Transportation and Society - Unit 4 · 2016. 10. 24. · Unit Topic Suggested Timing Unit 1 Navigation and Transport Geography approx. 9 weeks Unit 2 Automobile and Traffic Safety

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Department of College and Career Readiness Transportation and Society

Curriculum 5.0 Credits

Unit Four

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Transportation and Society

Course Description Transportation and Society is offered to tenth and eleventh grade students. The course is intended as a wide-ranging overview of the field of transportation incorporating such different fields as transport geography, automobile safety, aviation design and history to environmentally sustainable transport.

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Transportation and Society

Pacing Guide Unit Topic Suggested Timing

Unit 1 Navigation and Transport Geography approx. 9 weeks

Unit 2 Automobile and Traffic Safety approx. 8 weeks

Unit 3 Aviation and the Aviation Industry: Theory and History approx. 9 weeks

Unit 4 Environmental Impact of Transportation and Sustainability approx. 9 weeks

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Educational Technology Standards

8.1.12.A.1, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.E.1, 8.1.12.F.1

• Technology Operations and Concepts • Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by

using a variety of digital tools and resources.

Ø Creativity and Innovation • Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Ø Communication and Collaboration

• Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Ø Digital Citizenship § Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Ø Research and Information Literacy

• Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

Ø Critical Thinking, Problem Solving, Decision Making • Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or

social needs.

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Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP3. Attend to personal health and financial well-being. Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions.

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Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management. Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals. Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these

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goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Differentiated Instruction

Strategies to Accommodate Students Based on Individual Needs Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing • Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Reading partners

Comprehension • Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall • Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology § Computer/whiteboard

§ Tape recorder

§ Spell-checker

§ Audio-taped books

Tests/Quizzes/Grading • Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention • Consistent daily structured

routine

• Simple and clear classroom rules

• Frequent feedback

Organization • Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs: • Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers

• Teacher-created Unit Assessments, Chapter Assessments, Quizzes

• Teacher-created DBQs, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Interdisciplinary Connections

English Language Arts • Journal writing • Close reading of industry-related content • Create a brochure for a specific industry • Keep a running word wall of industry vocabulary Social Studies • Research the history of a given industry/profession • Research prominent historical individuals in a given

industry/profession • Use historical references to solve problems World Language • Translate industry-content • Create a translated index of industry vocabulary • Generate a translated list of words and phrases related to

workplace safety

Math • Research industry salaries for a geographic area and

juxtapose against local cost of living • Go on a geometry scavenger hunt • Track and track various data, such as industry’s impact on the

GDP, career opportunities or among of individuals currently occupying careers

Fine & Performing Arts • Create a poster recruiting young people to focus their studies

on a specific career or industry • Design a flag or logo to represent a given career field Science • Research the environmental impact of a given career or

industry • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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New Jersey Student Learning Standards • 9.3.12.TD.1 Describe the nature and scope of the Transportation, Distribution & Logistics Career Cluster and the role of

transportation, distribution and logistics in society and the economy.

• 9.3.12.TD.2 Describe the application and use of new and emerging advanced techniques to provide solutions for transportation, distribution and logistics problems.

• 9.3.12.TD.3 Describe the key operational activities required of successful transportation, distribution and logistics facilities. • 9.3.12.TD.4 Identify governmental policies and procedures for transportation, distribution and logistics facilities. • 9.3.12.TD.5 Describe transportation, distribution and logistics employee rights and responsibilities and employers’ obligations

concerning occupational safety and health. • 9.3.12.TD.6 Describe career opportunities and means to achieve those opportunities in each of the Transportation, Distribution &

Logistics Career Pathways. • 9.3.12.TD�MTN.1 Develop preventative maintenance plans and systems to keep facility and mobile equipment inventory in

operation. • 9.3.12.TD�MTN.1 Develop preventative maintenance plans and systems to keep facility and mobile equipment inventory in

operation. • 9.3.12.TD�MTN.2 Design ways to improve facility and equipment system performance.

• 9.3.12.TD�HSE.1 Describe the health, safety and environmental rules and regulations in transportation, distribution and logistics

workplaces. • • 9.3.12.TD�HSE.2 Develop solutions to improve performance of health, safety and environmental management services. • • • 9.3.12.TD�LOG.1 Develop solutions to provide and manage logistics services for the company and customers. • • 9.3.12.TD�LOG.2 Analyze and improve performance of logistics systems to provide logistics planning and management services. • • 9.3.12.TD�SAL.1 Analyze the ongoing performance of transportation, logistics and distribution�related sales and service

operations. •

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• 9.3.12.TD�SAL.2 Demonstrate the use of sales and ongoing service of products and services that are transportation related to promote development of existing and future clients and customers.

• • 9.3.12.TD�OPS.1 Develop and evaluate transportation plans to move people and/or goods to meet customer requirements. • • 9.3.12.TD�OPS.2 Analyze performance of transportation operations in order to improve quality and service levels and increase

efficiency.

• 9.3.12.TD�OPS.3 Comply with policies, laws and regulations in order to maintain safety, security and health and mitigate the economic and environmental risk of transportation operations.

• 9.3.12.TD�SYS.1 Develop plans to maintain and/or improve the transportation infrastructure. • 9.3.12.TD�SYS.2 Assess, plan and manage the implementation of transportation services. • 9.3.12.TD�SYS.3 Describe ways to improve the system utilization, flow, safety and environmental performance of transportation

systems. • 9.3.12.TD�WAR.1 Demonstrate efficient and effective warehouse and distribution center operations. • 93.12.TD�WAR.2 Describe ways to improve the performance of warehouse and distribution operations.

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Common Career Technical Core (CCTC) Career Cluster Education & Training

l 9.3.12.TD.1 Describe the nature and scope of the Transportation, Distribution & Logistics Career Cluster and the role of transportation, distribution and logistics in society and the economy.

l 9.3.12.TD.2 Describe the application and use of new and emerging advanced techniques to provide solutions for transportation,

distribution and logistics problems.

l 9.3.12.TD.3 Describe the key operational activities required of successful transportation, distribution and logistics facilities.

l 9.3.12.TD.4 Identify governmental policies and procedures for transportation, distribution and logistics facilities.

l 9.3.12.TD.5 Describe transportation, distribution and logistics employee rights and responsibilities and employers’ obligations concerning occupational safety and health.

l 9.3.12.TD.6 Describe career opportunities and means to achieve those opportunities in each of the Transportation, Distribution &

Logistics Career Pathways.

l 9.3.12.TD�MTN.1 Develop preventative maintenance plans and systems to keep facility and mobile equipment inventory in operation.

l 9.3.12.TD�MTN.2 Design ways to improve facility and equipment system performance.

l 9.3.12.TD�HSE.1 Describe the health, safety and environmental rules and regulations in transportation, distribution and logistics

workplaces.

l 9.3.12.TD�HSE.2 Develop solutions to improve performance of health, safety and environmental management services.

l 9.3.12.TD�LOG.1 Develop solutions to provide and manage logistics services for the company and customers.

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l 9.3.12.TD�LOG.2 Analyze and improve performance of logistics systems to provide logistics planning and management services.

l 9.3.12.TD�SAL.1 Analyze the ongoing performance of transportation, logistics and distribution�related sales and service operations.

l 9.3.12.TD�SAL.2 Demonstrate the use of sales and ongoing service of products and services that are transportation related to

promote development of existing and future clients and customers.

l 9.3.12.TD�OPS.1 Develop and evaluate transportation plans to move people and/or goods to meet customer requirements.

l 9.3.12.TD�OPS.2 Analyze performance of transportation operations in order to improve quality and service levels and increase efficiency.

l 9.3.12.TD�OPS.3 Comply with policies, laws and regulations in order to maintain safety, security and health and mitigate the

economic and environmental risk of transportation operations.

l 9.3.12.TD�SYS.1 Develop plans to maintain and/or improve the transportation infrastructure.

l 9.3.12.TD�SYS.2 Assess, plan and manage the implementation of transportation services.

l 9.3.12.TD�SYS.3 Describe ways to improve the system utilization, flow, safety and environmental performance of transportation systems.

l 9.3.12.TD�WAR.1 Demonstrate efficient and effective warehouse and distribution center operations.

l 93.12.TD�WAR.2 Describe ways to improve the performance of warehouse and distribution operations.

l 9.3.12.TD�WAR.3 Analyze compliance with company policies and government laws and regulations in warehouse and distribution

operations.

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Common Core State Standards (CCSS) CCSS - English-Language Arts Key Ideas and Details:

• CCSS.ELA-LITERACY.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

• CCSS.ELA-LITERACY.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Craft and Structure:

• CCSS.ELA-LITERACY.RL.11-12.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Integration of Knowledge and Ideas:

• CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

• CCSS.ELA-LITERACY.W.11-12.1.B Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the

Production and Distribution of Writing:

• CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCSS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

Research to Build and Present Knowledge:

• CCSS.ELA-LITERACY.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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Range of Writing:

• CCSS.ELA-LITERACY.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

Common Core State Standards (CCSS) CCSS - Mathematics

Summarize, represent, and interpret data on a single count or measurement variable: • CCSS.MATH.CONTENT.HSS.ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots). • CCSS.MATH.CONTENT.HSS.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median,

mean) and spread (interquartile range, standard deviation) of two or more different data sets. • CCSS.MATH.CONTENT.HSS.ID.A.4 Use the mean and standard deviation of a data set to fit it to a normal distribution and to

estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Summarize, represent, and interpret data on two categorical and quantitative variables: • CCSS.MATH.CONTENT.HSS.ID.B.5 Summarize categorical data for two categories in two-way frequency tables. Interpret

relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data

Make inferences and justify conclusions from sample surveys, experiments, and observational studies: • CCSS.MATH.CONTENT.HSS.IC.B.3 Recognize the purposes of and differences among sample surveys, experiments, and

observational studies; explain how randomization relates to each. • CCSS.MATH.CONTENT.HSS.IC.B.4 Use data from a sample survey to estimate a population mean or proportion; develop a

margin of error through the use of simulation models for random sampling. • CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data.

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Course: Transportation and Society Unit: 4 – Environmental Impact of Transportation and Sustainability Grade Level: 9-12

Unit Overview: As the transportation industry continues to grow and the world’s reliance becomes stronger, its evident impact on our environment needs to be analyzed and assessed. Can viability and efficiency be maintained if drastic measures are taken to decrease its impact on the pollution and our environment?

New Jersey Student Learning Standards (NJSLS): 5.4.8.C.3 ; 8.2.8.A.2; 8.2.8.A.5 ; 9.3.12.TD.1; 9.3.12.TD.2; 9.3.12.TD.3 ; 9.3.12.TD.4 ; 9.3.12.TD.5 ; 9.3.12.TD�MTN.1; 9.3.12.TD�MTN.2; 9.3.12.TD�HSE.1; 9.3.12.TD�HSE.2; 9.3.12.TD�OPS.1; 9.3.12.TD�OPS.2; 9.3.12.TD�OPS.3 ; 9.3.12.TD�SYS.1; 9.3.12.TD�SYS.2; 9.3.12.TD�SYS.3

Common Career Technical Core (CCTC): TD.1; TD.2; TD.3 ; TD.4 ; TD.5 ; TD�MTN.1; TD�MTN.2; TD�HSE.1; TD�HSE.2; TD�OPS.1; TD�OPS.2; TD�OPS.3 ; TD�SYS.1; TD�SYS.2TD�SYS.3

Common Core State Standards (CCSS): RL.9-10.1; RI.9-10.5; SL.9-10.1; SL.9-10.4; SL.9-10.5; SL.9-10.6; L.9-10.1; L.9-10.2; W.9-10.2; W.9-10.5; W.9-10.6; W.9-10.7; W.9-10.8; W.9-10.10

Student Learning Objectives (SLOs) Essential Questions Skills & Indicators Sample Activities Resources

Lesson One Students will be able to...Explain the role of an airport in impacting the

How much does an airport pollute?

What is the real monthly cost of owning an operating a car?

• Reading for information

• Cost benefit analysis?

• Scientific understanding

Pollution Perception Activity List the greatest polluters in transportation, automobiles, planes, trains and ships. Research those

Airport pollution may have been 'seriously underestimated,' study suggests https://www.minnpost.com/second-opinion/2014/06/airport-

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environment

Compare internal and external costs – positive and negative externalizes

Identify the four parts of the biosphere

Analyze the environmental impact of cars and planes

NJSLS: 8.2.8.A.2; 8.2.8.A.5 ;9.3.12.TD�HSE.1; 9.3.12.TD�HSE.2 CCTC: TD�MTN.1 ; TD�MTN.2

CCSS: RL11-12.7

What are the external costs in transportation?

How does one car impact the environment – one million cars, one plane ride – one million airplane rides?

• Understanding proportion

perceptions. Compare the ranking after research with those before. External Costs activity Using the internet calculate the real monthly cost of owning a driving a car (payments, gas, maintenance, garage). What are other costs, roads, environmental destruction, how are they calculated?

pollution-may-have-been-seriously-underestimated-study-suggests The Automobile and the Environment in American Historyhttp://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview4.htm Transportation is the largest single source of air pollution in the United States. http://www.ucsusa.org/clean-vehicles/vehicles-air-pollution-and-human-health/cars-trucks-air-pollution#.V4Zv27grLIU

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Lesson Two

Students will be able to...

Identify the four parts of the biosphere

Explain how human activity, specifically transportation impacts the environment

Analyze the environmental impact of cars

Explain how the environmental impact of cars included their manufacture, their use and their disposal all impact the environment

NJSLS: 8.2.8.A.2; 8.2.8.A.5; 9.3.12.TD�MTN.1 ; 9.3.12.TD�

What are the four parts of the biosphere – how do cars impact each, air travel, ocean going shipping, rail, – which impacts the least.

What are the health effects of pollution from transportation?

How does manufacturing impact the environment?

• Research skills

• Applying scientific knowledge

• Reading for information.

• Summarizing

Biosphere activity Following an overview of the biosphere, divide the class into four groups one for each component of the biosphere. Using the internet research what form of pollution impacts that part of the biosphere. Present findings to the class. Research Activity Using the internet research the environmental impact of automobile manufacturing worldwide. After completing research students are to compile their findings into graphic representations.

The Biospherehttps://www.dcmp.org/guides/9978.pdfEnvironmental Cost of the Automobile Production Process http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview2.htm Sustainable value in automobile manufacturinghttp://www.sustainablevalue.com/downloads/sustainablevalueinautomobilemanufacturing.pdf

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MTN.2 CCTC: TD�MTN.1 ; TD�MTN.2 CCSS: RL11-12.7

Lesson Three


Identify the ways in which oil drilling and production effects the environment.

Demonstrate an understanding of the oil production process.

Explain the environmental and economic arguments in

How is oil formed in the earth?

How is oil extracted from the earth?

How is crude oil converted into gasoline?

How much oil is used by cars each day?

How did the oil spills of the 1960s lead to

• Research skills



• Judging ethical questions

• Public speaking

• Summarizing

Flow chart/process activity Using the internet for research and information create a flow chart of the process by which oil is discovered, pumped, transported and refined into gasoline. Research Activity Small group research into the environmental, economic, social and legal impact of different oil spills.

International Oil Transportation https://people.hofstra.edu/geotrans/eng/ch8en/appl8en/ch8a1en.html Oil Spills & Wildlife https://www.teachervision.com/pollution/natural-resources/65741.html Energy Use and the Internal Combustion Engine http://www.autolife.umd.umi

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the debate or transporting oil

NJSLS: 5.4.8.G.2 ;8.2.8.A.2; 8.2.8.A.5 ; 9.3.12.TD�LOG.1 ; 9.3.12.TD�SYS.1; 9.3.12.TD�SYS.1; 9.3.12.TD�SYS.3 CCTC: TD�LOG.1 ; TD�SYS.1; TD�SYS.1; TD�SYS.3

CCSS: RL11-12.7

changes in the law?

Classroom debate research and create debate arguments over the proposition, resolved that the XL pipeline in environmentally unsound or resolved the XL pipeline is an economic necessity for energy independence

ch.edu/Environment/E_Overview/E_Overview3.htm Oil Pipelines and Spills http://cla.auburn.edu/ces/energy/oil-pipelines-and-spills/ Exploring the History of Oilhttp://www.pbs.org/wnet/extremeoil/teachers/lp1b.html

Lesson Four


Identify the ways in which automobile emissions effect the environment.

Explain the economic

What are the chemicals that come out of a car's tailpipe?

What is Smog?

Why was lead added to gasoline?

How does a catalytic

• Research skills



• Judging ethical questions

• Public speaking

Reading, analysis and discussion Read The Environmental Impacts of Transportation by: Dr. Jean-Paul Rodriguez Afterward break class into small groups for analysis and discussion. Representatives from

Auto Emissions and Air Pollution http://www.autolife.umd.umich.edu/Environment/E_Overview/E_Overview4.htm Pollutants Emitted by Transport Systems (Air, Water and Noise) https://people.hofstra.edu/g

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necessity and health costs of adding Tetraethyl lead to gasoline.

Identify the changes in law that lead to decline automobile air pollution

Identify the technological changes that lead to a decline in auto emissions

NJSLS: 9.3.12.TD�HSE.1; .3.12.TD�HSE.2; 912.TD�MTN.1; 9.3.12.TD�MTN.2

CCTC: TD�MTN.1 ; TD�MTN.2 CCSS: RL11-12.7

converter work?

Why are two stroke engines prevalent in developing nations?

Why has air pollution declined in the postindustrial world but increased in the developing world?

• Summarizing each group will summarize part of the reading for the class. Photo analysis Examine photos of American cities before and after the Clean Air Act. . Health impact research Research the addition of Tetraethyl lead into gasoline and the subsequent health effects on children. Divide groups into topic: why added to gasoline, what was its environmental impact and what was the health impact on children

eotrans/eng/ch8en/appl8en/ch8a2en.html Externalities of Air Pollution https://people.hofstra.edu/geotrans/eng/ch8en/conc8en/table_airpollutionexternalities.html Emissions of Major Air Pollutants in the United States, 1970-1991 https://people.hofstra.edu/geotrans/eng/ch8en/appl8en/usemissions.html Air Pollution: Asia’s Two-Stroke Engine Dilemma http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1247506/ The Environmental Impacts of Transportationhttps://people.hofstra.edu/geotrans/eng/ch8en/conc8en

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/ch8c1en.html

Lesson Five


Demonstrate and understanding of the climate change

Identify the ways in which transportation has contributed to climate change

Explain how modes transportation and its infrastructure can be lesson to emission of greenhouse gases

Identify alternatives

What is climate change?

What are greenhouse gases?

What forms of transportation are currently the greatest contributors to the addition of greenhouse gases to the atmosphere?

• Research skills



• Summarizing

Carbon footprint Activity Using available carbon footprint calculators, students will determine their carbon footprints. Anonymously present each to the class. What does each inform about the individual without knowing who they are? Venn Diagram Compare the differences between Europe and North America in energy use and different forms of long distance transportation for people

Climate Change and the Adaptation of Transport Infrastructure https://people.hofstra.edu/geotrans/eng/ch8en/appl8en/ch8a3en.html Sources of Greenhouse Gas Emissionshttps://www3.epa.gov/climatechange/ghgemissions/sources/transportation.html Carbon footprint calculators http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/

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“green” means of transportation

NJSLS: 8.2.8.A.2; 8.2.8.A.5; 9.3.12.TD�HSE.1; 9.3.12.TD�HSE.2

CCTC: TD�HSE.1; TD�HSE.2

CCSS: RL11-12.7

and goods Electric Car/Hybrid vehicle project Research the environmental impact of alternate energy vehicles. Which have the least carbon output. Which are the most economical?

http://carbonfootprint.c2es.org/ America’s Lowest Carbon Footprint Cars http://www.hybridcars.com/americas-lowest-carbon-footprint-cars/

Lesson Six


Define Non Motorized vehicles Explain the advantages of NMVs Examine why China moved away from the

What would be the result if Asia (with the energy use pattern of the United States?

What is the difference between a bicycle friendly city and one hostile to bicycle?

How do you make people give up cars for sustainable

• Research skills

• Photo analysis

• Map reading


• Summarizing

Historical Analysis activity Using the internet, research the impact that economic development has had on China changing from a society dependent on bicycles and human powered vehicles into one dependent on fossil fuel for transportation? Students will create their

The Automobile Shapes The City http://www.autolife.umd.umich.edu/Environment/E_Casestudy/E_casestudy12.htm The Bicycle as Symbol of China's Transformation http://www.theatlantic.com/international/archive/2012/06/the-bicycle-as-symbol-of-chinas-transformation/259177/

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bicycle Identify the characteristics of a sustainable urban transportation infrastructure. Evaluate sustainable transportation systems

NJSLS: 5.4.8.C.3 ; ; 8.2.8.A.2; 8.2.8.A.5 ; 9.3.12.TD.2;9.3.12.TD�SYS.2 ; 9.3.12.TD�SYS.3 CCTC: TD�SYS.2; TD�SYS.3

CCSS: RL11-12.7

transportation?

Is an urban trolley/light rail system be sustainable?

How do bike share programs work?

own questions and research paths. Photo Analysis After examining 35 photos of American cityscapes taken between 1898 and 1910 determine if the photos were take in a city dominated by bicycles or automobiles City Planning Activity Using Street and bus maps, design a light rail system for the city of Paterson.

Street Car Combackhttps://urbanrailtoday.com/ Bike Share Cities with bike share programshttp://bikeshare.com/map/

Lesson Seven

Students will be able

What form of human transportation has the • Research skills

• Systems Analysis

Systems Analysis activity Working in groups of

Human Power The Science of Cycling https://www.exploratorium.e

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to...

Graphically explain how the systems of the bicycle fit into several functional categories Identify how those functional categories can be used to describe other machines. Identify the aerodynamic principles that influence the speed and operation of a bicycle Demonstrate an knowledge and understanding of how human power propels bicycles Evaluate sustainable transportation systems

lowest carbon footprint?

How did bicycles become the predominant form of personal transportation in the United States and Britain in the 1890s?

How does the bicycle represent a combination of several subsystems?

How can an understanding of the systems of a bicycle help someone understand other systems?

What keeps a bicycle and its rider from falling over?

Why are some materials stronger than others, why are some designs

• Map reading


• Summarizing

three to four, students will individually research the bicycle subsystems (frame, wheel, pedals and gears, steering and brakes, aerodynamics and human power.) How does each subsystem work together? How does the bicycle as a system compare to the Wright Brothers' flyer? Map/ Urban Planning Activity Using local street maps, redesign the City of Patterson’s roads to become more bicycles accessible. Designate car free bike lanes and bypasses and/or overpasses to avoid highways. Present findings in a map.

du/cycling/humanpower1.htmlThe Bicycle as a System http://sciencenetlinks.com/lessons/the-bicycle-as-a-system/ Bicycle Heroes https://www.fi.edu/history-resources/bicycle-heroesWorld Bicycle Reliefhttp://www.worldbicyclerelief.org/

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NJSLS: 8.2.8.A.2;8.2.2.A.3 8.2.8.A.5; 9.3.12.TD�HSE.1;9.3.12.TD�HSE.2 .3.12.TD�SYS.1 ; 9.3.12.TD�SYS.2 ; 9.3.12.TD�SYS.3 CCTC: TD�HSE.1; TD�HSE.2; TD�SYS.1; TD�SYS.2; TD�SYS.3

CCSS: RL11-12.7

stronger than others?

Classroom Debate Research and debate the resolution: Bicycles are the best available technology for sustainable transportation in the future

Lesson Eight


Define what makes a sustainable city Compare Paterson with a comparable sized city Identify the characteristics of a sustainable city.

What would a sustainable city look like?

Do you want to live in a sustainable city?

Can you afford to live in a sustainable city?

What would need to change to make

• Research skills

• Geography Skills

• Map reading


• Summarizing

Carbon Survey Research the number of homes in Paterson and the number of vehicles and factories. What is their estimated carbon output. What measures could be taken to make the city carbon neutral? Research Project Using internet research

Is this the greenest city in the world?https://www.theguardian.com/environment/2008/mar/23/freiburg.germany.greenest.city America's 50 Greenest Cities http://www.popsci.com/environment/article/2008-02/americas-50-greenest-

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Explain the role of transportation in sustainability. Identify the changes needed to make Paterson more sustainable Compare different means of ranking cities. NJSLS: 5.4.8.C.3 ; ; 8.2.8.A.2; 8.2.8.A.5 ; 9.3.12.TD�SYS.1 ; 9.3.12.TD�SYS.2 ; 9.3.12.TD�SYS.3 CCTC: TD �SYS.1 ; TD�SYS.2 ; TD�SYS.3

CCSS: RL11-12.7

Paterson a sustainable city?

Can you re-create a sustainable city like the German city of Freiberg?

What is the role of German culture in the success of the sustainable city of Freiberg?

the German city of Freiberg considered to be a world leader in environmental sustainability. What measures and policies were put into place? Compare Freiberg with Paterson. Real Estate Activity How do sustainable cities compares to suburban sprawl Research the price of apartments in several cities considered to be sustainable and compare those with real estate prices in the suburbs. Is there a difference? What can explain the difference

citiesTransportation and Land Use Passaic Countryhttp://www.njtpa.org/getattachment/About-NJTPA/Who-We-Are/Sub-Regions/Passaic-County/Passaic_Profile.pdf.aspx

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Unit 4 Vocabulary

external costs biosphere environmental impact smog ozone hydrocarbons catalytic converter Tetraethyl lead carbon footprint

carbon neutral climate change green house gas human powered vehicles light rail trolley bicycle friendly Sustainability

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Suggested Unit Projects Choose At Least One

For a period of one to two weeks students are to minimize their environmental impact: use little or no electricity, use only public transportation walk or bicycle; eat no meat and consume only food grown within a 250 mile radius. While doing so students are to keep a meticulous journal. When completed they will gauge their impact with a carbon footprint test.

Using data available on the internet, research and calculate the amount of carbon dioxide is generated per mile travelled by the movement of one fully loaded shipping container (TEU) by ship, by train, by truck and by air.

Suggested Structured Learning Experiences

Railroad Museum of Pennsylvania 300 Gap Road, Ronks, PA 17572 http://www.rrmuseumpa.org/index.shtml Newark International Airport Port Authority of New York & New Jersey Newark International Airport Newark, NJ 07114http://www.fieldtrip.com/nj/19616264.htm Aviation Hall of Fame of New Jersey 400 Fred Wehran Drive Teterboro , New Jersey 07608

Meadowlands Environmental Center 2 DeKorte Park Plaza, Lyndhurst, NJ 07071 http://www.njsea.com/njmc/about/meadowlands-environment-center.html

Documents

Transportation and Society - Unit 4 · 2016. 10. 24. · Unit Topic Suggested Timing Unit 1 Navigation and Transport Geography approx. 9 weeks Unit 2 Automobile and Traffic Safety