We are especially interested in working with mentors who specialize in urban planning and transportation issues. Mentors who have participated in urban transportation network planning and implementation in other cities would be ideal. (Note: teacher is a cultural landscape geographer)
Description:
Students will team with mentors from ITP sponsor companies to address issues related to the Midtown in Motion project in Fort Collins, Colorado. They will define parameters, create and carry out a geographic study, including analysis and recommendations for the stakeholders. This project will specifically address issues related to "MAX," part of the new mass transit system, in Fort Collins. Please see Unique Request of mentor participants for further details.
Benchmarks:
1. The effective use of cognitive processes to generate and link knowledge across the disciplines and in a variety of contexts. 2. The process of identifying, locating, selecting, and using resource tools to help in analyzing, synthesizing, and communicating information. 3. The identification and employment of appropriate tools, techniques, and technologies are essential to all learning processes. 4. Students locate, select, and synthesize information from a variety of texts, media, references, and technological sources to acquire and communicate knowledge. 5. Use available technology to produce, revise, and publish a variety of works. Cite references using various formats (e.g., endnotes, bibliography).
Duration:
34
Grade Level:
10
Content Area:
Gifted and Talented - Geography
Student Outcomes:
Students will conduct a geographic study which will include research, analysis, comparison, and presentation of findings. Student will maintain a notebook with all correspondence and products. Students will create a powerpoint presentation or a web page to present their analysis and recommendations.
Evaluation of
Student Outcomes:
Student will write a 300-500 word letter to their mentor. The subject of the letter will be a self-evaluation of the project, including what the student did well, what he would like to have done to improve upon the project, and what the mentor contributed to the process.
Teacher Role:
Teacher's Role: Teacher will aid student in identifying research areas of interest which correlate to the requests of the MAX related stakeholders. Teacher will help student develop study parameters, hypothesize, design and execute, as well as analyze results. Teacher will evaluate student products using academic expectations.
Mentor Role:
Mentor's Role: Mentors will aid students in understanding urban development and transportation issues. They will help the students develop research questions related to MAX and the Midtown project. Mentors will encourage student completion of project goals and edit student work before it is sent to experts or published.
