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Author

ACE

Grades

3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Earth and Space Sciences, Math, Climate Action

Resource Type

  • Activity

Regional Focus

North America, United States

Walk and Roll Day

Synopsis
  • This resource outlines the steps students can take to implement a school-wide "Walk and Roll Day" to encourage students and faculty to get to school by biking, taking public transportation, walking, or carpooling. 
  • It provides easy-to-follow steps to help encourage others to participate in reducing vehicle emissions and improving local air quality. 
Teaching Tips

Positives

  • This can be implemented as a stand-alone activity or as a project to accompany lessons about vehicle emissions and their impacts on health and climate change.
  • Students could use this as a model for longer-term initiatives, such as a bike-to-school week or a carpooling month.

Additional Prerequisites

  • The material is available without an account.
  • Teachers may need approval from the administration for a school-wide activity.

Differentiation

  • Students can utilize math and technology skills to analyze the results of their climate action day.
  • Language and art skills can be incorporated into this activity by including class presentations, posters, or announcements about the event.
  • Other activities to consider include enacting a Meatless Mondays program, having a Lights Out Day, or installing a hydration station for refillable water bottles at your school. 
Scientist Notes

The survey could be done independently. It is inappropriate to allow teachers to support in the administration of the survey since they are part of the respondents (sample). Resource is recommended for teaching.

Standards
  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
  • Common Core Math Standards (CCSS.MATH)
    • Statistics & Probability: Interpreting Categorical & Quantitative Data (9-12)
      • CCSS.MATH.CONTENT.HSS.ID.A.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
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