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Middle School, High School Grades  Project 1 week

Neurodiverse Transit Quest: Race to Culture!

adam s
Updated
CCSS.ELA-Literacy.L.11-12.5
CCSS.Math.Content.6.G.A.4
3A-DA-12
CCSS.ELA-Literacy.RI.8.5
D2.Civ.4.9-12
+ 5 more
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The Challenge

Navigating public transit can present significant challenges, especially for neurodiverse individuals who may face unique barriers to accessing community resources. Understanding and appreciating the diverse cultural tapestry within urban environments, such as Vancouver/Burnaby, fosters a deeper connection to one's surroundings and promotes inclusivity.

Challenge Question

How can we collaboratively explore and document the cultural richness and diversity of Vancouver/Burnaby through a transit-based Amazing Race, while honing our skills in both navigating public transport and understanding community dynamics?

Standards
  • [Common Core] CCSS.ELA-Literacy.L.11-12.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • [Common Core] CCSS.Math.Content.6.G.A.4 - Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
  • [Computer Science Teachers Association] 3A-DA-12 - Create computational models that represent the relationships among different elements of data collected from a phenomenon or process.
  • [Common Core] CCSS.ELA-Literacy.RI.8.5 - Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
  • [National Council for the Social Studies] D2.Civ.4.9-12 - Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.
Competencies
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Learning Partners and Clients

Students will collaborate with an experienced Chinatown tour guide or historian to gain insights into local cultural landmarks and heritage sites. This learning partnership allows students to connect with experts who can provide nuanced perspectives and firsthand narratives about the diverse history of their community. By engaging with these knowledgeable guides, students can enrich their project outputs and foster a deeper understanding of their surroundings.

Phase Outcomes

Phase Learning Outcome
Discover
I can identify the challenge and understand its root causes by exploring diverse aspects of our local community through engaging, real-world activities.
Examine
I can analyze the impact of tailored public transportation routes on community accessibility by conducting research through observations, interviews, and data collection.
Engineer
I can develop a comprehensive plan that proposes innovative solutions to improve transit experiences for all community members, particularly focusing on inclusivity and accessibility.
Do
I can implement my plan by working with peers to test our proposed solutions, gather data on their effectiveness, and make necessary adjustments.
Share
I can share my transit improvement project with the community, reflecting on my learning journey, and highlighting my personal growth and insights gained from this experience.