Many urban environments are facing greater traffic volumes, increased congestion and higher levels of air pollution which require sustainable, alternative transportation solutions. Cycling offers environmental and health benefits, and can be successfully incorporated into existing infrastructure with careful planning and design that supports efficient traffic movement. This STEM lesson introduces learners to the planning processes involved in modifying roadways to provide safe travel lanes for bicycles. A systems-thinking approach actively engages students in an authentic learning experience as they:
Analyze a local municipal active transportation policy
Identify a local street that would benefit from the addition of a bike lane
Evaluate and identify the best type of bike lane for that street
Examine stakeholder viewpoints about the impacts of a new bike lane on a community
Design a safe, accessible bike lane and identify installation requirements
Research and describe careers associated with the design, installation and use of a new bike lane
This lesson prioritizes Grade 8-10 curriculum related to Careers by exploring scientific and technological professions and encouraging students to consider their own interests. Science outcomes related to climate change along with environmental and sustainability issues are also supported as students actively use STEM skills to research, plan and design a bike lane within their own community. Geography concepts regarding mapping, community development and urban planning are integrated into the learning experience as pupils use tools such as Google Maps.
Municipalities are increasingly recognizing the value of involving youth in urban planning which supports the extension of this lesson into an action project to establish safe cycling zones in the school neigbourhood. A class could develop a complete proposal with bike lane designs, student survey information and evidence of community support. This plan could then be presented at a public meeting that includes local government officials, business owners and other stakeholders.
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Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Good | Students are able to examine a range of authentic information sources such as the "Urban Bikeway Design Guide" produced by the National Association of City Transportation Officials. This provides them with a comprehensive understanding of the practical considerations in designing safe, efficient cycling infrastructure. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Very Good | Pupils learn how the successful integration of alternate transportation into urban design provides equitable, affordable travel options, strengthens community well-being, makes a positive contribution to the environment, supports local economies and facilitates sustainability. |
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 | Exploring the wide variety of careers associated with the planning, design, construction and use of a new bike lane engages students in considering the intricate connections between the mechanical and human components of transit systems. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | Although not included as part of the lesson, student proposals for a new bike lane on a local street could easily extend into an action project. Pupils could share their ideas with the local planning commission and describe how increasing active transportation opportunities could benefit the community and the environment. |
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 | A reflective journal forms the foundation of the lesson and supports solutions-based thinking through which students are able to describe their opinions and ideas about sustainability. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Satisfactory | Pupils will be more aware of how improved options for travel by foot, bicycle or public transit increases the availability of equitable and affordable transportation for all residents of a community. |
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 | Satisfactory | The lesson does not involve an outdoor experience but students do consider the negative environmental consequences of air pollution. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Good | Learners identify a local street without a bike lane, determine which type of bike lane would be best suited to this street and examine who would be involved in installing the bike lane in their community. They also describe how this type of project would benefit neighbourhood residents while considering the viewpoints of various local stakeholders. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | Students will be able to describe how traditional roadway design is transitioning to include active transportation options in an effort to address the current climate change crisis, while supporting community development in accordance with global sustainability targets for 2030. Examining the job profiles and education requirments for various careers also supports reflection on future life goals and employment. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | The learning by doing approach develops autonomy and encourages independent reasoning and problem-solving. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | The lesson has been developed to support STEM learning by involving pupils in a research, planning and design activity. Topics addressed by the activities include climate change, environmental decisions and perspectives and community development. Students also investigate various jobs in the transportation sector which builds skills in career planning. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | Learners are involved in a challenging urban planning task and examine contemporary infrastructure as a tool to support creativity and innovation in their design process. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | Although no specific student accomodations are included, the practicality of the task in combination with vocational information should appeal to pupils that may have diffculty with the textual content of the lesson. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | The real-world challenge engages students in a meaningful problem-solving task that is relevant to the current efforts of many municipalities to reduce their carbon footprint by improving active transportation systems.
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Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | Students work in teams of 3-4 which provides an opportunity for peer dialogue and consensus building. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | Pupils document their thinking and ideas in a reflective journal that can be used as a formative assessment tool. The final activity has students create a "career exploration profile" poster that describes how one of the vocations featured in the lesson may interest them and the STEM skills and education required. This poster could be used as a summative assessment of pupil research and learning, although a rubric is not provided. |
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 | Poor/Not considered | Peer teaching is not a feature of the lesson but the career posters could be displayed to educate others about scientific, technological and engineering professions. |
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 | Satisfactory | The lesson builds the connections between a complex problem and careers in science and technology so that pupils will understand how STEM skills such as critical thinking are applicable in a real-world context. |
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 | The lesson provides many opportunities for self-directed learning as students investigate roadway modifications, cycling strategies and job profiles to formulate questions and answers. |
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. |