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= Learning Styles Inventory and Grouping = Research suggests that everyone has a preferred 'learning style', whether it be logical, aural, kinesthetic or some combination of these. Students learn best when they take part in activities that compliment their learning styles. For this project, attempt to group the students so that each has at least one student from learning style types listed below. Tasks and activities outlined in the description below are geared towards a variety of learning styles. For further information on this particular inventory, please visit Learning Styles Online at @http://www.learning-styles-online.com/. The learning styles assessed in the online survey are:
 * Visual
 * Aural
 * Verbal
 * Physical
 * Logical
 * Social
 * Solitary

Teams should be composed of at least one member from the following Learning Style combinations:
 * 1) __//** Group 1: Physical/Visual **//__ - These are the 'doers' in the class. They are the model makers, drawers, image manipulators. If you can identify one or two specifically that have some computer skills, put them in charge of manipulating the imagery on the computer and fine tuning the multimedia presentation.
 * 2) //__** Group 2: Aural/Verbal/Social **__// - This group should concentrate on developing the 'artistic' side of the proposal. Put them in charge of developing the presentation and giving direction to Group 1 for the overall feel of the proposal in it's final product.
 * 3) __//** Group 3: Logical/Solitary **//__ - Every group should have a leader/liaison that can make contact with you as the instructor to determine direction and bounce ideas off. One person should be made responsible for being the contact person for the group to you and you should meet with them often to debrief and control the work-flow. The 'solitary' group can be tasked to create the journal of the project as it proceeds, documenting daily work and questions for the teacher.

Activities will be suggested for members from each group but are certainly not exclusive to those members.

= General Objectives = Students will develop an understanding of = Specific Objectives = = Computer Functions = = Problem = = Research/Analysis =
 * human population dynamics
 * how human population growth patterns occur in urban areas
 * the challenges presented by human population growth
 * an understanding of resource use and waste management
 * analyze the connection between population size, density and general economic and environment conditions
 * Google Earth
 * Microsoft PowerPoint
 * Microsoft Word
 * Microsoft Publisher
 * Internet Access
 * Smart Notebook, Notebook Capture, Notebook Recorder
 * FastStone Image Viewer
 * Design a city to support 25,000 people given a specific geographical area that is currently un-developed.
 * Brainstorm what services you think are required for a city of 25,000. Use your existing knowledge of local examples and adapt.
 * Engage in a discussion about primary vs secondary industry.
 * Using examples, illustrate three urban design theories (Concentric Ring, Sector and Multinodal) and discuss the advantages and disadvantages of each.

= Results Presentation =
 * 2D map of the area to be developed with a colour coded legend depicting specific service areas, NOT individual buildings.
 * 3D model depicting the same area as the 2D colour coded map.
 * Subdivision Plan-2D depicting housing types and access routes.
 * Brochure promoting your new community to the provincial Municipal services department
 * Brief to be presented to local council detailing the development plan for the area. Part of this brief should be a multimedia presentation to the council explaining, in broad strokes, what the 'plan' consists of and why it should be considered for further discussion by the council.

= Activities Before Computer Use = All three groups should collaborate on the construction of a community survey to assess what the local community would see as desirable components of a larger urban area. Once these data are collected, the groups should re-convene to discuss the results and determine the key things to try and include in their presentation to council. = Activities During Computer Use = = Activities After Computer Use = = Supporting Activities =
 * __//** Group 1 **//__ : Members assigned to this category of learning style can assemble all materials that the group feels will be needed for the project. Software that will be required, copies of maps needed, hardware including scanners and digital cameras, poster board, modeling materials etc.
 * //**Group 2**// : These students should begin to create the rough plan for the presentation. This could include a storyboard of the PowerPoint that will be used to supplement the brief to council. They should also sketch a rough layout of the 'brochure' and possibly some ideas reflecting their subdivision plans.
 * //**Group 3**// : The group 'leader' can assign tasks to members that should include some idea of time-lines for the project completion. Solitary members can create the Journal posts to reflect the discussions held around the survey and initial activities.
 * //** Group 1: **// Base images of the area in question should be captured, either from topographic maps provided, or using Google Earth and Notebook Capture. Students can also capture still and video footage for use in the multimedia presentation/brochure, as well as sound files, if required. Layers of thick poster board should be cut out to correspond to the topography of the area so that the 3D models can be constructed.
 * //** Group 2: **// Sk etches of the overall design of the city should be created. These would be 'bubble diagrams' where large, relatively undefined shapes should identify the rough placement of areas such as the Central Business District, residential, commercial and heavy/light industrial areas. This group can also start using Notebook software to import the images of the base map and start delineating the boundaries of the areas described.
 * //** Group 3: **// Leaders should have a good handle on the progress each sub-group is making towards the completion of assigned tasks. Solitary should have posted the daily activities of the sub-groups and discussed any questions the groups have with the group leader and teacher.
 * //** Group 1 & 2: **// BOTH Groups 1 and 2 should now collaborate on working towards completing the Multimedia presentation to present to members of council and the 2D and 3D plans and models representing the physical layout of the city and a representative residential area.
 * //** Group 3: **// The group leader and solitary, with the assistance of one member from each of Groups 1 & 2 should work on putting together the brochure and finalizing the preparation of the brief to be presented to council.
 * //** Group 1, 2 & 3: **// All three groups should be given time to meet as a unit to make sure that all components of the presentation are complete and to rehearse individual roles in the presentation to council. This could include a storyboard of the timings of the presentation, ie who says what when and when/how various elements of the project are put forward to council.

= Assessment =

Assessment of this lesson will be conducted in a variety of ways and at various points throughout the time frame allotted. Students are producing 'products', for example the maps. models and brochures. These can be evaluated according to a rubric established by you to make sure all objectives are being addressed. Have they considered and taken into account the amount of land required for a city of this size? Where do they get power from? Food? Water? How have they accommodated transportation and emergency services? What is the primary industry in the area and where is it located? Have they attempted to allow for green space and have they made the city environmentally friendly in terms of waste management and water treatment?

Local council members can be asked to sit in on the presentations from the groups and asked to 'score' them using a rubric designed by the teacher covering the following points:


 * //Clarity of proposal//
 * //Attention to Details//
 * //Poise//
 * //WOW factor//