Family Walk & Roll Integrated Curriculum: CLIMATE CHANGE & SOCIAL STUDIES
Calculate your carbon footprinthttps://www3.epa.gov/carbon-footprint-calculator/
CommunicationIn what areas can your family improve on your carbon footprint? Have a family meeting (or a series of family meetings) to discuss and make a plan and commitment to reduce your carbon footprint. Look at the areas of transportation, food waste, garbage/packaging, shopping
BIKE FOR A WEEK PROJECTSWhat if your bike (or E-bike) was the only form of transportation you had for one week? What would each day look like?
SpreadsheetSee Math lessons
TangiblesWhat’s your daily average of miles traveled? Approximately how many calories would you burn? How many gallons of unused fuel? How much money did you save?
IntangiblesDid you sleep better? Can you describe your mood and social interactions? Did it change your family relations? Did you feel more calm and able to focus during the day? Who (how many others) might you have inspired to ride their bike for transportation?
Social ImpactCreate a presentation on “compound impact,” what does that mean? How can “compound impact” inspire action towards climate preservation?
Mapping and Neighborhood RoutesUse the Family Walk & Roll Neighborhood Routes and learn to use an online mapping program. You can use sites like Google Maps, Strava or Ride with GPS, to track miles to school, practices, study groups etc.
BIKE AS ESSENTIAL VEHICLE PROJECTSMany people use a bicycle as an essential vehicle. With the issues of climate change and widespread obesity many people are choosing to use bicycles instead of automobiles. Additionally, riding a bike instead of driving can save a lot of money.
E-Bikes for High School StudentsConduct a series of interviews and find out what would motivate HS kids to use E-bikes for primary transportation and what would hinder them from an ebike? Collect and organize data and present your findings to your local biking advocacy group. Could high school students see the e-bike as a climate change personal transportation solution?
AttendAttend a city council meeting where they are discussing bike transportation and report back on what you learned.
DebateDivide classmates into teams to research and argue for the transportation merits of biking, walking, and/or public transportation.
Research Poster ProjectResearch other countries where the bicycle is essential for the country’s economic livelihood – i.e. several African nations. Do something to show your new understanding of that country and how they use bikes as primary vehicles. (make a video, write a paper, story or poem, draw a poster.)
Wheel spokesCreate a poster where the spokes of the wheel represent a “solution” to many of the economic and health “problems” experienced in these struggling nations (carrying water, transportation to the fields and to school, transporting goods & services, etc.)
BE OF SERVICE
- Volunteer for Bici CentroMany people use bikes as essential vehicles right here in Santa Barbara/Goleta, Carpinteria, Santa Maria and Lompoc
- Deliveries by bikeContact organizations that deliver things and see if you can help by bike. Even better, get a group of friends or teammates to help! (Think: zoomers to boomers, backyard bounty, etc.)
- Sponsor a kiva.org projectas a class or team. Choose an enterprise that uses bikes. (Ask kids to donate a dollar each to then fund a $25 loan to one of these businesses.)
Create a large community map (Gr. K-1)Using a plastic tablecloth, draw roads, intersections, blocks, trees, stores, and community places such as churches, schools, and libraries. Allow the children to use small figurines of people, cars, trucks, trees, street signals, street signs, etc. to dramatize crossing an intersection in a safe manner. Use this exercise to talk about the important parts of the community and how transportation connects places in a community.
Identify Safe Routes (Gr. K-1)Display child-appropriate community maps that have destinations of interest or orientation (libraries, school, downtown, lakes, rivers, train tracks, etc.) Allow children to identify safe places to cross streets. This activity can be completed as a whole group or in small groups. Have the children consider the following during this activity:
- Visual barriers that may be evident on the map
- First and second edges
- Roads that may be too busy and/or too long to cross.
Mobility Quest (Gr. 2-3):Spend more time talking about people with disabilities and how access affects their ability to be a part of the community. Use the Centers for Disease Control and Prevention website to help kids go on a Mobility Quest. http://www.cdc.gov/ncbddd/kids/mobility.html. Through this interactive website, kids can answer the questions like:
- Can a kid in a wheelchair be an athlete?
- Can kids with disabilities access and get around my school?
City Characteristics (Gr. 2-3)After Reading Make Way for Ducklings discuss the setting of the story using the text and illustrations. Use these aspects of the text to compare and contrast different aspects of communities:
- Have children tell what the setting of the story is and have them name different characteristics of a city setting.
- Make a chart highlighting the characteristics of and differences between a city, a suburban area, and a rural area.
- Compare and contrast the nature of the population, buildings, open spaces, and transportation types in the story.
- Have children talk about the similarities and differences between the city in the story and the area that they live in.
Walkability Checklist (Gr. 4-6)Everyone benefits from walking. These benefits include: improved fitness, cleaner air, reduced risks of certain health problems, and a greater sense of community. But walking needs to be safe and easy.
Take a walk with your child and use this Walkability Checklist (PDF, 237.66 KB) to decide if your neighborhood is a friendly place to walk. Take heart if you find problems; there are ways you can make things better.