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Description
Travel4Climate is a student-centred, inquiry-based climate change project for Grades 9–12 developed by Let’s Talk Science. The resource engages students in examining how everyday transportation choices contribute to greenhouse gas emissions and challenges them to design realistic, innovative solutions for more sustainable travel in their communities. Through hands-on activities, data analysis, and creative problem-solving, students build scientific literacy, environmental awareness, and global competencies while working toward meaningful climate action aligned with the UN Sustainable Development Goals.
In this resource, students will take part in 7 activities.
Activity 1: Exploring Climate Change and Transportation
Students build background knowledge about climate change, greenhouse gas emissions, and the role transportation plays in contributing to climate impacts. They examine different modes of transportation and begin considering how personal and community travel choices affect the environment.
Activity 2: Using the Emissions Calculator
Students use an interactive emissions calculator to compare the carbon footprint of different travel options (e.g., car, bus, plane, walking, cycling). This activity emphasizes data literacy, critical thinking, and real-world application of science concepts.
Activity 3: Mapping Transportation Systems
Students analyze how transportation systems function in their community by using flowcharts and mapping tools. They consider accessibility, efficiency, environmental impact, and how infrastructure choices influence behaviour.
Activity 4: Identifying Challenges and Opportunities
Students identify current transportation challenges (e.g., emissions, traffic, lack of public transit) and explore opportunities for improvement. This step encourages systems thinking and helps students understand trade-offs in real-world decision-making.
Activity 5: Designing a Sustainable Transportation Solution
Working individually or in groups, students design an innovative, future-focused transportation or infrastructure solution that reduces emissions and supports community wellbeing. Solutions must be evidence-based and realistic.
Activity 6: Communicating Climate Solutions
Students present their ideas through presentations, posters, reports, or digital media. This activity focuses on communication skills, collaboration, and persuasion, encouraging students to advocate for climate-positive change.
Activity 7: Reflection and Career Connections
Students reflect on what they learned about climate science, transportation, and sustainability. They also explore careers related to climate action, engineering, urban planning, and environmental science.
General Assessment
What skills does this resource explicitly teach?
Students will learn to use an emission calculator.
Strengths
- The resource provides extensive research-based information about emerging transportation technologies adapted to meet curriculum expectations
- It includes three lesson plans aligned to Climate science units and adaptable to urban and rural contexts
- A 10+ page Student Notebook that includes worksheets for all activities, an interactive student transportation flowchart and learning activities is provided.
- Rubrics and assessment tools are provided
- Students get access to the online Travel4Climate Emissions Calculator (available in English and French)
- A Career Exploration Section with related career profiles is available for extensions
- Printable/ Screen-reader copies of the transportation flowchart and student notebook are available for differentiation.
- Extensive background information is provided for the teacher.
Weaknesses
The lesson relies heavily on online tools (emissions calculator, digital resources, research), which can be challenging in classrooms with limited device access, unreliable internet, or shared technology.
Recommendation of how and where to use it
This resource can be used as a short inquiry sequence or an extended project in which students analyze how transportation contributes to greenhouse gas emissions, use data from an emissions calculator to compare travel options, and design realistic, community-based solutions to reduce environmental impact.
The project supports curriculum goals related to climate literacy, systems thinking, data analysis, and innovation, while also developing transferable skills such as collaboration, communication, and critical thinking.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Environmental Investigations
- Science
- Step 4Relevant matches
- Environmental Chemistry
- Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
- Knowledge and Employability Science: Matter and Chemical Change (Nature of Science Emphasis
- Matter and Chemical Change
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 10: Energy and Matter in Chemical Change
- Science 14:Investigating Matter and Energy in the Environment
- Grade 11
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 30: Chemistry and the Environment
- British Columbia
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- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
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- Science
- Step 4Relevant matches
- Energy change is required as atoms rearrange in chemical processes.
- Grade 11
- Step 3Select a subject
- Chemistry
- Step 4Relevant matches
- Chemistry 11:Matter and energy are conserved in chemical reactions.
- Science
- Step 4Relevant matches
- Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
- Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Science
- Step 4Relevant matches
- Specialized Science 12: Chemical reactions are due to energy changes that result from the breaking and re-formation of bonds
- Manitoba
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- Grade 9
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- Science
- Step 4Relevant matches
- Matter
- Senior 1 Science: Atoms and Elements
- Grade 10
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- Science
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- Earth Science
- Matter
- Senior 2 Science: Chemistry in Action
- Senior 2 Science: Weather Dynamics
- Grade 11
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- Chemistry
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- Chemical Reactions
- Grade 12
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- Science
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- Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
- New Brunswick
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- Grade 9
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- Science
- Step 4Relevant matches
- Science 9 Ecosystem Dynamics: Learning and Living Sustainably
- Science 9 Ecosystem Dynamics: Scientific Literacy
- Grade 10
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- Science
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- Learning and Living Sustainably (STSE)
- Science 10 Science for Sustainable Societies
- Science 10 Science for Sustainable Societies: Scientific Literacy
- Grade 11
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- Chemistry
- Step 4Relevant matches
- Chemistry 11: From Structures to Properties
- Grade 12
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- Environmental Science
- Step 4Relevant matches
- Introduction to Environmental Science 120: An Overview of Environmental Science
- Introduction to Environmental Science 120: Investigating Environmental Issues
- Newfoundland & Labrador
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- Grade 9
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- Science
- Step 4Relevant matches
- Atoms. Elements & Compounds
- Grade 10
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- Science
- Step 4Relevant matches
- Science 1206: Chemical Reactions
- Science 1206: Weather Dynamics
- Grade 11
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- Science
- Step 4Relevant matches
- Science 2200: Weather Dynamics
- Grade 12
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- Environmental Science
- Step 4Relevant matches
- Environmental Science 3205: Introduction to Environmental Science
- Environmental Science 3205: The Atmosphere and the Environment
- Science
- Step 4Relevant matches
- General Science 3200 : Chemical Reactions
- Northwest Territories
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Energy change is required as atoms rearrange in chemical processes.
- Grade 11
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human activities cause changes in the global climate system
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Science
- Step 4Relevant matches
- Specialized Science 12: Chemical reactions are due to energy changes that result from the breaking and re-formation of bonds
- Nova Scotia
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: Atoms and Elements
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Weather Dynamics
- Science 10:Chemical Reactions
- Grade 12
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- Environmental Science
- Step 4Relevant matches
- AP Environmental Science: Energy Consumption and Resources
- Nunavut
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- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Chemistry and the Environment
- Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
- Knowledge and Employability Science: Matter and Chemical Change (Nature of Science Emphasis
- Matter and Chemical Change
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Climatology and Meteorology
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 10: Energy and Matter in Chemical Change
- Science 14: Investigating Matter and Energy in the Environment
- Grade 11
- Grade 12
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 30: Chemistry and the Environment
- Ontario
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Chemistry: The Nature of Matter
- STEM Skills, Careers, and Connections
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science (Academic):Chemistry: Chemical Reactions
- Science (Academic):Earth and Space Science: Climate Change
- Science (Applied)::Chemistry: Chemical Reactions and Their Practical Applications
- Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
- Grade 11
- Step 3Select a subject
- Chemistry
- Step 4Relevant matches
- Chemical Reactions
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Workplace Prep.) Energy Conservation
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Prince Edward Island
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: Decisions and Perspectives
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 421A: Content Knowledge
- Science 421A: Decisions and Perspectives
- Science 431A: Earth and Space Science, Weather Systems
- Sciene 431A: Chemical Reactions
- Grade 11
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- Chemistry
- Step 4Relevant matches
- Chemistry 521A: Content Knowledge
- Grade 12
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- Environmental Science
- Step 4Relevant matches
- Environmental Science 621A: Environmental Challenges and Successes
- Quebec
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- Grade 9
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- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology: The Material World
- Science and Technology: The Material World
- Grade 10
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- Science & Technology
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- Applied Science & Technology:The Material World
- Environmental Science & Technology: The Earth and Space
- Environmental Science & Technology: The Material World
- Science & Technology: The Earth and Space
- Science & Technology: The Material World
- Science and the Environment: The Earth and Space
- Science and the Environment: The Material World
- Grade 11
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- Chemistry
- Step 4Relevant matches
- Chemical Equilibrium
- Energy Changes in Reactions
- Saskatchewan
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: Physical Science: Atoms and Elements
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Chemical Reactions
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 20: Atmosphere and Human Health
- Yukon Territory
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Chemical processes require energy change as atoms are rearranged
- Grade 11
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human activities cause changes in the global climate system
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Science
- Step 4Relevant matches
- Specialized Science 12: Chemical reactions are due to energy changes that result from the breaking and re-formation of bonds
Themes Addressed
Air, Atmosphere & Climate (3)
- Air Pollution
- Climate Change
- Weather
Citizenship (3)
- Community-Building and Participation
- General Guide to Taking Action
- Sustainable Consumption
Energy (1)
- Alternative Energy
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | This resource explicitly encourages students to consider different points of view by examining multiple transportation options, weighing environmental, social, and practical trade-offs, and discussing challenges and opportunities. However, forming and defending a clearly articulated, informed personal position depends on how the teacher structures the final task rather than being an explicit requirement of the resource itself. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The Travel4Climate resource explores the environmental dimension by having students analyze greenhouse gas emissions from different transportation choices, the economic dimension by considering feasibility, cost, and infrastructure, and the social dimension by examining accessibility, equity, and community wellbeing. Through designing solutions, students are encouraged to balance these three interconnected dimensions rather than treating them in isolation. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | This resource respects the complexity of climate and transportation issues by encouraging students to use systems thinking to examine trade-offs, unintended consequences, and interconnected environmental, economic, and social factors. Rather than presenting simple solutions, it asks students to design realistic, evidence-based proposals that reflect real-world constraints and multiple perspectives. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | The resource engages students in designing and communicating action-oriented, real-world solutions that can influence personal travel choices, school practices, and community transportation planning. It emphasizes student agency and empowers learners to apply their knowledge toward positive change at local and global levels. |
| 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
| ||
| Values Education | Very Good | Students will be reflecting on their personal transportation choices, discussing trade-offs and priorities (such as convenience, equity, and environmental responsibility), and defending their proposed solutions through presentations or written justifications. The project encourages students to articulate what they value most when designing sustainable transportation options and to explain how those values influence their decisions. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | This is not a focus of the resource. |
| 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 | Good | This resource helps students understand how transportation choices impact the environment and climate, but it does not include outside activities. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Travel4Climate has students analyze transportation patterns and challenges within their own communities, but learning does not happen outside the classroom. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The Travel4Climate resource promotes understanding of the past by acknowledging how traditional transportation systems and patterns have contributed to current emissions, develops a sense of the present by having students analyze current travel behaviours and impacts in their own communities, and supports a positive vision for the future by guiding students to design innovative, sustainable transportation solutions that contribute to long-term climate action. |
| 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 | This resource is open-ended and inquiry-based, allowing for multiple, complex, and context-specific solutions; students are encouraged to explore trade-offs and justify their choices rather than being guided toward a single answer. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although this resource is primarily designed for science courses, it is adaptable and can be effectively used in other subject areas including geography and social studies. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Students are guided by a central problem related to transportation and emissions and, with teacher support, clarify the questions to investigate. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | This resource addresses visual learners through charts, maps, and diagrams, auditory learners through discussion and presentation, and kinesthetic learners through hands-on problem-solving and project work. However, it does not explicitly include targeted strategies or adaptations for learners with identified learning difficulties. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | This resource engages students in authentic, real-world contexts by analyzing real transportation data and designing realistic solutions to real community challenges. It does not require learning to take place beyond the school walls. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | Students will work in groups. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | The Travel4Climate resource provides tools such as student worksheets, guided reflection questions, project planning documents, and assessment rubrics that support both formative feedback and summative evaluation of student learning and performance. |
| 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 | In this resource, students will share their learning with their peers, however they do not present their findings to members of the community. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good | The resource draws on real-world transportation and climate scenarios and uses authentic data and current issues to ground learning. |
| 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 meaningful choice in the focus of their transportation issue, the solutions they design, and the format used to communicate their learning, allowing them to explore topics of personal or local relevance and go deeper into areas of interest. |
| 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. | ||