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Author

MIT Environmental Solutions Initiative

Grades

9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Engineering, Computer Science

Resource Types

  • Interactive Media
  • Lesson Plans
  • Podcasts, 14 minutes, 03 seconds
  • Activity - Classroom
  • Worksheets

Regional Focus

Global

Format

PDF

Travel and Climate Change

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Synopsis
  • This lesson provides students with first-hand experience in sustainable city planning, transportation, and transit system design through group activities, research, and critical thinking exercises.
  • The podcast provides context, discussing the environment and climate-related issues with transportation in cities today while highlighting important solutions like complete streets, urban street design, and sustainable transport.
Teaching Tips

Positives

  • This resource includes all necessary teaching materials, an educator's guide on how to use the activities, resources for your own better understanding, and additional discussion questions.
  • This resource provides an easy-to-understand general overview of how city planning and transportation systems are linked and their critical role in causing and mitigating climate change.
  • Each activity can be used as a standalone or in sequence.

Additional Prerequisites

  • Once directed to the main case studies page in the first activity, students should use the search tool to find case studies relevant to the activity.
  • The first two activities require access to the internet for research.
  • Before starting the lesson, students should know that gas- and diesel-powered vehicles release carbon dioxide and how that contributes to climate change.

Differentiation

  • If it is not possible for all groups to access the internet, the third activity can be completed if the teacher prints out a map for each group.
  • These lessons can be used in social studies classes during lessons about urban policy-making and city planning, in environmental science classes when analyzing emissions by source and end-use, and in engineering classes during lessons about civil engineering applications.
  • Have students look into how their city plans to address emissions from transportation as a follow-up activity.
  • Have students research the top climate solutions, according to Project Drawdown, to assess the relative impact of transportation on addressing climate change.
Scientist Notes
This resource accentuates the role of the transportation sector in supporting the net-zero ambition and Paris goals. It compares transportation systems in developed and developing economies and also highlights the immediate, short-term and long-term strategies to switch to a low-carbon transportation system. As a matter of fact, it tasks students to design a multi-modal transit system for their cities or communities. This is commendable and suitable for learning. The podcast has been verified and there are no misconceptions in the resource. Hence, this is recommended for teaching.
Standards
  • Science
    • ETS1: Engineering Design
      • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
      • 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.
  • English Language Arts
    • Reading (K-12)
      • R.11-12.2 Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL)
    • Speaking & Listening (K-12)
      • SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
      • SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.
      • SL.11-12.4 Present information, findings, and supporting evidence, conveying perspective, such that listeners can follow the reasoning, alternative or opposing perspectives addressed, and the organization. Intentionally utilize development, substance, and style appropriate to purpose, audience, and situation.
  • Social Studies
    • Geography
      • SS.Geog1.a.h Use printed and digital maps to ask and answer geographic questions (e.g., Where are there patterns? Why there? So what?) and evaluate the appropriateness of geographic data and representations to understand real-world problems. Explain how current geospatial technologies (e.g., Geographic Information Systems (GIS), Global Positioning Systems (GPS), satellite images, remote sensing) are used for personal, business, and government purposes.
      • SS.Geog5.a.h Analyze the intentional and unintentional spatial consequences of human actions on the environment at the local, state, tribal, regional, country, and world levels.
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