6History of Transportation - Investigating How Things Move

5.L.2 and 5.G.1

2TheGreat Kapok Tree

3Opposing Forces?

5Introduction

6History of Transportation - Investigating How Things Move

8Alternative Activities

9What Is An Ecosystem?

10Ecosystems Investigation

13Get Acquainted with Google Earth

14Ecosystems

18Road Not Taken

21A Quick Review

22Design It

27Debate It

30Speaker Ideas

5.L.2 and 5.G.1

To introduce the unit, read or have the students participate in a Reader's Theater ofTheGreat Kapok Tree. There doesn't need to be a great deal of discussion as the story is meant to get the students to begin thinking about the environment around them.

The Great Kapok Tree PDF

Teacher Tube Reader's Theater The Great Kapok Tree

Opposing Forces?

Show the students the two pictures above. Inform them that the two pictures represent two sides of the same idea - at least in some ways. As a class, in small groups, or individually create a T-Chart to compare the pictures. Begin by asking students to write a title for each and the type of career the creator might have. Then have the students come up with at least 10 words or phrases to describe each picture. Encourage students not to repeat any words or phrases within the chart.

Conversation starters and possible ideas for the charts...

-life forms

-mood or feeling

-purpose

-colors

T-Chart

T-Chart Rubric

Title of Picture / Chart contains a reasonable title for each picture / Titles may not relate to pictures or 1 may be missing / Irrelevant or missing titles
Type of Career of Creator / A reasonable prediction of the type of career held by the creator of the picture / Predictions may not be realistic or 1 may be missing / Predictions irrelevant or missing completely
10 Words or Phrases / T-Chart contains 10 words or phrases for each picture - with no repeats / 7-9 words or phrases with 1-2 repeats / 5-6 words or phrases with 3-4 repeats

Introduction

A new road is being designed and will be constructed across the state of North Carolina - from the mountains to the coast. The road will pass through all regions of the state and will have to be routed through the various ecosystems that exist in those regions.

While the road will bring increased transportation, communication and ease travel in the state. However, its construction across existing ecosystems may bring changes to the lives of many plants and animals.

It will be your task - either as an environmental lawyer/advocate or a proponent representing the state and industry - to analyze the ecosystems that will be impacted, to conduct research on the potential impacts of the road and to weigh the costs and benefits in order to come to a decision regarding whether or not construction should go ahead.

At the conclusion or the research process, you will be working with other members of your team to defend your position, persuade others, and educate the public on the final decision.

In the course of your research and preparation you will perform various tasks. Each is designed to help you to collect information for your final defense and therefore it will be necessary that you maintain a portfolio of your work and sources. The portfolio will be assessed as part of your final research product and should be kept current and complete throughout the process.

History of Transportation - Investigating How Things Move

To begin their research and for the first entries in their portfolios, students are going to take a look into the history of transportation in the US and in North Carolina specifically. They should use the websites below (and others if necessary) to answer the Research Questions. Following completing the Research Questions students will then synthesize what they have learned into an original composition - a poem. The poem can take one of several forms (teacher may add other choices):

-List poem

-Acrostic

-ABC poem

-Ballad

-Ode

**It may be necessary and helpful to spend some time reviewing the types of poetry before assigning the task to students. This could be accomplished through a class discussion or by asking students to perform a Gallery Walk. The Gallery Walk could be done by placing papers with the types of poems written on them around the room and having students walk through the "gallery" adding two new details about each type of poem on the papers as they go.

Poems should be submitted for assessment based on the Poem Rubric and ultimately placed in the student's portfolio.

Poem Resources (Lists and Descriptions)

Printable Poem Choices

Types of Poetry

Research Questions

Name and describe three major technological advances in transportation history.

Which advancement has had the greatest impact on transportation and why?

Name and describe two types of transportation that had a direct impact on the history of the US.

How have advancements in transportation impacted agriculture?

How have advancements in transportation and communication impacted your life?

Name and describe two positive impacts of transportation advancements.

Name and describe two negative impacts of transportation advancements.

How did/do transportation technologists have to adjust to geographic challenges and limitations?

What three sources did you find most helpful? List the full documentation for each source.

Poem Rubric

Title / Poem has title that indicates subject and is appropriate. / ------/ Title does not reflect subject and/or is not appropriate.
Lines / Poem contains at least 15 lines. / Poem has 11-13 lines. / Poem has 8-10 lines.
Content / Poem includes the answers to 4 Research Questions (does not apply to Question 9) / Poem answers 2-3 questions. / Poem answers 1-2 questions.

AlternativeActivities-

The National Museum of American History has an amazing digital exhibition of transportation in America. 'America On the Move' explores transportation, immigration and migration in America's history. There are five complete units ( with resources and work pages. They are interactive and built for a digital classroom. You could select certain units for the students to complete or divide the students into five groups and have each one complete a particular unit and prepare a presentation or gallery walk to share information. In addition, the museum has created an Electronic Field Trip ( with two videos and class activities that explore the role of transportation in migration and immigration.

History of Transportation Resources

NC GO

NC Transportation Museum

History of Transportation - NCPedia

America On the Move and

America on the Move Teachers' Page

From Foot to Flight - virtual museum

America the Restless

Transportation Museums

What is an Ecosystem?

Students begin this next step by doing a bit of research, drawing and writing. They are to read to answer the question "What is an Ecosystem?" Armed with their new understanding, students then are to draw an original picture of a healthy ecosystem and one that is in trouble. Accompanying the drawing should be a statement that affirms why the picture of the healthy ecosystem shows the characteristics of an ecosystem. Additionally, the student must include a statement describing the poor condition of the second ecosystem. Drawing and statements should be included in portfolio.

What is and Ecosystem? Checklist

Healthy Ecosystem Drawing - original, at least 4 plants, 4 animals, and 4 different colors in specified location.
Ecosystem in Trouble Drawing - original, at least 4 plants, 4 animals, and 4 different colors in specified location.
Statement describing 4 characteristics of healthy ecosystem
Statement describing why the second ecosystem is in poor condition. 4 factors included.
Full documentation of 2 sources

Ecosystem Resources

KidsGeo

Kids Corner

Geography4Kids.com

Resources for Science Learning

Ecosystems Investigation

Students should now complete the chart below to guide their research on some common ecosystems.

Location / Producers / Consumers / Decomposers / Light, temperature and soil composition / Interaction of organisms / Materials that are recycled
Estuary
Salt Marsh
Oceans
Lakes and Ponds
Forests
Grasslands

Resources

National Ocean Service - Estuaries

EPA - Basic Information About Estuaries

Sea Science Dynamics of a Salt Marsh

Salt Marsh Life

Earth's Kids Oceans and Marine Life Science

Marine Ecosystems

Ponds and Lakes

EPA Lakes, Ponds and Reservoirs

Mission Biomes

Global Forest

Geography for Kids

Kids Konnect Biomes

Trading Cards Rubric

Original Picture and Title / Front of trading card features an original picture depicting the ecosystem along with a title indicating which type of ecosystem is illustrated. / Picture and title are present but there may be some inconsistencies with the particular features of the ecosystem. / Major problems exist with the picture and title.
Estuary / All seven categories of information are present on the estuary card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Salt Marsh / All seven categories of information are present on the salt marsh card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Oceans / All seven categories of information are present on the oceans card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Lakes and Ponds / All seven categories of information are present on the lakes and ponds card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Forests / All seven categories of information are present on the forest card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Grasslands / All seven categories of information are present on the grasslands card. / 5-6 categories are present. / Fewer than 4 categories of information are included.
Documentation / Full documentation of at least 2 sources are present on each card. / 1 source listed. / Little to no source information given.

Following the research process, students should create trading cards of the various ecosystems. See example below. Students should create their own pictures for the fronts of the cards.

FrontBack

Get Acquainted with Google Earth

Resources

Teaching with Google Earth

50 Exciting Ideas for the Classroom

Google Earth: An Environmental Teaching Tool

Google Earth for Educators

Ecosystems

Assign individual students or groups of students a specific location in the world (could allow students to choose). These locations represent different types of ecosystems on the planet. Using Google Earth and additional resources available, students will write the narration of that ecosystem's portion of a tour of the world.

Students, as experts in global ecosystems, you have been asked to contribute to the narration of a global tour. The narration will be read while the region is explored on Google Earth and the tour will be recorded. While the tour company is well-versed in getting around the world, the managers are seeking expert knowledge of the ecosystems that they will be featuring. Your job, therefore, is to use all available resources to write a script that will be read while the group tours your ecosystem. The tour company has attached a rubric to help you ensure you have included all the information that they are looking for. In addition, the company has asked you to include two original images as part of the advertising for the tour.

1. Begin your research by using Google Earth to locate your ecosystem. What can you see just by looking at the images?

2. Next, find two good sources of information about your ecosystem. Complete the citations for these sources and save the document as the citations will be a required component of your final product.

3. Complete the Research Chart for your ecosystem.

4. Use the data in the Research Chart to write the script for the narration of your ecosystem. Remember, narration should be less than 40 seconds long.

5. All products should be included in your portfolio.

Research Chart

Name of ecosystem
Definition of ecosystem
Definition of food chain
Chart or picture illustrating food chain within ecosystem
Define producer
Define consumer
Define decomposer
Example of producer in ecosystem
Example of consumer in ecosystem
Example of decomposer in ecosystem
Seasonal temperatures
Rainfall/water depth
3 Significant details/Interesting Observations
Original sketch (with at least 4 animals, 4 plants, producer, consumer, decomposer)

Tour Narration Rubric

Global location and name of ecosystem / Name of ecosystem and location on globe accurate. / Slight inaccuracies. / Significant inaccuracies.
Climate / 3 facts about the climate of the ecosystem. / 2 facts about the climate of the ecosystem. / 1 fact.
4 animals / Narration lists the names of at least 4 animals living in the ecosystem. / 3 animals named. / 1-2 animals named.
4 plants / Narration names 4 plants living in the ecosystem. / 3 plants named. / 1-2 plants named.
1 producer / Narration names 1 producer that lives in the ecosystem. / ______/ No producer named.
1 consumer / Narration names 1 consumer that lives in the ecosystem. / ______/ No consumer named.
1 decomposer / Narration names 1 decomposer in the ecosystem. / ______/ No decomposer named.
How to get there / Mode(s) of transportation needed to get to the ecosystem. / ______/ Little to no information regarding how to reach the ecosystem.
2 original images / 2 original images of the ecosystem present. / 1 image present. / ______

Resources for Ecosystems

MBGnet

Geography for Kids

Ecosystems/Biomes

Ecosystems ThinkQuest

Ecosystems, Biomes, and Habitats

Biomes

Teaching Resources- EPA Teaching Center

National Geographic - Environment

Ecosystem for Kids

NRDC Links for Kids

Ecosystems Activities

K12 Station- Ecosystems

PBS American Field Guide

Other Resources

Google Earth

Ecosystems from Above

North American Marine Ecosystems Flyover

The Ecosphere and the Ecosystems

The Road Not Taken

Have the students visit the site above and ask them to read the poem 'The Road Not Taken' by Robert Frost. They should read the poem silently and complete the first two columns of the first row of the guided reading chart.

Guided Reading Chart

What I KNOW I Know / 2 Questions I Have / Possible Answers and 1 Reflective Thought

After students have filled in the first two boxes have them close their eyes as you read the poem aloud. Ask them to open their eyes and fill in the first two columns on the second row and if they have answers to any questions from column 2 they may write them in the third column.

Next, on paper or digitally, have students create a visual representation of the poem - a picture, image, etc. that helps them to explain the poet's words. With the picture in hand and after the now numerous readings, ask students to fill in the first two columns of the third row.

To complete the third column, allow students to work in pairs to reread and analyze the poem. At this point all boxes should be filled in.

Finally, ask the students to use their picture, Guided Reading Chart and copy of the poem to respond to the following questions posted on the class Discussion Board. Answers should appear in complete, ORIGINAL sentences and should reflect only that individual student's understanding and opinion.

Questions

1. How did the traveler decide where to go?

2. What does he know about the place the other road went?

3. In today's world, do people go where the road takes them or do roads take them where they want to go?

4. How did people in history choose where to go? (think about the types of transportation available)

5. How did European colonists decide where to go in the New World? What types of transportation did they rely on?

6. Use the links below to complete the chart.

Colony / Ecosystem
Virginia
Massachusetts
New Hampshire
Maryland
Connecticut
Rhode Island
Delaware
North Carolina
South Carolina
New Jersey
New York
Pennsylvania
Georgia

7. Did they have a choice in their destination?

If so, why did they pick that location? Substantiate your answer with at least 2 details about that ecosystem and 2 details about other ecosystems they did not choose.

If not, would they have chosen to go somewhere different? Substantiate your answer with at least 2 details about the ecosystem they arrived in and what they might have wanted instead.

All charts and answers should also be included in student's portfolio.

Resources

Clickable Map

Original 13 Colonies Map

13 Colonies Map

Descriptions of EcoRegions in the US

USGS Ecosystems Map

Should We Build It?

A Quick Review...

The road will bring increased transportation, communication and ease travel in the state. However, its construction across existing ecosystems will be changes to the lives of many plants and animals.

At the conclusion or the research process, you will be working with other members of your team to defend your position, persuade others, and educate the public on the final decision.

Design It

Students will be working in teams to design websites to publicize information in support of their perspective. Websites should contain at least the information outlined on the Content Rubric. Additionally, websites will be assessed based on their Qualities and Components (see Checklist). Team participation will be assessed based on that Rubric and all websites must be complete before preparation for the final debate begins.