presentations and rubric used to evaluate them.
Presentations include a graphic representation of the park with a
labeled infrastructure along with an accompanying written narrative
that will also be presented orally. The narrative will contain the
rationale for building the park, along with a full description of
its features and potential use(s).