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Urban Visions | Grades 8 Social Studies / English

SDG 11 envisions cities that are safer, healthier, more inclusive, environmentally sustainable, and resilient in the face of challenges. To
achieve this vision, the need for efficient, accessible, and sustainable transportation systems becomes more pressing than ever.

Step 1: Project Idea

Introduction
The big idea of the project is to explain ‘How can you use Geography, Digital Technology and Engineering to suggest to local authorities how
they can improve transportation systems in your city to make it future ready and sustainable?’.
Our city is constantly evolving, and with it, our transportation needs change. Traffic congestion, air pollution, and limited accessibility pose
challenges to our daily lives and the environment. But what if we could harness the power of geography, digital technology, and engineering
to create a future-ready and sustainable transportation system.
Our collective efforts will lead us to develop concrete proposals that we can present to local authorities, showcasing the transformative
potential of geography, technology, and engineering in redefining our city's transportation system. This is your chance to be a real-world
problem solver and contribute to a more sustainable and accessible future for everyone.

Driving
How can we develop a sustainability transport plan to ensure that our city is future-ready?
Question

Learning
This project plan addresses learning goals aligned to the following attainment targets.
Goals
History:
● [G-08-HG-D-02]: Study a selected infrastructure to understand adaptation according to human needs. (Transport
– Roads, railways, airways, and waterways. Transport network in Pakistan, importance of transport, international
transport network, strength and weaknesses of transport network in Pakistan)
● [G-06-HG-D-03]: Use a range of multiple sources such as conventional maps, google maps, satellite imageries,
aerial photographs, photographs, diagrams, GPS, GIS, newspaper articles / reports and field trips to drive
information about physical, human and environmental geography of Pakistan and world to reach and support
conclusion.(Use of conventional route / road maps, tourists’ maps and comparison with GPS and Google maps)

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 English
● Attainment targets related to public speaking skills.
● Writing summaries / extracts of information after watching videos or reading text

Project
In this project, we invite you to join us on an exploration of how three dynamic fields of geography, digital technology, and
Summary
engineering can collaborate to revolutionize the way we navigate our city. Together, we'll employ geographical data
analysis, leveraging maps and spatial technologies to decipher traffic patterns, identify transportation gaps, and optimize
route planning. We will dive into the realm of digital tools as we explore apps, smart traffic systems, and real-time data to
enhance the accessibility and efficiency of public transportation. Additionally, we'll venture into the realm of engineering,
designing and evaluating innovative solutions such as electric vehicles, bike lanes, pedestrian-friendly infrastructure, and
other structural network innovations. Students will prepare presentations to explain their ideas to local government
authorities, school administration, parent body and local community.

Major Individual Products Team Products

Product(s)
Individual research and summary writing A Presentation about a sustainable Transport plan for a
A developed section of the team’s sustainable selected city. .
transport plan.

Making It
Town hall-style meeting that includes local council members, school administration and community planners. Or upload
Public
presentations on the school facebook page.

Key Project
● Rubric
Documents
● Project Information Sheet

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Step 2: Project Path Overview

Build Knowledge and Develop & Critique (2 -3 Lessons)

Milestone Anticipated Student Learning Experiences (Lessons, Activities, and Scaffolds)

Need to Know
Question

Investigate how How are cities ➔ Have each team member choose a section of the Sustainable Transport Plan to research
global cities are around the world and develop.
putting addressing urban ➔ Watch, “Sustainable Urban Design.” Note in the research log the various components of
sustainability transport issues, and environmental planning and how each contributes to or detracts from the development of
practices into what can we learn sustainable cities.
action, and from their solutions? ➔ Then watch this video about sustainable solutions to transport issues. What will Urban
determine Mobility look like in the future?
transport ➔ In teams, reflect on how the information from the videos connects with each member’s
recommendation sustainable transport plan section.
s for the focus ➔ Begin research by dividing up Developing Sustainable Cities resources. Individually read
city. materials and note relevant information. Be sure to record references and cite sources.
➔ Watch, “Geographies of the Future.” Note in the research log: 1) the various benefits and
challenges of globalization, and 2) how those challenges can be addressed.
➔ In teams, use the “What Makes You Say That?” protocol to discuss how information from
the video should be incorporated into each member’s section of the sustainability plan.
➔ Complete individual research.

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Resources
Open Source Geography Texts ● Introduction to Human Geography (2nd Edition)
● Human Geography - Press Books
● World Regional Geography - Press Books

Sustainability Plans United States/Canada

● Northeast
○ Burlington, Vermont
○ Hamilton, Ontario
○ Manchester, New Hampshire
● Midwest
○ Grand Rapids, Michigan
○ Chicago, Illinois
● Northwest
○ Bozeman, Montana
○ Portland, Oregon
○ Vancouver, British Columbia
● North Central
○ Bismarck, ND
○ Minneapolis, MN
○ Saskatoon, Saskatchewan
○ Winnipeg, Manitoba
● Southeast
○ Miami, Florida
○ Washington, DC
● Southwest
○ Albuquerque, New Mexico
○ Phoenix, Arizona
● South Central
○ Austin, Texas
○ Omaha, Nebraska
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 ●West
○ Oahu, Hawai’i
○ Anchorage, Alaska
Worldwide
● Europe
○ Amsterdam, The Netherlands
○ Copenhagen, Denmark
○ Gothenburg, Sweden
● Africa
○ Cairo, Egypt
○ Johannesburg, South Africa
○ Lagos, Nigeria
● Asia
○ Shanghai, China
○ Singapore
○ Songdo, South Korea

Human Impact on Environment, ● World Wildlife Fund (WWF)

Wildlife, and Traditions/Beliefs of
Past and Present People
● National Geographic
● United Nations Environment Programme
● Nature Conservancy
● Smithsonian National Museum of Natural History
● Environmental Defense Fund
● National Park Service
● World Resources Institute
● American Museum of Natural History
● Rainforest Alliance

Spatial Impact of Economics ● National Bureau of Economic Research

● Regional Economic Models, Inc. (REMI)
● Environmental Protection Agency (EPA)
● City-Data.com
● Public Policy Institute of California (PPIC)
● Google Earth

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 Environmental and Cultural Changes ● World Trade Organization
& Land Use/Trade ● United Nations Environment Programme
● International Institute for Sustainable Development
● Food and Agriculture Organization of the United Nations
● Center for International Forestry Research
● United Nations Conference on Trade and Development
● World Bank
● International Union for Conservation of Nature
● International Land Coalition

Developing Sustainable Cities
● UN Sustainable Development Goals - Goal 11: Sustainable Cities and Communities
● Net Zero Cities
● Zero Energy Project
● The Carbon Free City Handbook
● Sustainable Development Report
● EU Missions: 100 Climate-Neutral and Smart Cities
● Creating Sustainable Cities
● Culture: urban future; global report on culture for sustainable urban development; summary
● Global Platform for Sustainable Cities
● 7 Principles for Building Better Cities
● American Society of Landscape Architects: Sustainable Urban Development
● TED Talks: Urban Planning
● UN Sustainable Development Goals
● Ed Glaeser: Building Effective & Functioning Cities
● Atlas of Urban Expansion
● World Cities Report 2022

Finding Reliable Sources ● Skills Practice | Distinguishing Between Fact and Opinion - Learning Network lesson
● Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning About Fake
News - New York Times lessons and resources

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 Research Process ● Research Paper Process - reviews the research process and has a video to review note
taking tips
● Research and Citation - Purdue Online Writing Lab
● Online Research Skills for High School Students: Tips and Strategies
● Free Citation Machines
○ Easybib
○ Grammarly
○ Citation Machine
● Writing Informative Summaries (Lauren Anderson)
● 4 Tips for Summaries (Master Class)
● Summarize Informational Text (Houghton Mifflin)

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 SAMPLE RUBRIC

Urban Visions - Grades 8 Rubric

Note to Teacher. This sample rubric is aligned to the attainment targets in this project.. You may also wish to leverage
assessment tools you already use (e.g., writing or problem-solving rubrics) to support the learning experiences in this project.
Throughout the project, use the rubric with students to capture evidence of their growth and needs related to each learning goal.

Feedback Developing At Standard Advanced

Record any additional If the product exceeds
feedback to help the team expectations, how does it do
improve. so?

Impacts of transport on I can explain the impact of
environment human activities and
transport on the
environment of a specific
city.
I can evaluate the impact
of human activities and
transport on the
environment of a specific
city.

Economic and Political I can describe the impact
Impact on cities and its of economic activities and
transport political decisions on
transportation systems
within urban regions.
I can evaluate the impact
of economic activities and
political decisions on
transportation systems
within urban regions.

Write I can write informative/ I can write informative/

Informative/Explanatory explanatory texts. explanatory texts,
Texts including the narration of
I can develop the topic
events…
with well-chosen,

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 relevant, and sufficient
facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audience’s knowledge
of the topic.
Organization of Writing I can produce writing in
which the development
and organization are
appropriate to task,
purpose, and audience.
Explanation/Analysis I can analyze concepts
(PBLWorks Success using a chain of
Skills– reasoning to uncover
Critical Thinking - 6-12) interrelationships and
patterns.
I can interpret the
meaning of a topic.
Interpretation/Inference I can draw logical
conclusions about the
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I can develop the topic
thoroughly by selecting
the most significant and
relevant facts, extended
definitions, concrete
details, quotations, or
other information and
examples appropriate to
the audience’s knowledge
of the topic.
I can produce clear and
coherent writing in which
the development,
organization, and style
are appropriate to task,
purpose, and audience.
I can analyze concepts
using a chain of reasoning
to uncover
interrelationships,
patterns, inconsistencies,
and/or counter examples.
I can interpret the
meaning of a topic.
I can draw logical
conclusions about the
 (PBLWorks Success topic using
Skills– evidence-based
Critical Thinking - 6-12) inferences and reasoning
from multiple sources
taking into account the
quality and limitations of
evidence, claims, and
counter-claims.
Reflection I can describe my
(general) learning process and
explain the decisions I
made as I learned.
I can describe the value
of the content and skills
I’ve learned during this
project.
I can describe how my
skills and knowledge
have grown during this
project.
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topic and generalize to
other concepts using
evidence-based
inferences and reasoning
from multiple sources
taking into account the
quality and limitations of
evidence, claims, and
counter-claims.
I can analyze my
learning process,
evaluating the decisions
I made to consider how I
can improve as a learner.
I can evaluate the
potential future
applicability of what I
learned during this
project.
I can clearly identify how
my understanding of key
concepts and skills has
deepened during this
project.
 PROJECT INFORMATION SHEET

Urban Visions
As our world becomes more urbanized, it's more important than ever to plan cities that are inclusive,
safe, resilient, and sustainable. Imagine a city where residents can walk, bike, or take public
transportation to work or school, where green spaces are abundant, and where clean energy sources
power buildings and transportation. In this project, you will learn about urban planning focussed on
sustainable transport. Delve into an inquiry on how you can harness new technologies or improve upon
old ones to make transportation in your community more efficient, accessible to more people, or
sustainable to pave the way to a cleaner future.

Driving Question
How can we develop a sustainable transport plan to ensure that your city is future-ready?

Major Products
Individual research notes, a section of a sustainable transport plan for a selected city, and presentation
to the local authorities, community members, parents and school administration

Key Deliverables and Deadlines

● Individual research summaries: [DATE]

● Individual research for a section of Transport Sustainable Plan Research Tool: [DATE]

● Individual contribution to the team’s sustainability plan: [DATE]

● Team’s sustainability plan: [DATE]

● Presentation plan: [DATE]

● Individual research log: [DATE]

Key Resources
● The Future of Cities: (https://www.youtube.com/watch?v=xOOWk5yCMMs)

● UN SD Goal 11: Make cities inclusive, safe, resilient, and sustainable(https://www.un.org/sustainabledevelopment/cities/)

● What is Urban Planning?

● Sustainable Urban Design

© 2023 Buck Institute for Education. Educators are permitted a limited, revocable license to use, including modification, in non-commercial
classroom applications.

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Evaluation Criteria
● Urban Visions - Rubric

● Students self assessments

● Students’ Reflections

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classroom applications.

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 STUDENT HANDOUT

Sustainable Transport Plan Research Tool

PLANNING FOR A SUSTAINABLE TRANSPORT FOR FUTURE Team’s City:

Section A - Completed by:

Questions to Address Specifics to Include

1. How does this proposal allow people and physical systems ● Recommended types of housing and public green spaces
(such as land, water, and climate) to interact and influence
● Efficient and environmentally friendly wastewater processing
each other positively?
systems
2. How have negative interactions and influences been
minimized?
What did the cities carrying out these ideas gain as a result?

Responses

Citations & References

Section B - Completed by:

Questions to Address Specifics to Include

In what ways does the proposal protect/work with (not against) the ● Efficient and environmentally friendly transportation options
environment and honor the traditions, beliefs, and lifestyles of the that allow residents to move around the area easily
people who live and have lived there?

What did the cities carrying out these ideas gain as a result?

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 STUDENT HANDOUT

Responses

Citations & References

Section C - Completed by:

What policies should be put in place in order to create a Specifics to Include

sustainable physical layout for the region’s urban transport?
● Arrangement of different sectors of the community (e.g.,
Sketch a map of the area to account for basic businesses, housing,
economic center, distribution of businesses, transportation
and services to correspond with the transport network and
hubs, residential areas, goods and services, and government
suggest a plan .
buildings)

● Policies that support the proposed layout/ idea of transport

● Examples from the world around, their pros, cons and

suggestions to improve further.

Responses

Citations & References

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