Urban Parks

8/17/2019 Urban Parks

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Unit Theme: How Global Are We?Global Issue: Population/Migration and Changing Needs

Essential Unit Question: How will knowledge of other languages and ulturesenable us to ollaborate in seeking solutions to global issues in

an interdependent world?

Targeted Questions: What role do urban parks pla! in ities?What onstitutes a suessful urban spae?

Wh! do we need to ontinue to reate and "aintain parks?

Learning Scenario: #rban parks e$ist in e%er! ulture and are a "agnet for

bringing people of all ages and interests together& 'he! e$ist in

"an! si(es and for"s fro" the sprawling and lush )iHu inHang(hou* China that ser%es a it! of si$ "illion to the

o"pat Par+ue Central in Heredia* Costa ,ia that ser%es a

it! of -.*...& For centuries, parks have served an important

social function and ecological role in our ever expandingcities. As population density increases, the importance of

parks increases as well.

In this unit, students will explore parks in target language

cities. Building upon the language they acquire in studying

both the infrastructure of parks and the functions parks serve

in society, students will then move on to discuss the role of

parks in their own community and in their lives. Additionally,

they will discuss the impact population growth has on city

planning for recreational areas. Working in groups, students

will participate in an international competition to locate andplan new parks in target language cities.

Proficiency Level(s): Novice High

Grades: 01.

Length of Unit: Deendent on minutes and fre!uency of instruction in the

rogram

"nterdiscilinary #onnection: World Languages, Social Studies, Science, Mathematics and

Technology

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$inal Student Performance

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.

Interpretive task

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.

(Using the information in the questionnaire, the class or groups of students will determine whichcities need parks. Suggestions for what to include in the parks are provided in Phases II and III)

Presentational task

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).

Interpersonal task

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. (Link to Novice-High Interpersonal Rubric)

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%EETS ST&'D&DS:

orld Languages: Novice High Learner ange

*+, #ommunication

&+ "nterretive *+,-./ *+,-+0/ *+,-12+ "nterersonal: *+,-,/ *+,-./ *+,-0

#+ Presentational: *+,-,/ *+,-3/ *+,-./ *+,-0

*+3 #ulture

&+ "nterretive: *+3-,/ *+3-3/ *+3-./ *+3-0

2+ "nterersonal: *+3-,

#+ Presentational: *+3-,

("nsert other standards)

Unit 4vervie5

#ontent 6no5ledge

Students 5ill understand

that7

Language S8ills

Students 5ill 9e a9le to7

Performance Tas8Evidence of

Student Learning

Students 5ill7

People use urban parks for a

%ariet! of ati%ities and purposes and this "a!

%ar! fro" ulture to

ulture&

0'alk about ati%ities people

engage in at urban parksin the target language

ountr!&

02esribe people who "a!fre+uent parks and plaes t!piall! found in

parks&

0Gi%e opinions of %arious parks and disuss their likes

and dislikes&

0Co"plete a 3enn diagra"

o"paring and ontrastingan urban park in the target

language ountr! with

urban parks in New 4erse!or in other states&

0Create a short ad%enture stor!

that ould happen in an

urban park in the targetlanguage ountr!&

#rban parks were reated for

different reasons&

05$plain wh! parks in the

target language ountr! were

reated and wh! urban parks

in New 4erse! or other stateswere reated&

0Create a brohure that ad%ertises

an urban park in the target

language ountr!&

'here are %arious kinds of

regulations for parks and what

these are&

0'ell people what the! an and

annot do in parks&

0Co"plete a set of signs in the

target language with %arious

park regulations&

6nowledge of "ap skills and being able to gi%e and follow

diretions will enable the" to

0Gi%e diretions to find parksand plaes inside a park&

0#se a "ap of a park in the targetlanguage ountr! and with a

partner ask and answer +uestions

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find their wa! to parks and to

"o%e around inside parks&

about how to find different plaes

in the park&

People use %arious "odes of

transportation to get to and"o%e around inside urban

parks&

02isuss %arious "odes of

transportation t!piall! foundin ities and parks&

02esribe to a lass"ate how to

get to and get around inside a park in the target language

ountr!&

'heir own e$perienes in

parks during earl! hildhood

"a! be si"ilar or differentfro" those of hildren in the

target ulture&

0'alk about what the! used to

do in parks&

0'ell a %ignette or short stor!

about a personal hildhood

e$periene enountered in a parkto the lass&

'he nu"ber and si(e of parks

in target language ities "a!

be different than those in large

New 4erse! ities&

0Co"pare and ontrast the si(e

and nu"ber of parks in %arious

ities using harts* graphs and

other for"s of "easure"ent&

02raw onlusions about

planning for urban parks in target

language ities and in ities in

New 4erse! or in other states&5$tensi%e planning goes intoreating a suessful urban

park&

02esribe the features orharateristis of %arious

t!pes of parks and the ideal

loation for plaing ertainstrutures 7e&g&* pla!

strutures* gardens8&

02esign a plan for an ideal urban park and present the plan to the

lass orall! and in writing&

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Learning &ctivities

6ey activities for achieving Desired esults

Phase ": Stimulates student interest and raises essential !uestions

The teacher:

1. Asks students what they think about parks in their town / city and urban parks in variousU.S. cities and what role these parks play for the general population.

2. Asks students about their favorite park when they were young and why it was their favorite

compared to a park they frequent now.

3. Introduces students to two parks in target language countries and shows pictures and

sketches of the parks and people in them enabling students to examine the parks in the

context of the entire city. The Resources section suggests at least two parks for different

languages. Each park has different characteristics that lead students to make observations

on varying cultural practices and perspectives.

Phase "": $ocuses on content and language functions to assist students to meet erformance

outcomes

Students:

1. Make a Venn diagram that compares and contrasts an urban park from a target language

country and an urban park in New Jersey or another state.

2. Have a class discussion guided by the teacher that focuses on what they used to do in parks

when they were younger. They brainstorm questions that they can answer themselves or

that they can ask their parents. This involves narration in the past. Questions could include:

• Did we go to a park(s) when I was little?

• How often did we go? During the week or on weekends?

• What did I like to do at the park? What did you like to do?

• How did we go to the park?

• Would anyone come with us?

• Has the park changed from when I was little?

3. Respond to Total Physical Response commands given by the teacher related to activities

engaged in at parks. Actions (vocabulary) for target language parks may be target culturespecific.

4. Take a walk as a class to a local park. The teacher will have labeled various structures in the

park and students will complete a worksheet identifying these words.

5. Make a brochure about a specific target language park that includes the following topics:

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• Location – address, local transportation to park, parking

• Size – in city blocks or square meters or kilometers

• Facilities – restrooms, cafes

• Events – concerts, exhibits, festivals

• Regulations – hours, behavior

•

Entrance fee• History of the park

• Things to do and see

• Major attractions such as zoo, sculpture, castle

• Suggested walking paths

6. Measure park temperature at a local park at a given time on a paved road and on a grassy

area. Convert the temperatures to Centigrade and compare them. (The conversion from

Fahrenheit to Celsius is Fahrenheit -32º x 5/9 = Celsius). Graph information and then draw

conclusions.

Phase """: "nvolves students in erformance tas8s that address the . modes of

communication+

Students:

1. Create a survey questionnaire in the target language to determine the necessary features of

an ideal urban park. The class will translate this to English, if necessary, and will

interview 6 people (one person older than 70, one person 50 - 70 years old, two people aged

20 – 50 and two children age 10-20). A reason must be provided for each suggestion

and results presented in a table for comparison with results obtained by other students in the

class. (Link to survey rubric)

Items to be included on the questionnaire:

• Desired activities

• Lighting and seating

• Art – sculptures or monuments to people or events from the past

• Events

• Types of trees, flowers, bushes

• Walking paths

• Park regulations – eg., hours, animals permitted, activities

• Restrooms

• Trash and recycle facilities

• Bodies of water- e.g., ponds, streams, fountains

• Vehicles (bikes, pedicabs, row or pedal boats)

• Availability of food and drink – cafes, vendors

• Security

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IC9,,

u9rics

'ovice-;igh "nterersonal u9ric

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Survey >The "deal Ur9an Par8?

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ing Activities

Teacher esources

Suggested parks for each language:

Mandarin – XiHu in Hangzhou and People’s Park in Shanghai

German- Der Englische Garten in München and Der Tiergarten in Berlin, Rathaus Park in

Vienna

Italian –La Villa Boboli in Roma and La Villa Sforesco in Milano

Spanish- Bosque Chapultepec in México, DF and Parque Güell in Barcelona, El Buen Retiro

in Madrid

French – Parc des Champs-de-Bataille in Quebec, Parc Mont Royal in Montreal and Jardin

Luxembourg in Paris, Parque du Plage in Paris

Japanese – Hiroshima Peace Park and Hibya Park in Tokyo

Latin – the Forum Romanum and the Baths of Agrippa or Caracalla

Go to web sites in the language and in English to find information and maps of the parks.

Planet(ian web sitehttp://www&bn0nb&g&a/

http://www&le"ontro!al&+&a/inde$@&ht"lhttp://www&shanghaie$pat&o"/Artile11.@>@E&pht"l

http://www&a"erianit!andount!&o"/"ag/go%ern"entFrestoringFurbanFparks/http://www&par+ueeologiohapultepe&o"&"$/

http://www&a"inandosinru"bo&o"/"e$io/"e$io/hapultepe/inde$&ht"

http://www&tok!o0park&or&Bp/english/parkFdetail&ht"l http://www&wallaefoundation&org/W/6nowledgeCenter/6nowledge'opis/Parks/#rbanParksas

Partnersin=outh2e%elop"ent&ht"

http://.E&1>&1@&/in"o"e$/par+ueFhapultepe&ht"

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http://www.ccbn-nbc.gc.ca/http://www.lemontroyal.qc.ca/index3.htmlhttp://www.shanghaiexpat.com/Article1103539.phtmlhttp://www.americancityandcounty.com/mag/government_restoring_urban_parks/http://www.parqueecologicochapultepec.com.mx/http://www.caminandosinrumbo.com/mexico/mexico/chapultepec/index.htmhttp://www.tokyo-park.or.jp/english/park_detail2.htmlhttp://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/Parks/Urban+Parks+as+Partners+in+Youth+Development.htmhttp://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/Parks/Urban+Parks+as+Partners+in+Youth+Development.htmhttp://209.15.138.224/inmomex/parque_chapultepec.htmhttp://209.15.138.224/inmomex/parque_chapultepec.htmhttp://www.ccbn-nbc.gc.ca/http://www.lemontroyal.qc.ca/index3.htmlhttp://www.shanghaiexpat.com/Article1103539.phtmlhttp://www.americancityandcounty.com/mag/government_restoring_urban_parks/http://www.parqueecologicochapultepec.com.mx/http://www.caminandosinrumbo.com/mexico/mexico/chapultepec/index.htmhttp://www.tokyo-park.or.jp/english/park_detail2.htmlhttp://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/Parks/Urban+Parks+as+Partners+in+Youth+Development.htmhttp://www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/Parks/Urban+Parks+as+Partners+in+Youth+Development.htmhttp://209.15.138.224/inmomex/parque_chapultepec.htm


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http://www&t%&es/#95,9/ags/GA#2I0par+ue&ht" http://earth&google&o"/

Travel guidebooks are excellent resources that provide maps of parks and other detailed

information.

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http://www.ctv.es/USERS/ags/GAUDI-parque.htmhttp://earth.google.com/http://earth.google.com/http://www.ctv.es/USERS/ags/GAUDI-parque.htmhttp://earth.google.com/

Documents

Urban Parks