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Author

Project Drawdown

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Social Studies, Earth and Space Sciences, Economics

Resource Types

  • Articles and Websites
  • Charts, Graphs, and Tables

Regional Focus

Global

Electric Cars

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Synopsis
  • This article explores the differences between electric cars and conventional CO2-emitting cars and the potential environmental and economic benefits possible if electric car adoption increases.
  • Students will learn that electric cars are a viable climate solution despite some barriers keeping people from buying them.
Teaching Tips

Positives

  • This article is thorough and acknowledges issues this solution may cause, such as battery production and disposal.
  • This article includes data from the International Energy Agency (IEA) and the International Council on Clean Transport (ICCT).

Additional Prerequisites

  • Students should know how CO2 emissions impact the environment.
  • It may benefit students to understand the concept of range within the context of electric cars.
  • Some students, especially ELL students, may need content-specific terms defined before reading the article.
  • Students without prior knowledge about electric vehicles may benefit from watching a video or hearing an explanation about them before they read the article.

Differentiation

  • Students can use this article for a persuasive essay on the advantages of electric cars and why governments should use financial incentives to increase consumer demand for these cars.
  • To assess prior knowledge, the teacher can ask the class questions about electric cars before reading the article.
  • This article could supplement a lesson on various green technologies and how to implement them.
  • Students in civics classes can brainstorm policies to increase the adoption of electric vehicles.
Scientist Notes
This article discusses the benefits of increased electronic and hybrid car use. Specifically, it calculates the change in global carbon dioxide emissions for different amounts of electric car use and the cost of implementing these changes. The article's organization makes this resource an example of how scientific articles are often structured. The authors include resources. The information presented is accurate, and this resource is recommended for teaching.
Standards
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ETS1: Engineering Design
      • HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Economics
      • D2.Eco.3.9-12 Analyze the ways in which incentives influence what is produced and distributed in a market system.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.11-12.2 Determine two or more 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 provide a complex analysis; provide an objective summary of the text.
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
      • CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
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