"Ride the Access Express!"

6th Grade Project 4 weeks

"Ride the Access Express!"

Jenn C

CCSS.ELA-Literacy.CCRA.R.1

1-pager

The Challenge

Access to public transportation for young people with disabilities is a critical issue, affecting their ability to participate fully in community life and access essential services. Barriers such as inadequate infrastructure, lack of awareness, and insufficient accommodations contribute to this challenge. How can we design a campaign to raise awareness about the transportation needs of young people with disabilities in our community?

Challenge Question

How can we design a campaign to raise awareness about the transportation needs of young people with disabilities in our community?

Standards

CCSS.ELA-Literacy.CCRA.R.1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

The Learning Journey

Phase	Learning Outcome
Discover	I can engage in a simulation activity where I experience the challenges faced by individuals with disabilities in navigating public transportation, fostering empathy and understanding.
Examine	I can participate in a guided walk-through of local transportation facilities, observing accessibility features and identifying areas for improvement, followed by group discussions to share insights.
Engineer	I can develop a campaign plan that addresses the awareness gaps in our community regarding transportation needs for young people with disabilities, incorporating creative strategies and solutions.
Do	I can implement my campaign by engaging with community stakeholders, collecting feedback, and assessing the effectiveness of the solutions through real-world data collection and analysis.
Share	I can share my campaign and learning journey with an authentic audience, including peers, community members, and local officials, highlighting my personal growth and the impact of our project.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Social Awareness	Empathy and Understanding through Simulation - Students demonstrate empathy and understanding by actively participating in simulation activities to experience public transportation challenges faced by individuals with disabilities.	I can participate in a simulation activity where I imagine and describe the obstacles someone with disabilities might face using public transportation, and I can express my thoughts and feelings about the experience to show my understanding and empathy	I can actively participate in simulation activities, thoughtfully experiencing the challenges faced by individuals with disabilities when accessing public transportation, and share my reflections on these experiences to demonstrate my growing empathy and understanding	I can actively participate in simulation activities that help me experience the challenges faced by individuals with disabilities in public transportation, demonstrating empathy and understanding by discussing my observations and insights with my peers	I can fully engage in the simulation activities, accurately identifying and describing the specific challenges faced by individuals with disabilities when using public transportation, and I can articulate my insights and newfound empathy both in group discussions and through written reflections, supporting my conclusions with detailed examples from the simulation
Critical Thinking	Critical Analysis of Accessibility - Students critically analyze local transportation facilities, identifying accessibility features and areas for improvement, and articulate their observations in group discussions.	I can observe and describe at least one feature of local transportation that is not accessible for young people with disabilities, and I can share my observations with my group by providing one example and suggesting one possible improvement	I can participate in group discussions where I share specific observations about the accessibility features and areas for improvement in local transportation facilities, using concrete examples from my walk-through experience to support my conclusions	I can accurately identify and describe at least three accessibility features and three areas for improvement in local transportation facilities, using specific examples from my observations during the guided walk-through I can confidently articulate my findings and insights in group discussions, supporting my conclusions with evidence from the walk-through experience	I can thoroughly analyze the accessibility of local transportation facilities by identifying specific features and areas for improvement, and effectively communicate my observations and insights in group discussions, using clear examples and evidence from my findings
Creative Problem Solving	Campaign Development and Planning - Students create a comprehensive campaign plan to raise awareness about transportation needs for young people with disabilities, utilizing innovative strategies and solutions.	I can identify a basic challenge related to transportation needs for young people with disabilities and suggest one simple idea for raising awareness, even if it needs more detail or connection to the community	I can identify some barriers faced by young people with disabilities in accessing public transportation and suggest a few basic ideas for raising awareness, while beginning to explore creative strategies to address these challenges in my campaign plan	I can develop a campaign plan that includes detailed strategies to raise awareness about the transportation needs for young people with disabilities, using creative solutions that reflect my understanding of the challenges they face and incorporating specific textual evidence to support my ideas	I can create and present a detailed and innovative campaign plan that effectively raises awareness about the transportation needs of young people with disabilities, using specific evidence from my research and observations to support my strategies and demonstrate a deep understanding of the issue
Collaboration and Communication	Community Engagement and Feedback Collection - Students engage with community stakeholders, gather feedback, and assess the effectiveness of their campaign through data collection and analysis.	I can engage with at least one community stakeholder by asking relevant questions to gather feedback about our campaign, and I can use simple data collection methods to begin evaluating how effective our efforts are in raising awareness about transportation needs for young people with disabilities	I can describe the process of engaging with community stakeholders and identify the types of feedback I collected during my campaign, using specific examples to explain how this data informed my understanding and improved my campaign strategies	I can actively engage with community members and stakeholders by presenting my campaign ideas and asking for their feedback, listening carefully to their suggestions, and using real-world data to analyze the effectiveness of my campaign in addressing the transportation needs of young people with disabilities	I can confidently lead discussions with community stakeholders, actively listen to their feedback, and use real-world data to evaluate and improve my campaign, demonstrating my ability to effectively communicate and collaborate to address community needs
Self-Reflection and Communication	Presentation and Reflection - Students effectively present their campaign and learning journey to an authentic audience, reflecting on their personal growth and the impact of the project.	I can clearly present my campaign to my classmates and community members, explaining the steps I took and the insights I gained about transportation challenges for young people with disabilities I can reflect on my personal growth by sharing specific examples of what I learned and how my understanding has deepened through this project	I can present my campaign to an audience, explaining the strategies I used to raise awareness and sharing my reflections on what I learned about the transportation needs of young people with disabilities I can describe the challenges I faced and the solutions I developed, showing how the project has helped me grow in understanding and empathy	I can confidently present my campaign to a diverse audience, clearly explaining the project's goals and my role in addressing transportation needs for young people with disabilities I can reflect on my personal growth throughout the project by sharing specific examples of challenges I faced, solutions I developed, and the positive impact our campaign had on the community	I can confidently present my campaign to peers, community members, and local officials, clearly explaining how our solutions address the transportation needs of young people with disabilities I can reflect on my learning journey, articulating specific ways in which my understanding of the issue and my skills have grown, and I can use feedback to further refine my campaign strategies

Learning Journey

Discover

Students will immerse themselves in the real-world challenge of improving public transportation accessibility for young people with disabilities by engaging in hands-on activities that connect the issue to their own lives, fostering a personal understanding of its importance and setting the stage for deeper investigation in subsequent phases.

Days 1 - 3