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Description
As the world population increases, so do the number of vehicles producing emissions that contribute to air pollution and climate change. One option for reducing dependence on fossil fuels is to build sustainable transportation systems. In this STEM lesson students explore how a public bus network can help ease traffic congestion and reduce the carbon footprint of a community. Three activities challenge students to use math and science skills to design an environmentally friendly bus system for a fictitious town by:
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Calculating bus routes that minimize travel distances while serving the needs of riders
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Comparing carbon dioxide emissions from a gasoline powered bus and an ethanol powered bus
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Comparing the fuel efficiency of a gasoline powered bus and an ethanol powered bus
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Conducting a cost benefit analysis of gasoline and biofuel
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Analyzing the efficiency and environmental impacts of electric buses
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Planning and describing a cost effective bus system that optimizes fuel efficiency and has minimal environmental impacts
General Assessment
What skills does this resource explicitly teach?
- Problem solving
- Reasoning
- Design
- Cost/benefit analysis
Strengths
- Includes stduent activity guides that support crtical thinking
- Includes a "Teacher Solutions" guide
- Integrates Science, Technology and Mathematics
- Provides a "real world" learning experience
Weaknesses
- Does not provide differentiation options for students that may be discouraged by the complex mathematics content
- No assessment rubrics are included
Recommendation of how and where to use it
This lesson delivers a project based learning experience that supports Grade 6-9 Mathematics and Science curriculum. The calculations of travel distances, fuel efficiencies and fuel costs develop skills in using ratios, algebraic expressions and operations with fractions, while applying mathematics in an authentic context. Science content explores climate change, natural resources, energy types and the influence of technology on the environment.
Students are encouraged to think critically about the future of our planet and consider ways of taking action. This establishes a framework for a classroom action project that develops climate awareness in the local community. A class might consider developing a public challenge where residents commit to reducing their carbon footprint by choosing to use buses, car pooling or active transportation to travel to work or school. Presenting their project to district education councils could also describe methods of reducing the environmental impacts of school buses with options like a “no idle” policy or the purchase of electric or bio-fuel powered buses.
Relevant Curriculum Units
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- Alberta
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- Matter and Energy: Understandings of the physical world are deepened through investigating matter and energy
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- Knowledge and Employability: Number (Number Concepts and Number Operations
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- Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
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- Computational fluency and flexibility with numbers extend to operations with integers and decimals
- Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers
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- Computational fluency and flexibility extend to operations with fractions
- Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations
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- Continuous linear relationships can be identified and represented in many connected ways to identify regularities and make generalizations
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- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals
- Linear relations can be identified and represented using expressions with variables and line graphs and can be used to form generalizations
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Computational fluency and flexibility with numbers extend to operations with integers and decimals
- Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers
- Linear relations can be represented in many connected ways to identify regularities and make generalizations
- Science
- Step 4Relevant matches
- Science 7: Earth and its climate have changed over geological time
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Computational fluency and flexibility extend to operations with fractions
- Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations
- Number represents, describes, and compares the quantities of ratios, rates, and percents
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Continuous linear relationships can be identified and represented in many connected ways to identify regularities and make generalizations
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Citizenship (1)
- Community-Building and Participation
Energy (2)
- Alternative Energy
- Energy Use
Land Use & Natural Resources (1)
- Transportation
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The problem solving approach provides an authentic learning experience where students are actively involved in evaluating the cost, energy efficiency and environmental impacts of several fuel types. This supports an informed decision making process as learners design their transportation systems.
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Consideration of Alternative Perspectives:
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| Multiple Dimensions of Problems & Solutions | Good | Students will recognize that public transit can help reduce greenhouse gas emissions but in order to be successful these systems must also consider the needs of the clientele. Riders will only switch from personal vehicles to buses if they are provided with a service that is efficient, convenient and economical. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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| Respects Complexity | Good | This lesson explores how municipalities must consider operational expenses from the perspective of fuel availability and technological resources. For example, in Challenge 2 students compare E85 biofuel to regular gasoline and learn that buses using gasoline are more fuel efficient but release five times as much carbon dioxide. A balanced approach to sustainable transportation planning considers the costs and benefits, along with mitigation potential. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | Although no specific action opportunities are included in the lesson, an extension suggestion is that students explore their local municpal or school bus system and write letters to government officials suggesting improvements. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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| Values Education | Good | Students are actively involved in formulating potential solutions to reducing human impacts on the environment and describing their opinions about sustainability. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Although not specifically addressed in the activities, a discussion about the connection between independence and affordable public transit in low income neigborhoods would provide insight into challenges facing these communities. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Poor/Not considered | An outdoor experience is not part of this lesson but a teacher could strengthen student connections to nature by exploring a local green space and assessing human impacts. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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| Locally-Focused Learning | Satisfactory | Climate change is impacting all regions of Canada. Students are able to explore how their community could benefit from reduced carbon emmisions in connection to global solutions to this crisis. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Satisfactory | Students will be able to describe how current technologies can reduce human impacts on the environment and have future implications on reducing the consumption of non-renewable natural resources. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | The "Student Activity Guides" and a hands-on inquiry approach supports independent thinking where students explain their problem solving strategies in designing bus routes and selecting fuel combinations. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | This lesson focuses on Mathematics content related to proportional relationships, algebraic expressions and number operations. Science learning regarding renewable and non-renewable resources, human impacts on the environment and climate change are also integrated into each activity.
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| Integrated Learning: Learning brings together content and skills from more than one subject area
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| Inquiry Learning | Very Good | Key guiding questions provide the framework for a discovery process where students apply mathematics modeling and computational thinking to analyze evidence and design solutions to a problem. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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| Differentiated Instruction | Poor/Not considered | There are no differentiation strategies identified in the lesson and the complex mathematics may be difficult for some students. However, students do work in pairs which offers an opportunity for supportive peer learning where both partners can participate according to their strengths in design, mathematics, science or ingenuity. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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| Experiential Learning | Satisfactory | The real-world approach engages students in a meaningful problem solving task that is relevant to the current challenges facing municipalities that are aiming to reducing greenhouse gas emissions and develop sustainable public transportation. |
| Experiential Learning: Authentic learning experiences are provided
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| Cooperative Learning | Satisfactory | Students work in pairs and reflection discussions occur as a group. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
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| Assessment & Evaluation | Satisfactory | A series of open-ended questions at the end of each activity and a “Teacher's Solutions” page that identifies a range of possible answers for each challenge can be used to gauge the level of student understanding. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Learners exchange views through peer dialogue about the benefits and drawbacks of various energy sources. Classroom presentations are used to share ideas about creating sustainable transportation systems. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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| Case Studies | Good | Climate change is an issue of immediate concern that requires concrete action to reduce emmissions. Learners will recognize that change begins at a local level and building sustainable communities can improve the future of our planet. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | Students have a great deal of choice in the decision-making process where they design their own public transportation plan. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
