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Database Provider

Author

Grist

Grades

8th, 9th, 10th, 11th, 12th

Subjects

Social Studies, Geography

Regional Focus

Global

Format

YouTube Video

What Makes Walkable Cities?

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Synopsis
  • This video explores ideas on how to make cities more walkable and the benefits this can bring in terms of traffic, emissions, and social or emotional health. 
Teaching Tips

Positives

  • This entertaining and informative video contains interesting facts and statistics related to the advantages of having walkable cities.
  • In this video, the speaker discusses interesting ideas including the disadvantages of cars in cities, the advantages of a pedestrian-friendly city, and ways to make it happen.

Additional Prerequisites

  • Students should be familiar with car emissions and the alternative modes of transportation.

Differentiation

  • The teacher could check that students have understood the ideas discussed in the video by asking them to summarize them in a graphic organizer.
  • The teacher could ask students to do a project where they design a model for a sustainable, walkable city.
  • Students could plan, organize, and implement a campaign called "Walk More & Drive Less."
  • Students could organize a Walk and Roll Day at their school.
Scientist Notes
This 4-minute video looks at strategies for making cities more walkable to address issues related to traffic and climate change, among others. This is a short, clear resource and is recommended for teaching.
Standards
  • Science and Engineering
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
  • Health Education
    • Standard 1: Health Concepts
      • 1.4.6-8 Students determine how the environment and other factors impact personal health.
  • Social Studies
    • Geography
      • Geography 2 (D1): Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans, by summarizing and interpreting the relationship between geographic features and cultures of Maine Native Americans, and historical and recent immigrant groups in Maine, the United States, and the world.
      • Geography 1 (F2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by evaluating and developing a well-supported position about the impact of change on the physical and cultural environment.
    • Personal Finance & Economics
      • Personal Finance (F1): Students understand the principles and processes of personal finance by explaining how scarcity influences choices and relates to the market economy.
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