Professional Documents
Culture Documents
Unit Lessons
Unit Lessons
http://transportin2time.weebly.com
Lesson #1 Past & Present of Transportation
Lesson #2 Future Transportation
Lesson #3 Going Green!
Lesson #4 Let your transportation take shape
Let your dreams take flight by traveling into the future. You fast forward through time to
a futuristic city. As you look around you see hundreds of people hustling about the city.
This is where it gets interesting. What kind of transportation do you see? In your city of
the future, how will be people get around? Think about the challenges, materials,
sustainability, and finances it takes to create a city with a reliable transportation system.
You will create a futuristic transportation model for your city of the future. Lets get
started and let your imagination take flight!
WHAT IS YOUR PERSPECTIVE ON SUSTAINABLE TRANSPORTATION AND WHY IS
IT IMPORTANT TO OUR CITIES AND/OR WORLD?
Kisha Harrington & Corinne West
SPED 6402 Spring 2015
East Carolina University
Page 2 of 63
different corporation (Tumlin, 2001). The ride, Autopia, simulated an interstate highway,
which at the time was not built. In 1998, Disneys team decided to update
Tomorrowland, but it did not fare well with the visitors. They looked at it as an unrealistic
and childish remodel (Tumlin, 2001). Disneys failure to help us visualize a compelling,
engaging, and sustainable future is indicative of the challenges all professions face in
moving cities toward sustainability (Tumlin, 2001).
Today we are learning how to create a sustainable transportation system.
Transportation is difficult to define as sustainable but the Brundtland Commission of the
United Nations define it as follows: sustainable development is development that meets
the needs of the present without compromising the ability of future generations to meet
their own needs (Vanderbilt, 2009). To help extend our thinking about sustainability, we
turn to American psychologist Abraham Maslow, who in 1943 developed his famous
hierarchy of needs. (Maslow, 1943). Maslow defined human achievement as selfactualization. Once you have an obstacle in front of you, than you can find creative,
moral solutions to help solve it (Tumlin, 2001). Once you look at Maslows pyramid you
can connect it with sustainability because sustainability is also about human feelings
(Tumlin, 2001).
To create a sustainable transportation system it has to appeal to people which
should make them feel good about using the transportation system, not only for its
reliability, but also how it makes us feel. It is our belief that cities of the future will look a
Page 3 of 63
lot less like George Jetsons Orbit City and a lot more like todays Portland, Oregon;
Boulder, Colorado; Melbourne, Australia; and Barcelona, Spain (Tumlin, 2001).
Transportation in the United States currently contributes some 450 million metric tons
annually of CO2, a major greenhouse gas, to the atmosphere (Benfield, Replogle,
2002). In order to have a sustainable transportation system in a city, you have to think of
ways to keep air pollution to a minimum. One way to do that is to offer plenty of parks.
The city should have retail stores that are within walking distance of neighborhoods.
The walkways should have plenty of shade and beautifully landscaped vegetation that is
appealing to look at. Bicycling is another form of transportation that doesnt create
pollution. One way to get people interested in using bicycles would be to create a
network of bicycle paths throughout the city.
The health and future of our nations economy are dependent on our
achievement of a more sustainable and efficient system of mobility; we cannot grow and
prosper if we waste time and resources in a system that does not work (Benfield,
Replogle 2002). Automobiles, trucks, and highways now dominate transportation in
America. The percentage of people that use private vehicles for travel is about 95% and
trucks account for over 90% of all shipments (Benfield, Replogle 2002). There are over
200 million vehicles traveling 5 trillion miles per year in the United States (NAS 2001).
Todays society is all about choices and convenience. Transportation today is
convenient, fast, comfortable, and frequently reliable.
Page 4 of 63
What can we expect in the future? What will cities and transportation look like?
Sustainable transportation is a hot topic around the world. There are a few areas that
have to be focused on to be sure transportation is sustainable and practical in the every
changing and growing population worldwide. Transportation professionals are always
looking to make things safer, cleaner, and more sustainable.
Land design has a lot to do with how transportation in the future will be designed
and created. The population around the world is growing every day. As more people are
being born and others are living longer, the housing market has begun to buy up as
much land as possible. The more homes they can build the better. However, with each
new subdivision, high rise building and apartments being built leaves less land for
building roads or laying concrete paths for walking. The future of building transportation
is being changed to make traveling underground a more convenient way to get around.
In the future, instead of just having subways underground, highways to be built
underground. Alongside of vehicles being placed on underground roads, pedestrians
and cyclist will have underground paths to use. The idea requires cities to change how
they build and how to make necessity places such as schools, hospitals, grocery stores
and places to work close to where the largest populations of people live. (Helmer, Jim, P
Page 5 of 63
References
Page 6 of 63
Benfield, F. K., & Replogle, M. (2002). The roads more traveled: sustainable
transportation in America-or not. Washington, DC: Environmental Law Institute.
Page 7 of 63
Students working on our unit future sustainable transportation will have to take
the way they perceive the future of transportations and create their own version of that
transportation. Students will learn over the four days about transportation of the past
and transportation of the present. Students will have a chance during the four days to
take their own perspective to create transportation that they think will be sustainable
transportation of the future.
Perspective in our unit topic will allow our students to think about transportation
of the past. Students can take what they know and add that to what we teach in content
on this topic and they can share their perspective of how they think transportation of the
past has helped transportation of today. What are the students perspectives of
transportation of the past? What is their perspective of transportation today? We believe
that asking open-ended questions will allow the student to take their perspective on the
topic of transportation and begin to think about what the transportation of the future will
look like.
Students will also use their own perspective to create future transportation that
will meet the needs of future cities around the globe. The connection for them will be
how cities of the past use the transportation system. How were cities and towns
created? How is transportation used today? How are cities built today to accommodate
transportation?
Page 8 of 63
Each student is unique, therefore, looking through their eyes and watching them
create a sustainable transportation from their own perspective will allow us to assess
just what they have learned throughout camp. We dont want them to jump to the
conclusion that flying vehicles will be the answer but to understand that creating a
reliable transportation system for the future is extremely important. The population will
nearly double and we want them to have a clear perspective of population increase.
Money and finances is another important aspect of our unit. Learning how to live on a
budget and make it cost effective within that perspective budget. Overall we want
sustainable transportation to be a lesson that intrigues them and discover their
perspective with the field of Science, Technology and real world issues.
As we teach the lessons and broaden the students thoughts on transportation,
we hope the students perspective on transportation evolves and their thoughts deepen.
We want the outcome of camp to last longer than just for a week. We want the students
to create a form of transportation that could one day be real. From start to finish it is our
hope that the students will begin to think about the future of cities and discover how
important transportation design will impact moving around the world. It is our hope that
students will create transportation that can be used on the roads, in the sky, and on the
rail systems.
Page 9 of 63
TECHNOLOGY INTEGRATION
Technology and Outline
A major component in school lessons today should be technology. If you were to
ask most high school students how they connect with the world they would show you
their cell phone. Todays students expect to find the answer right away and they can do
that by looking it up on the Internet. If they want to view a cartoon from the 1980s all
they have to do is look on the Internet. If they want to know what is trending they look
on Twitter. New technology has given us new words such as trending, texting, and
smartphones. Gone are the days of using an Encyclopedia as a form of finding out
information. To keep students engaged we have to incorporate technology. Technology
is what this generation understands and we have to be sure we keep up with it every
time they invent a newer version of it. In this unit students will use SketchUp to create
their own futuristic transportation that meets the needs of their city.
The first technology we will incorporate in our lessons is videos. Students will be
able to watch videos of cities from around the world. To better explore these cities we
will have them use Google Earth. This program allows the student to get a virtual view
of each city that they are to explore. Google Earth uses satellite imagery, maps, terrain,
and 3D buildings for a more realistic view of the world. The students will use Google
Earth in order to explore other green cities. Through this technology they will get a
better understanding of what a green city should look like.
The second technology is Google SketchUp. This program creates a 3D model
such as architectural design, interior design, film, and video game design. The students
Page 10 of 63
will use this tool to sketch and create a sustainable city with a functional transportation
system. Google SketchUp offers tools, effect and textures. The graphics on this
program are related to architectural ideas, such as maps, flats or blueprints. It is also
compatible with Google Earth, which allows the student to localize a 3D object on them.
The third technology is our website on Weebly. Students will be able to find
resources and/or information about our lessons. We hope to post pictures and possibly
start a conversation with our students if they have any questions about each lesson. We
will also have them create a Gmail account as another option for posting their
homework through Google hangout but only if the parents allow them to create a Gmail
account.
We realize how important technology is in todays classroom. Technology in this
unit will give students an opportunity to solve real world problems. Students will use
Google SketchUp to design a futuristic model of transportation. The problems that they
have to address in the makeup of their city will guide how the city is designed. Where
will places such as doctors offices or hospitals be located? Where will people in their
city work and live? What type of entertainment will be located in their city? Students will
also have to consider the population of their city. How does population affect the design
of their city? Lastly, what form of transportation will be the best form of transportation to
move in and out of their city?
The simulation in this unit gives the students hands on experience. The students
can use this creativity to problem solve. They will have the opportunity through trial and
Page 11 of 63
error to see if their thinking of the future and future transportation is obtainable.
Students will have to ask themselves many questions throughout their designing
sessions. Students will need to decide how to best use the space of their city. Students
need to explore if they want any part of their city below ground. How can they make that
possible? Students should think about housing. Where can people live in their city?
Where can people work in their city? As students design their cities, they will have to
decide what types of transportation will meet the needs of their city. It is our hope that
through real simulation each student will understand the importance of a citys design
and that transportation is at the center of the world.
Page 12 of 63
CONTENT OUTLINE
I.
A.
Walking was the first mode of transportation and is the most sustainable.
b.
c.
Pedal bicycles date from the 1860s. These were the only personal transport
choices available to most people in Western countries prior to World War II, and remain
the only options for most people in developing countries.
d.
Public transport dates back at least as far as the invention of the public bus in
1662.
e.
and later as the "Overland Route") was a 1,907-mile railroad line constructed between
1863 and 1869.
f.
Between 1950 -1979 major highways and/or interstates were developed around
the world.
g.
Relatively low and stable oil prices during the 1980s and 1990s led to significant
increases in vehicle travel from 19802000, because people chose to travel by car more
often and for greater distances.
B. Present Day Transportation
1. Different modes of Transportation in the present.
Page 13 of 63
a.
The most common road vehicle is the automobile, a wheeled passenger vehicle
c.
Many ideas exist which try to either harness renewable forms of energy, more
efficiently use fossil fuel, or use human power, or some hybrid of these, to move people
and things.
b.
Examples of some future ideas. (Students will come up with their own ideas).
flying car
sky tram
moving sidewalks
jet-powered packs
II. Sustainable Transportation refers to the broad subject of transport that
is sustainable in the senses of social, environmental and climate impacts
and the importance of transportation in a city locally and globally.
Page 14 of 63
A.
Transport is access - to work, education, goods and services, friends and family -
and there are proven techniques to improve access while simultaneously reducing
environmental and social impacts, and managing traffic congestion.
1. Environmentally sustainable transport
a.
Transport systems are major emitters of greenhouse gases with about three
and cycling environment in cities, and by enhancing the role of public transport,
especially electric rail.
c.
Green public transport vehicles including electric trains, trams and electric buses
combine the advantages of green vehicles with those of sustainable transport choices.
d.
The most common green transport choice, with the least environmental impact is
walking.
2. Transport and social sustainability.
a.
Page 15 of 63
b.
The location and layout of cities is shaped around a walkable center, often
located near a port or waterway, and with suburbs accessible by animal transport or,
later, by rail or tram lines.
B. A sustainable city, or eco-city is a city designed with consideration of
environmental impact, inhabited by people dedicated to minimization of required
inputs of energy, water and food, transportation, air pollution, and water pollution.
1. As major focus of the sustainable cities, sustainable transportation attempts to reduce a
citys use of greenhouse emitting gases by utilizing eco friendly urban planning, low
environmental impact vehicles, and residential proximity to create an urban center that
has greater environmental responsibility and social equity.
a.
Three main ways cities can innovate to make transport more sustainable without
increasing journey times - better land use planning, modal shift to encourage people to
choose more efficient forms of transport, and making existing transport modes more
efficient.
2. Emphasis on proximity
a.
cities should be built and added onto with appropriate population and landmark
Page 16 of 63
c.
reduced time in transit allows for reduced fuel expenditure and also opens the
c.
d.
the creation of centralized bike and walking paths remains a staple of the
In order to make public transportation more accessible, the cost of rides must be
affordable and stations must be located no more than walking distance in each part of
the city.
5. Creating a Sustainable city with a reliable sustainable transportation system.
a. how are cities designed
b. what does land shape have to do with design
c. how does population affect design
d. transportation
Page 17 of 63
LESSON #1
Past & Present of Transportation
I. DEFINE OBJECTIVES AND CONTENT
Students will learnbe able to:
Understand that creating a reliable transportation system
for the future is important.
modes of transportation from the past to the present.
Understand the pros and cons of adopting new
technologies or Alternative fuels to replace existing
gasoline-powered vehicles.
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
Page 18 of 63
CONTENT
Today students will learn different modes of transportation. They
Outline the content will learn how walking was the first mode of transportation and all
you will teach in
of the different modes of transportation we use globally.
this lesson.
II.
The past, present, and future of transportation.
B.
History of Transportation
sustainable.
i.
j.
Pedal bicycles date from the 1860s. These were the only
"Pacific Railroad" and later as the "Overland Route") was a 1,907mile railroad line constructed between 1863 and 1869.
m.
Relatively low and stable oil prices during the 1980s and
Page 19 of 63
g.
Page 20 of 63
II. PRE-PLANNING
Page 21 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and,
and Interactions
here. Of Include
ALL support and
teaching materials
with your unit.
TIME:
We will show the following video clip:
https://www.youtube.com/watch?v=TkyLnWm1iCs
Original scene from the first Back To The Future 2 movie. Play the
video and end at 2:50.
Before the students watch the video ask them to notice the modes
of transportation. Ask what their perspective is on the videos
interpretation of transportation?39 seconds
https://www.youtube.com/watch?v=2PPf3aaZmUw
Video of the Flintstones theme song.
Before we begin the video ask the students to watch for modes of
transportation.
TIME:
http://obxwest.edu.glogster.com/glog-fromfayetteville-us-mar-23-2015/
This presentation was made on Glogster. As we teachwe will
discuss each card the content and go over the boxes we will ask
the studentsand how it has improved transportation today or in the
future? We will also ask the following questions:
What other modes of transportation do you see missing?
How is transportation important to daily life?
The following website shows the timeline for cars:
https://www.timetoast.com/timelines/the-history-of-cars--9
As you watch the video-Do you sense that air transportation is
vital? Why or Why not?
We will teach them that Sustainable Transport is sometimes
known as Green Transport and it is any form of transport that
Page 22 of 63
Page 24 of 63
**Ask teams research their topics using the list of Web sites
you provided them, supplemented by any resources they
find on their own. Remind students to provide a list of
references for the facts they use in their presentations,
including the Web sites they use, the name of the person or
organization sponsoring the Web site, and (if available) the
last time the Web site content was Updated.
The students will prepare their report using Augmented
Reality. Today we will show them a video that explains what
Augmented Reality can do.
http://www.ted.com/talks/matt_mills_image_recognition_that
_triggers_augmented_reality?language=en
Video is 8 minutes long.
(We will do this on the last day of class)**After student
teams are finished preparing their presentation, hold a mock
town meeting. If possible, invite another class to view the
presentations. They can act as townspeople and can help
decide which transportation plan is best for the community.
Have students debate the pros and cons of each plan.
Encourage them to consider both short-term and long-term
solutions, how each plan might be financed, and whether a
combination of one or more of the new technologies or
alternative fuels might make the most sense for the city.
**Conclude the activity by voting on which plan (or
combination of plans) to adopt based on the evidence
presented in the four team proposals. We will do this on
the last day of class.**
Page 25 of 63
Materials:
pencils
Calculator (one for each pair)
Columnar pad (couple of sheets for each pair)
Ruler/architect ruler (one for each pair)
Yard stick (one for each pair)
White Poster board with grid lines (1 sheet per pair)
Eraser (one for each pair)
Folder to store papers
Cardboard Magazine holder for each pair
Laminated pictures (This is on a Microsoft word document titled
Transportation System Purchases.)
https://docs.google.com/presentation/d/1pxzqex8d4aEPgbiCtuJi1V6vOryoRHBPz2i7kV5R0c/edit?usp=sharing
Page 26 of 63
1. A weather system stalled over your city and dumped a large amount of
snow. After the snow melted large potholes formed. The asphalt roads
had damage worth 10,000 in repairs. If you purchased Asphalt roads pay
the bank $10,000.
2. The same system washed out dirt roads therefore you had to spend
$8,000 in repairs. Pay the bank $8,000.
3. The concrete that was used in building the roads would not mix properly
and the company would not reimburse you for the amount paid. Therefore
you had to take them to court. You were awarded $3,000 but you had to
pay $1,500 in legal fees.
4. If you built 3 or more parks in your city you have been awarded
$1,000,000 for having the most beautiful city with parks. Your city has
also been featured on the national news which brought in more tourists
therefore you city made financial gains this year.
Wrap Up:
Explain that the next couple of days they will purchase buildings,
technology, and contractors to complete their city. They must be aware of
how much they spend and what they need to have in order for them to
have a reliable and functioning city and transportation system.
For the Next few minutes have them think about all of the transportation
systems they learned today and which ones will make their city flourish.
What makes a transportation system reliable?
Can every city have public transportation?
Where would a public transportation city not be available?
What is your favorite mode of transportation and why?
Is transportation the center of the world?
Page 27 of 63
create your city you will also be creating a futuristic vehicle on SketchUp.
It can be any mode of transportation, for example: car, bus, plane,
bicycle, etc.
Your futuristic mode of transportation must answer the following:
Is my vehicle sustainable and how?
What can my vehicle do?
How can I get people to buy my vehicle?
Write a catchy blurb (1 paragraph) that will get people interested and
make them want to buy the vehicle.
Today they will explore and get to know and understand how to use
SktechUp.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME:
Students will answer the following questions:
Team 1: hydrogen fuel
What type of emissions do hydrogen fuel cells create? (Water
vapor is the only emission.)
Team 2: ethanol fuel
Why do critics claim it takes more energy to make ethanol than the
amount of energy you get out of it? (While ethanol is a cleaner
fuel to burn than gasoline, critics claim that fossil fuels are
used not only to produce the fertilizer and pesticides used in
cultivating the corn, but also to ferment the corn sugar needed
to make the ethanol.)
Team 3: vehicle engineering
How much of the energy stored in gasoline is lost through friction?
(Almost half the energy of an engine's combustion chamber is
lost to friction as pistons rub against the walls of the cylinder.)
Team 4: hybrid and electric cars
How does a hybrid car work? (A hybrid relies on both gasoline
and electricity. When the car idles, it uses electricity. At
speeds where it is most efficient, the car switches to gasoline.
The batteries are being charged while the car is using
gasoline.)
Page 28 of 63
Excellent
Research
Presentati
on
Students develop a
complete and persuasive
presentation that
accurately presents
information about their new
technology or alternative
fuel. They are able to
answer additional
questions about their fuel
source during the
presentation.
Satisfactory
Needs
Improvement
Students need
assistance while
viewing the clips
and/or using
additional resources.
They are able to
develop their
presentation but may
provide less detailed
descriptions and/or
arguments.
Students have
difficulties viewin
the clips and usin
the additional
resources. They
cannot provide
detailed
descriptions of
their assigned
topic.
Students create a
presentation, but it is
only partly complete
or not totally
accurate. They may
not be able to
answer additional
questions about their
fuel source during
the presentation.
Students make
little effort to crea
an effective
presentation. The
cannot answer
additional
questions about
their new
technology or
alternative fuel
during the
presentation.
Homework:
Look around your neighborhood or city and sketch, take a
picture, or summarize what your roads look like when you
Page 29 of 63
Glogster:
http://obxwest.edu.glogster.com/glog-from-fayetteville-us-mar-23-2015/
SketchUp:
http://www.sketchup.com/products/sketchup-make
Multimedia Resources
NOVA Program Clips QuickTime or Windows Media Video (4 segments, 8-10
minutes each)
Team 1: Hydrogen Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_01.html
Team 2: Ethanol Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_02.html
Team 3: Vehicle Engineering Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_03.html
Team 4: Hybrid and Electric Cars Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_04.html
Page 31 of 63
LESSON #2
Future Transportation
I. DEFINE OBJECTIVES AND CONTENT
Students will be able to:
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
CONTENT
Outline the
content you will
teach in this
lesson.
Page 32 of 63
Page 33 of 63
d.
II. PRE-PLANNING
Students will learn that technology is advancing in order for
cities to become self-sufficient. Its not just here in America
but it is a global event. Countries rely on better
transportation systems and this is how we attain resources
through transportation.
This connects to the essential question because technology
is advancing at such a high pace and new and improved
modes of transportation areis allowing us to travel to more
places, faster speeds.
They are doing this as our population grows.
Students will be able to research, collect, and summarize from
various websites about their Car of the Future.Students will use
Page 34 of 63
result of this
lesson?
Page 35 of 63
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
III. PLANNING
TIME:
Google Slide Show: Futuristic Transportation
https://docs.google.com/presentation/d/1jTMVgWNzZnjjUv1RBpuCHhSE4noesayaGbVd3Dtzwg/pub?
start=false&loop=false&delayms=3000
Before students watch the video have them list all the cool
technology ideas that they spot in the video. After the video discuss
how this technology is changing the world? How could it involve
transportation and what is their perspective on technology and
transportation?
TIME:
Page 36 of 63
**Provide each team with the Your City's Car of the Future
handout and a piece of posterboard. Tell students they have
been hired to help the city go green by decreasing the
amount of CO2 emissions from public transportation in the
community.
The community's objectives are to:
1 -conserve natural resources.
2
3 -reduce the release of CO2 into the atmosphere.
4
5 -introduce a new technology or alternative fuel that is
reliable, safe, and practical.
6
**Organize students into four teams to study and work on
the objectives and options. Each team will investigate the
benefits and drawbacks of a different new technology or an
alternative fuel option. After each team has presented its
findings, the class will decide as a full committee which
option to choose for the city's public transportation system.
**Assign each student to one of the following teams:
7 Team 1: hydrogen fuel
8 Team 2: ethanol fuel
9 Team 3: vehicle engineering
10 Team 4: hybrid and electric cars
11
**Direct students to watch the video clips for their assigned
topic. After each team has watched its video clip, have team
members answer their team's focus questions, listed with
their video clip (find answers in Assessment). Then address
any questions students have about their topic and allow
them a sufficient amount of time to do their research.
**Ask teams research their topics using the list of Web sites
you provided them, supplemented by any resources they
find on their own. Remind students to provide a list of
references for the facts they use in their presentations,
including the Web sites they use, the name of the person or
organization sponsoring the Web site, and (if available) the
Page 37 of 63
Page 38 of 63
Page 39 of 63
Page 40 of 63
Why not?
(15-20 minutes)
5 minutes: Students may work online to create their
car:
http://www.abcya.com/create_and_build_car.htmSketchup
http://www.sketchup.com/products/sketchup-make
Students will continue to work on their 3D model. As you create your city
you will also be creating a futuristic vehicle on SketchUp. It can be any
mode of transportation, for example: car, bus, plane, bicycle, etc.
Your futuristic mode of transportation must answer the following:
Is my vehicle sustainable and how?
What can my vehicle do?
How can I get people to buy my vehicle?
Due on the Last Day of Camp: Write a catchy blurb (1 paragraph) that will
get people interested and make them want to buy the vehicle.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME:
Students will answer the following questions:
Team 1: hydrogen fuel
What are the dangers of using hydrogen as a fuel? (Hydrogen is
an extremely volatile element.)
Team 2: ethanol fuel
What is cellulosic biomass, and why is it important in the quest to
use ethanol as an alternative fuel? (Cellulosic biomass is the
woody structure that supports plants. It is important because
it could someday be harvested and manufactured without any
burning of fossil fuel.)
Team 3: vehicle engineering
Does a car have to be heavy in order to be safe? Explain. (No.
Carbon-fiber composite cars can be lightweight while still
being strong.)
Team 4: hybrid and electric cars
How can solar energy help fuel hybrid cars? (Energy from the sun
can be collected by solar cells and stored in batteries.)
Page 41 of 63
Needs
Improvement
Excellent
Satisfactory
Research
Students need
assistance while
viewing the clips
and/or using
additional resources.
They are able to
develop their
presentation but may
provide less detailed
descriptions and/or
arguments.
Students have
difficulties viewin
the clips and usin
the additional
resources. They
cannot provide
detailed
descriptions of
their assigned
topic.
Presentati
on
Students develop a
complete and persuasive
presentation that
accurately presents
information about their new
technology or alternative
fuel. They are able to
answer additional
questions about their fuel
source during the
presentation.
Students create a
presentation, but it is
only partly complete
or not totally
accurate. They may
not be able to
answer additional
questions about their
fuel source during
the presentation.
Students make
little effort to crea
an effective
presentation. The
cannot answer
additional
questions about
their new
technology or
alternative fuel
during the
presentation.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Materials:
Real Word Situations Google Slide: https://docs.google.com/presentation/d/1pxzqex8d4aEPgbiCtuJi1V6vOryoRHBPz2i7kV5R0c/edit?usp=sharing
pencils
Calculator (one for each pair)
Columnar pad (couple of sheets for each pair)
Ruler/architect ruler (one for each pair)
Yard stick (one for each pair)
White Poster board with grid lines (1 sheet per pair)
Eraser (one for each pair)
Folder to store papers
Cardboard Magazine holder for each pair
Laminated pictures (This is on a Microsoft word document titled Transportation
System Purchases.)
Google Slide Show: Futuristic Transportation
https://docs.google.com/presentation/d/1jTMVgWNzZnjjUv1RBpuCHhSE4noesayaGbVd3Dtzwg/pub?
start=false&loop=false&delayms=3000
Ted.Ed Video: Show them the following video from abc news 4:04 minutes:
http://abcnews.go.com/GMA/video/city-future-11132168This video was created on
ed.ted.com
http://ed.ted.com/on/YsyMjbaA
Greenvilles 2014- 2015 Budget and 2015-16 Financial Plan. Pg. 16 shows the breakdown:
http://www.greenvillenc.gov/home/showdocument?id=7813
Multimedia Resources
NOVA Program Clips QuickTime or Windows Media Video (4 segments, 8-10
minutes each)
Team 1: Hydrogen Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_01.html
Page 43 of 63
Page 44 of 63
LESSON #3
Going Green!
I. DEFINE OBJECTIVES AND CONTENT
Students will be able to:
LESSON
OBJECTIVE
Page 45 of 63
f.
II. PRE-PLANNING
Students will learn that a sustainable city not only helps Americans
but its helps Earth. It iss a global responsibility and making our
transportation systems cleaner, more reliable, and faster will
improve society.
Page 47 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
TIME:
(4:01)
https://vimeo.com/31402984
A video that explains what makes Portland, Oregon a green city.
After the video we would ask the following questions:
What makes Portland, Oregon a green city?
How are innovation and forward thinking laying the foundations for
clean, green cities of the future?
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME:
Page 48 of 63
https://www.google.com/earth/
Students will use Google Earth to explore Seoul, Korea and locate
Sangdo, Korea and see how much they have accomplished thus
far. They will also look at the top 10 green cities in the United
States: http://www.mnn.com/health/allergies/photos/top-10-greenus-cities/10-austin-texas
Portland, Ore.
San Francisco, Calif
Boston, Mass.
Oakland, Calif.
Eugene, Ore.
Cambridge, Mass.
Berkeley, Calif.
Seattle, Washington
Chicago, IL
Austin, Texas
The Top 10 Green cities in the world:
http://www.greenuptown.com/get-to-know-the-top-ten-greenestcities-in-the-world-for-2014/
1. Vancouver, Canada
2. Cape Town, South Africa
3. Abu Dhabi, UAE
4. Adelaide, Australia
5. Dallas, Texas
6. Copenhagen, Denmark
7. Portland, Oregon
8. Oslo, Norway
9. Freiburg, Germany
10. Zermatt, Switzerland
As the students explore the areas we want them to answer the
following questions:
What makes this a green city?
What form of transportation does the city offer?
What is the outline of the city?
How many green spaces do I see?
What do the buildings look like?
Page 49 of 63
Page 50 of 63
Wrap up:
How much money does your group have left? Still on budget
(20,000,000)?
Is the layout of your city appealing to residents? Using the
posterboard
Is thereir easy access to public transportation?
About how many people live in your city?
How many residents will own personal vehicles?
Page 51 of 63
Sketchup http://www.sketchup.com/products/sketchup-make
Students will continue to work on their 3D model. As you create your city
Page 52 of 63
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
Research
Excellent
Satisfactory
Needs
Improvement
Students need
assistance while
Students have
difficulties viewin
Page 53 of 63
Presentati
on
Students develop a
complete and persuasive
presentation that
accurately presents
information about their new
technology or alternative
fuel. They are able to
answer additional
questions about their fuel
source during the
presentation.
Students create a
presentation, but it is
only partly complete
or not totally
accurate. They may
not be able to
answer additional
questions about their
fuel source during
the presentation.
Students make
little effort to crea
an effective
presentation. The
cannot answer
additional
questions about
their new
technology or
alternative fuel
during the
presentation.
Materials:
Real Word Situations Google Slide: https://docs.google.com/presentation/d/1pxzqex8d4aEPgbiCtuJi1V6vOryoRHBPz2i7kV5R0c/edit?usp=sharing
pencils
Calculator (one for each pair)
Columnar pad (couple of sheets for each pair)
Ruler/architect ruler (one for each pair)
Yard stick (one for each pair)
White Poster board with grid lines (1 sheet per pair)
Eraser (one for each pair)
Folder to store papers
Cardboard Magazine holder for each pair
Laminated pictures (This is on a Microsoft word document titled Transportation
System Purchases.)
Car of the Future Website for resources and Handout:
http://www.pbs.org/wgbh/nova/education/activities/3507_car.html
Multimedia Resources
NOVA Program Clips QuickTime or Windows Media Video (4 segments, 8-10
minutes each)
Team 1: Hydrogen Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_01.html
Team 2: Ethanol Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_02.html
Page 55 of 63
Page 56 of 63
LESSON #4
Let your transportation take shape
I. DEFINE OBJECTIVES AND CONTENT
Students will be able to:
LESSON
OBJECTIVE
POINT TO
PONDER
ESSENTIAL
QUESTION
Page 57 of 63
CONTENT
Outline the content
you will teach in
this lesson.
Page 58 of 63
III. PLANNING
HOOK
Describe how you
will grab students
attention at the
beginning of the
lesson.
BE CREATIVE.
INSTRUCTION
Explain Step-bystep what you will
do in this lesson.
Be explicit about
ties to Points to
Ponder, Essential
Question, and
Interactions here.
Include ALL
support and
teaching materials
with your unit.
TIME: (5:51)
https://www.youtube.com/watch?v=6yWzKvQXsYM
This video shows what technology will look like in 2019.
Start a discussion about the importance of technology today and in
the future?
Ask them if they feel they have built a city using technology?
TIME:
Today we will start with the Green City Simulation and end with the
Car of the Future since students will present their research.
ASSESSMENT
(Performance
Task) What will
the students DO
to demonstrate
that they have
mastered the
content? Be
specific and
include actual
assessment with
unit materials.
TIME:
Use the following rubric to assess each team's work.
Research
Excellent
Satisfactory
Students need
assistance while
viewing the clips
and/or using
additional resources.
They are able to
develop their
presentation but may
provide less detailed
descriptions and/or
arguments.
Needs
Improvement
Students have
difficulties viewin
the clips and usin
the additional
resources. They
cannot provide
detailed
descriptions of
their assigned
topic.
Page 60 of 63
Presentati
on
Students develop a
complete and persuasive
presentation that
accurately presents
information about their new
technology or alternative
fuel. They are able to
answer additional
questions about their fuel
source during the
presentation.
Students create a
presentation, but it is
only partly complete
or not totally
accurate. They may
not be able to
answer additional
questions about their
fuel source during
the presentation.
Students make
little effort to crea
an effective
presentation. The
cannot answer
additional
questions about
their new
technology or
alternative fuel
during the
presentation.
Multimedia Resources
NOVA Program Clips QuickTime or Windows Media Video (4 segments, 8-10
minutes each)
Team 1: Hydrogen Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_01.html
Team 2: Ethanol Fuel Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_02.html
Team 3: Vehicle Engineering Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_03.html
Team 4: Hybrid and Electric Cars Web Resources
http://www.pbs.org/wgbh/nova/education/activities/3507_car_04.html
Page 62 of 63
SketchUp:
http://www.sketchup.com/products/sketchup-make
Page 63 of 63