Green Transportation: Electric Cars vs. Bicycles

Lesson Plans

Grades6-APScience, Economics, English Language Arts

Scientist Reviewed

Provided by Project Look Sharp

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What it is

In this media literacy activity, students analyze two articles about electric vehicles, their economic costs, and their environmental benefits.
This resource includes a lesson plan and a student handout.

Teaching tips

Positives

The lesson plan offers discussion questions for several academic subjects.
The media literacy questions help students to think critically about the information they encounter.

Additional Prerequisites

Teachers must create a free account to access the materials.
Teachers should research the sources ahead of time to understand the viewpoints and biases.
This handout will help students determine if the sources are reliable.
The second article discusses economic implications of electric vehicles in terms of pounds, rather than dollars.

Differentiation

Students can respond to the questions individually or in small groups before they discuss the answers as a class.
The reading for this activity is dense, so a structured reading process may help some students.
Students can research how local electric charging stations source their electricity.
Other resources on this topic include this TED-Ed video on the best fuel for cars, this Hot Mess video on the best cars for the environment, and this video on creating car-free cycling cities.

From the scientist review

This is a good resource about transitioning to a cleaner and greener transportation system. There is no contradiction in the reports provided by the Union of Concerned Scientists to cut emissions from gas and subscribe to electric cars which are pollution-free, environmentally friendly, and affordable. This resource is recommended for teaching.

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At a glance

Grades: 6-AP
Subjects: Science, Economics, English Language Arts
Other types: Articles/Websites, Activity - Classroom, Worksheets
Format: PDF
Language: English
Location: Europe, North America, North America > United States
Provider: Project Look Sharp
Authors: Project Look Sharp, Joanne Church, Sox Sperry
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Eco.2.6-8 + 11 more

Core

College, Career, and Civic Life (C3) Standards

D2.Eco.2.6-8Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
D2.Geo.7.6-8Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.

Next Generation Science Standards (NGSS)

MS-ESS3-4.Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Wisconsin Climate Education Hub

English Language Arts

R.6.1Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
SL.6.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.6.4Present claims and findings in a logical order using relevant evidence and details to highlight main ideas or themes. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain the purpose of language choices.
R.7.6In literary texts, analyze how an author develops and contrasts the point of view, possible biases, and perspectives of different characters or narrators. (RL) In informational texts, explain how an author’s geographic location, identity, and/or culture affect perspective. Analyze how the author distinguishes his or her position from that of others. (RI)
R.8.2Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL)
R.8.6In literary texts, analyze how the differences between the point of view, perspectives, and possible biases of the characters, the audience, or the reader create effects such as mood and tone. (RL) In informational texts, explain how an author’s geographic location, identity, and/or culture affect perspective. Analyze how the author addresses conflicting evidence or viewpoints. (RI)

Science

HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ETS1-3.Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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Teaching tips

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