PROJECT+PLANNING+FORM+-+SKETCH


 * PROJECT PLANNING FORM / SKETCH**

Project title: Greener Transportation

Teacher(s): Casner, Johnston, Mohan, Pallante

Grade level(s): 8th - 9th

Subjects: science, social studies


 * Driving Question:** In what ways should the US move forward to address what many consider dire situations in the areas of climate change and transportation infrastructure, in trying to develop greener modes of transportation, and how would this look in your community?


 * 1. Learning objectives:**

MCREL Science Standards: Understands ethics associated with scientific study (e.g., potential subjects must be fully informed of the risks and benefits associated with the research and their right to refuse to participate; potential subjects must be fully informed of possible risks to community and property Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge Knows ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social and economic forces strongly influence which science research programs are pursued and funded) Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen

NETS-S National Social Studies Standards NSS-G.K-12.5 ENVIRONMENT AND SOCIETY As a result of activities in grades K-12, all students should Understand how human actions modify the physical environment. Understand how physical systems affect human systems. Understand the changes that occur in the meaning, use, distribution, and importance of resources.

8th grade science: Use a wide range of tools and a variety of oral, written, and graphic formats (e.g., diagrams,, flow charts, simulations, graphs) to share information and results of observations and investigations. Make sketches, graphs, and diagrams to explain ideas and to demonstrate the interconnections between systems. Use evidence collected from observations or other sources (e.g., Internet, databases, print materials) and use them to create models and explanations. Work in diverse pairs/teams to answer questions, solve problems and make decisions.
 * 2. 21st century skills: [21stcenturyskills.org ]**

12th grade science: Select and analyze information from various sources, including electronic and print resources, community resources, and personally collected data, to answer questions being investigated. Analyze data and information gathered to clarify problems or issues identifying costs and benefits from a social, cultural, and/or environmental perspective; predicting the consequences of action or inaction; and proposing possible solutions. Prepare multimedia presentations to share results of investigations, demonstrating a clear sense of audience and purpose. Use science learned to create a personal action plan on a community issue.

8th grade social studies: Evaluate ethical considerations related to an issue or problem and determine whether alternative courses of action are/were available and/or viable given the circumstances. Use electronic charting and graphic tools to graphically display data that can be used to make a complex choice involving a regional community or state public issue.

12th grade social studies: Analyze contemporary problems and evaluate the decisions made by individuals and groups involved. Use technology to research and graphically display a reasonable prediction about a public issue.


 * 3. Learning dispositions:**

Persisting Creating, imagining, and innovating Thinking interdependently


 * 4. Evidence of understanding:**

Students will be able to show increases in traffic patterns over a designated period of time and make predictions about the future if the trend continues. Students will be able to show increases in pollution over a designated period of time and make predictions about the future if the trend continues. Students will show evidence of the effectiveness of emissions laws based on the data collected on traffic and pollution data collected. Students will produce and present alternatives to current transportation problems.


 * 5. Product:**

Record and present a news report addressing the transportation situation and proposed legislation/bill


 * 6. Setting the stage:**

The future of our planet is contingent upon what we do now. Global warming, greenhouse gases, alternative fuels. . . these are just some of the crisis we face. We cannot change what has been done in the past, but we can look at trends and effects, and make a plan for the future.


 * PROJECT SKETCH**

In 8th-9th grade science we study environmental problems and propose possible solutions. Our idea is for students to show evidence of increased pollution as a result of increases in vehicles and emissions. Students will graph data, comparing increases in vehicles and emissions, and propose legislation or a bill to help reduce each, using the Clean Air Act as a primary example. Students will produce a television commercial for hybrid vehicles, and/or produce a news segment addressing the environmental problems caused by vehicle emissions and proposed legislation/solutions. The students will work in groups of 3-4. Their final product will vary depending on interest and a formulated rubric. The project should last 2-3 weeks: Week 1 - gather information/data Week 2 - organize information for submission Week 3 - finalize and present final product