Hands-on, math, and language arts activities to help students explore how transportation uses natural resources, the history of transportation in America, conventional and alternative fuels, electric vehicles, fuel economy, and carbon dioxide emissions.
Teacher Advisor y Board
Constance Beatty Kankakee, IL
La’Shree Branch Highland, IN
Jim M. Brown Saratoga Springs, NY
Mark Case Randleman, NC
Lisa Cephas Philadelphia, PA
Nina Corley Galveston, TX
Samantha Danielli Vienna, VA
Shannon Donovan Greene, RI
Michelle Garlick Long Grove, IL
Michelle Gay Daphne, AL
Nancy Gi ord Harwich, MA
Erin Gockel Farmington, NM
Robert Griegoliet Naperville, IL
Eric Havel Oakland, CA
DaNel Hogan Tucson, AZ
Greg Holman Paradise, CA
Barbara Lazar Albuquerque, NM
Robert Lazar Albuquerque, NM
Melissa McDonald Gaithersburg, MD
Paula Miller Philadelphia, PA
Hallie Mills St. Peters, MO
Jennifer MitchellWinterbottom Pottstown, PA
Monette Mottenon Montgomery, AL
Mollie Mukhamedov Port St. Lucie, FL
Cori Nelson Win eld, IL
Don Pruett Jr. Puyallup, WA
Judy Reeves Lake Charles, LA
Libby Robertson Chicago, IL
Amy Schott Raleigh, NC
Tom Spencer Chesapeake, VA
Jennifer Trochez MacLean Los Angeles, CA
Wayne Yonkelowitz Fayetteville, WV
NEED Mission Statement
The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.
Permission to Copy
NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org
Teacher Advisory Board
In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training.
Energy Data Used in NEED Materials
NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov
Transportation Exploration
Teacher Guide
Standards Correlation Information
www.need.org/educators/curriculum-correlations/
Next Generation Science Standards
This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.
Common Core State Standards
This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.
Individual State Science Standards
This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.
Transportation Exploration Materials
The chart below lists specific materials (other than paper or pencils) required for each activity. Review the teacher guide beginning on page 7 for more information on the types and amounts of materials required. Contact NEED with any questions on materials or how to find materials unfamiliar to you.
ACTIVITY
Tasty Treat Transport
Vocabulary Highway
Transportation Tally
Transportation Match
Track Your Package
Transportation Timeline
Transportation Bingo
Natural Resources Relay
File Folder Fuels
Milk Jug MPGs
Pretzel Power
Family Road Trip
An Amazin’ Delivery
MATERIALS REQUIRED
An assortment of building materials, craft supplies, and/or found materials
Individually wrapped mini candy bars (or any mass, LEGO® bricks, etc.)
Meter sticks
Masking tape
Art supplies
Safety glasses
Scissors
Art supplies
Tape
Paper
Art supplies
Tape or magnets
Chart paper (optional)
Scissors
Scissors
Glue
Construction paper
Colored pencils (optional)
Prizes (optional)
Sets of tokens, such as bingo chips, cubes, or counters, in 8 colors
Paper
Markers
Tape
File folder
Art supplies
Gallon milk jug, clean
Cardstock or construction paper
Tape
Note cards
Note cards
Pretzels (or alternative)
Sandwich bags
Cardstock or construction paper
Calculators (optional)
1 Pair of dice per student or small group
ACTIVITY
Graphing Carbon Dioxide Emissions
Save the World Poster
Balloon Rocket Challenge
Rubber Band Racer Challenge
MATERIALS REQUIRED
Crayons or colored pencils
Computers with internet access
Poster paper
Art supplies
Balloons of various sizes
String, fishing line, or twine
Tape
Scissors
Straws
Timer or watch
Meter stick or tape measure
Safety glasses
Cardboard boxes
Rubber bands
Round pencils
Tape
Pencil sharpener
Scissors
Rulers
Meter sticks or tape measures
Art supplies
Calculators
Glue or hot glue guns
Timers or stop watches
Safety glasses
Cardboard safety cutters (optional)
Books (optional)
Foam board (optional)
Compass or circle templates (optional)
Teacher Guide
&Background
Our country uses a lot of energy for travel and transporting goods. While some renewable transportation fuels exist, we rely heavily on fossil fuels to meet our transportation needs. As the United States’ shapes its policy and its markets act to lower our nation’s carbon footprint, change is needed in the transportation sector, including lower carbon fuels, carbon-free sources of electricity, and more fuel-efficient technologies. Consumer choices and behaviors directly impact our carbon footprint, too — even children can make choices that save energy and help the environment.
This curriculum unit provides teachers and students with a basic understanding of the ways transportation uses energy, the history of transportation in America, conventional and alternative fuels, electric vehicles, fuel economy, ways to save energy and use less fuel, air pollution, and carbon dioxide emissions.
Concepts
Transportation is the movement of people and goods from one place to another.
Modes of transportation and fuels have evolved since early settlers came to North America, especially during America’s Transportation Revolution.
Natural resources are used to manufacture vehicles, transportation fuels, and electricity.
The U.S. mainly uses conventional petroleum fuels to meet our transportation needs, including gasoline and diesel.
Alternative fuels and technologies can be used for transportation, including biofuels, propane autogas, natural gas, hydrogen, and electric-powered vehicles.
Vehicles have different fuel economies. Driving a more fuel-efficient vehicle saves energy, fuel, and money.
Vehicles burning fossil fuels release carbon dioxide and other greenhouse gases into the environment.
Electric vehicles produce zero tailpipe carbon dioxide emissions. However, they may have life cycle emissions, for example, using electricity generated by fossil fuels.
@Primary Science Notebooks
You are encouraged to have students record their thinking in science notebooks during this unit. There are many different looks to science notebooks, ways to use them, and ways to assess them. If you currently use student notebooks (or journals) in your classroom you may have your students continue using these as they learn about transportation. If you are not using science notebooks, you can make them out of paper that your students are familiar using. If you would like more structure to your science notebooks, you can copy the worksheets included in the student guide and staple them together, or have students glue these pages into their existing science notebooks. A checklist for assessing science notebooks and science skills can be found on page 12. Carrying the checklist with you as you circulate among your students will allow you to make some notes for formative assessment and guide your conversation with students as you help them become stronger scientists. You may want to customize the checklist based on your state standards.
Grade Levels
Primary, grade 2
Elementary, grades 3-5
Time
1-2 weeks, when choosing one or two lessons from each section, depending on the activities you choose to conduct.
Individual lessons range from less than one class period up to five or more class periods, requiring 4 to 5 weeks to complete them all.
Additional Resources
NEED offers other curriculum pieces with language arts and hands-on activities to enhance student learning about natural resources, transportation fuels, and electricity. Visit www.NEED.org/shop to download these titles:
ElectroWorks
Energy Live!
Energy on Stage
Energy Stories and More
Oil, Natural Gas, and Their Energy
Transportation Fuels Live!
Wonders of Oil and Natural Gas
@ Elementary Science Notebooks
If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 11. If you prefer, student worksheets have been included within the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to copy and use these worksheets instead of science notebooks.
2Unit Preparation
Read through the entire unit to understand how the activities fit together.
Decide which activities you will conduct. NEED suggests choosing at least one activity from each section.
Gather the materials you will need, and if necessary, secure computers and internet access.
Practice engineering skills while designing, building, and testing the ultimate load carrying vehicle on land, air, or water. Share your design with a creative advertisement.
Activity 2: Vocabulary Highway Research a transportation-related vocabulary word or phrase and and teach it to peers while creating a classroom word wall.
Activity 3: Transportation Tally Learn about modes of transportation and conventional and alternative fuels while analyzing patterns in data and building bar graphs.
Activity 4: Transportation Match Play a classic memory game matching modes of transportation with the fuels that power them.
Activity 5: Track Your Package
It takes many vehicles to move a package from one place to another. Read a story detailing the journey of Grandma’s cookies as they travel to your door. Use manipulatives to sequence the modes of transportation as they occurred in the story. Critically think about fuels, energy, and how you depend on transportation.
Section 2 – The History of Transportation in America – Student Guide Informational Text, pages 7-15
Activity 6: Transportation Timeline
Read informational text to learn about modes of transportation and fuels used in American history. Create a timeline of important events and inventions. Critically think about the impact of infrastructure and fuels on America’s transportation revolution.
Activity 7: Transportation Bingo Who’s ridden in an electric car or knows what ethanol is made from? Find out during this transportation-themed bingo game.
Activity 8: Natural Resources Relay
Use a graphic organizer to describe ways we use natural resources for transportation. Then, get moving! Compete in a relay race to answer questions about natural resources. Instructions are included to complete this activity without having a relay race as well.
Activity 9: File Folder Fuels
Activity 10: EVSE Siting and Community Point of View
Small groups research informational text about a transportation fuel or technology, then create displays, a script, and an oral presentation to teach their peers.
Students are city council members receiving funding to install electric vehicle charging stations. They need to understand community members’ differing points of view in order to pick the best location.
Learn about fuel economy during this active participation lesson. Student cars and trucks are assigned MPG ratings. How far will they travel on one gallon of fuel? Holding a milk jug to represent one gallon of gasoline, they walk as many steps as their MPG allows. Who makes it home? Who runs out of gas?
Learn about fuel economy during this active participation lesson. Research cars to drive or use premade vehicle cards. Consume pretzels for fuel while stepping the miles per gallon driven around town. Compare MPG and MPGe ratings of vehicles. A no food, digital version of this activity is available, too.
Research vehicle fuel economy and plan a great road trip. Use equations to calculate gallons of fuel consumed and fuel costs.
Activity 14: An Amazin’ Delivery
Activity 15: Graphing Carbon Dioxide Emissions
Activity 16: Save the World Poster
Section 5 – Challenge-Based Fun
As last-mile delivery drivers, students roll dice to determine miles driven on their routes. Use math skills to calculate carbon dioxide emissions from conventional and electric vehicles. Analyze range and factors that impact using an electric-powered vehicle.
Use data to construct graphs, analyze data on graphs, and use data as evidence to make an argument about carbon dioxide emissions.
Be inspired by young activist Greta Thunberg, then choose a transportation related issue you care about and create a poster to educate your community.
As a culminating activity to close your unit, or as a fun challenge to work on throughout your unit, the final activity encourages students to build their own vehicles.
Activity 17: Balloon Rocket Challenge
Activity 18: Rubber Band Racer Challenge
Students will create balloon rockets, powered by their own “hot air” and compete to see whose rocket can travel the furthest.
Students are challenged to construct rubber band race cars to demonstrate and calculate how energy can be transformed into motion.
Rubrics for Assessment
Student Guide/Science Notebook Rubric
This is a sample rubric that can be used with investigations and science notebooks. You may choose to look at one activity specifically or the notebook as a whole. It is suggested that you share this rubric with students and discuss the different components ahead of time.
SCIENTIFIC CONCEPTS
4 Student demonstrates thorough understanding of concepts through pictures, writing, and verbal communication.
SCIENTIFIC INQUIRY
Student is able to follow all steps of the scientific process: predicting, observing/recording data, and drawing a more complex conclusion related to his/ her data. Student shows higher level thinking by asking his/her own questions.
PRESENTATION
Handwriting is legible. Pictures are realistic and include labels. All parts of the assignment are complete.
3 Student demonstrates understanding of concepts through pictures, writing, and/or verbal communication.
2 Student demonstrates a beginning understanding of concepts, may have a couple of lingering misconceptions.
1 Student demonstrates confusion about concepts. Many misconceptions remain.
Group Work Rubric
Student is able to predict, observe/record data, and draw a basic conclusion.
Student is able to do two of the following: predict, observe/record data, draw conclusions.
Student is able to do one or fewer of the following: predict, observe/record data, draw conclusions.
Handwriting is legible. Pictures are realistic and include most labels. All parts of the assignment are complete.
Words and/or pictures may be hard to decipher at times. Pictures are present but are missing labels. The notebook has some missing components.
Words and/or pictures are hard to decipher. They may not be connected to the investigation. The notebook has many missing components.
This rubric may be used and adapted for assessing student work on group projects or culminating activities. Modify as necessary.
4 Project covers the topic indepth with many details and examples.
Subject knowledge is excellent.
3 Project includes essential information about the topic. Subject knowledge is good.
2 Project includes essential information about the topic, but there are 1-2 factual errors.
1 Project includes minimal information or there are several factual errors.
Content is very well organized and presented in a logical sequence.
Content is logically organized.
Content is logically organized with a few confusing sections.
There is no clear organizational structure, just a compilation of facts.
Project shows much original thought. Ideas are creative and inventive. The workload is divided and shared equally by all members of the group.
Project shows some original thought. Work shows new ideas and insights.
Project provides essential information, but there is little evidence of original thinking.
Project provides some essential information, but no original thought.
The workload is divided and shared fairly equally by all group members, but workloads may vary.
The workload is divided, but one person in the group is viewed as not doing a fair share of the work.
The workload is not divided, or several members are not doing a fair share of the work.
Science Skills Checklist
Designed to be a formative assessment tool, you may find this checklist useful as you work with students. Put all of your student's names down the left hand side. When you look at a child's notebook or Student Guide and see a skill demonstrated, put a dot in the box. Decide how many times (typically 3-5) you want to see the student use the skill independently before checking off the box as a sign that the student has mastered this skill.
Student Name
Drawings
Picture is realistic (colors, shape, size)
Includes appropriate labels
Notes and Observations
Uses senses to record observations
Observations are “big picture"
Observations focus on details
Graphs and Charts
Data is accurate
Includes appropriate labels
Clear presentation Communication Communicates verbally Communicates in writing Makes predictions Makes predictions with reasoning Uses evidence to support reasoning Compares and contrasts Communication is personal
Activity 1: Tasty Treat Transport
Objective
Students will be able to design, build, and test a vehicle that transports a load.
Materials
Assortment of various building materials, craft supplies or found materials such as: recycled objects, cardboard, paperboard, foam, milk cartons, plastic bottles, popsicle sticks, dowel rods, pipe cleaners, straws, string, rubber bands, balloons, tape, masking tape, duct tape, glue, hot glue, staples
4 Individually wrapped mini candy bars per vehicle (or any mass, LEGO® bricks, etc.)
3 Meter sticks
Masking tape
Art supplies
Tasty Treat Transport Design Plan worksheets, Student Guide pages 42-44
2 Preparation
Review student pages. Depending on your students’ past experience with design challenges, you may want to amplify or simplify this challenge by adding or removing criteria or constraints. Create a sample model for demonstration.
Choose criteria, for example:
The number of candy bars (or desired mass) the vehicle must carry
How far the vehicle must travel
The vehicle must stay intact
Will students have free choice to build a vehicle for land, air, or water transport, or will everyone design similar vehicles, such as zipline cargo carriers, paper airplanes, or floating barges?
Choose constraints, for example:
Add a cost component: set a design budget, and charge for materials
Availability of materials: bring in materials from home or use materials provided?
Number of days to work on the project
Individual vs. group work
Gather materials.
Set up land, air, and water locations for testing vehicles, as needed. Tape out a one-meter path or include a meter stick at each location.
Prepare copies of the worksheets, as needed, to share with students.
Procedure
Day 1: Introduce the challenge to the class. Start with a design meeting. Give students the design plan worksheets. Have students add information to their planning sheet as you discuss criteria, constraints, and what designates passing the test phase. Allow time for brainstorming, planning, and building.
Day 2: Continue building vehicles, test, and evaluate.
Day 3: Improve vehicle designs, build, test, and evaluate final designs.
Day 4: Prepare advertising posters/flyers.
Day 5: Share advertising poster/flyers with each other, or display vehicles and advertisements as a gallery walk.
Activity 2: The Vocabulary Highway
Objective
Students will be able to explain the meaning of transportation-specific words and phrases.
Materials
Scissors
Art supplies
Tape
Computers and internet access (optional)
Car Template master, page 15
2 Preparation
Gather materials.
Make copies of the Car Template as needed.
Procedure
1. Give each student a Car Template to cut out.
2. Assign each student a vocabulary word or phrase from the glossary, found at the end of the Student Guide. Have students research their word or phrase, then draw pictures and write an explanation or definition onto their car.
3. Have each student teach the class their vocabulary word or phrase and its meaning or explanation.
4. Attach cars to a wall to look like a vocabulary highway.
Additional Resources
U.S. Department of Energy’s Alternative Fuels Data Center - https://afdc.energy.gov/
U.S. Department of Energy’s official government source for fuel economy information - https://fueleconomy.gov/
U.S. Energy Information Administration’s Energy Kids - https://www.eia.gov/kids/index.php
Car Template
Activity 3: Transportation Tally
Objectives
Students will be able to display data using bar graphs and models.
Students will be able to describe patterns in data.
Make copies of the Transportation Tally worksheet.
Procedure
Give students the Transportation Tally worksheet. Have them complete the observation section before starting the lesson.
PART 1: Bar Graph #1 – Modes of Transportation
1. Give each student a half sheet of paper. Instruct them to fold the paper in half like a book and keep it folded. They will draw and label a picture showing how they got to school today (e.g. school bus, city bus, car, bicycle, walking, etc.). If they used more than one mode of transportation, offer another half sheet of paper to draw the second mode or focus only on the main mode.
2. Ask students to share their examples. Write each mode once in a horizontal line across the bottom of the board or on chart paper. Once you’ve captured all the different modes, have students attach their drawings above each corresponding mode, forming columns. The result should resemble a bar graph. Discuss the bar graph data and trends, and create x and y-axis labels and a graph title. Students should sketch and label "Bar Graph #1" on their worksheet.
PART 2: Bar Graph #2 – Transportation Fuels
1. Have students collect their drawings and erase the board or dismantle the display.
2. Next, discuss how modes of transportation need fuel to move. For example, a school bus uses diesel, a city bus may use electricity or natural gas, a car uses gasoline, a bike rider or walker uses the food they eat.
3. Still folded, tell students to flip the drawing over. They should write the name of the fuel recorded in their observations on the worksheet.
4. As students share their examples, write each fuel source once in a horizontal line across the bottom of the board or on chart paper. Once you’ve captured all the different fuels, have students attach their drawings above each corresponding fuel, forming columns. The result should resemble a bar graph, with pictures of cars above the word gasoline and pictures of buses above the word diesel, for example. Discuss the bar graph data and trends, and create x and y-axis labels and a graph title. Students should sketch and label "Bar Graph #2" on their worksheet.
PART 3: Graphic #3 - Conventional and Alternative Fuels
1. Have students collect their drawings and erase the board or dismantle the display.
2. Write the words conventional, alternative, and saving energy across the top of the board, or on chart paper. See the diagram below.
3. Read or review the information on conventional and alternative fuels on pages 5-6 of the Student Text as needed. Create a flow chart for use during a class discussion. See the diagram below.
4. Explain that the most common transportation fuels are made from fossil fuels. These common fuels are called conventional fuels. Under conventional, add gasoline and diesel to the board.
5. Tell students that in an effort to reduce emissions and consume less fossil fuels, some different transportation fuels have been developed that use or are made from renewable resources, are powered by electricity, or use cleaner burning fossil fuels. These different fuels are known as alternative fuels. Under alternative, add biodiesel, electricity, ethanol, hydrogen, natural gas, and propane to the board. Make sure students understand alternative does not mean renewable, some of these are fossil fuels.
6. Explain that burning chemical energy in our bodies fuels motion like walking or powering a bicycle. Since you aren’t consuming any conventional or alternative fuels, this is a great way to save energy! Add the phrase "no fuel" under saving energy on the board.
7. Have students attach their drawings to the board again, forming columns below each corresponding fuel source. The result should resemble a very large flow chart. Discuss the flow chart data and trends, and create a title. Students should sketch and label "Graphic #3" on their worksheet and answer the conclusion questions. If appropriate, guide students through the math to create a circle graph.
Technology Connection
Create the class bar graphs using a shared software program.
Extensions
Literary Connection: Students learn about unique modes of transportation while reading nonfiction books, then share what they’ve learned using a method that supports your Language Arts standards. Some topic suggestions: sled dogs and the Iditarod, hot air balloons, submarines, self-driving cars, roller coasters, and maglev trains.
Conduct a transportation survey. Tally how many students have used various modes of transportation, such as an airplane, scooter, train, taxi, canoe, subway, public bus, bicycle, hot air balloon, family car, horse, etc. Graph the data and discuss which modes are more popular than others. Depending on where your community is located, some modes of transportation may be very common, some no one will have used. Discuss why different modes of transportation are used in big cities versus rural communities. Discuss how some modes of transportation are used primarily for recreation versus modes that help people get to work/school.
Activity 4: Transportation Match
Objective
Students will be able to match modes of transportation with the fuels they use.
Materials
Scissors
Transportation Match Cards, pages 19-20
2 Preparation
Copy the Transportation Match Cards and make as many copies as needed for individuals or pairs.
Procedure
1. Give students the Transportation Match Card worksheets. Review modes and fuels as a class.
2. Have students cut apart the cards.
3. Transportation Match is played like a traditional memory game. Review with students how to play. Mix up the cards, deal face down, then take turns revealing pairs of cards. A match is a mode and fuel that go together. When you make a match, collect those cards and go again. If you don’t make a match, flip both cards over again and the other player takes their turn. Once all matches are collected, count your cards. The winner is the person with the most matches collected. If playing individually, give students a set amount of time. The winner makes the most matches first or the most before time is called. The cards are presently oriented (prior to cutting) so that each mode is paired with a most likely fuel source. However, students may play the game and note that a bus, could be CNG or diesel, for example. Have students justify their matches if they are playing the game. However, note, that some alternative matches, while accurate, may make game play harder to ensure all items have a match.
Transportation Match Cards
TRUCK
DIESEL
STEAM TRAIN
COAL
FOOD TRUCK BIODIESEL
CITY BUS CNG
FORK LIFT
PROPANE
BICYCLE
CHEMICAL ENERGY FROM FOOD
TROLLEY ELECTRICITY
Photo Courtesy of Tdorante10 via Wikimedia Commons
Activity 5: Track Your Package
Objectives
Students will be able to sequence information.
Students will be able to identify sources of energy used for various modes of transportation.
Materials
Scissors
Glue
Construction paper
Track Your Package Icons master, page 22
Track Your Package story, Student Guide pages 49-50
2 Preparation
Copy the Track Your Package story and Track Your Package Icons worksheets.
Gather supplies.
Procedure
1. Have students read the story "Cookie Delivery" and underline the modes of transportation as they are mentioned.
2. Give each student a sheet of icons and instruct them to cut out the icons.
3. Give each student a piece of construction paper. Instruct students to sequence the icons to represent the box’s journey in the story. They should start with the picture of the grandma and end with the picture of the delivery person. Glue the icons to the paper. Label each icon with the energy source that most likely fuels it.
4. As a group, look at the sequence and determine how many different modes of transportation were used to move this one box. How many different sources of fuel were used? Share this fun fact: UPS moves nearly 25 million packages per day! Help students understand it takes many vans, trucks, rail cars, and airplanes to move so many packages, and each needs energy to make them move.
5. Discuss how much of our everyday lives is dependent on the transportation sector. How does food move from a farm to your table? How does natural gas move from the ground to a power plant to make electricity?
6. Answer the conclusion question and discuss.
Track Your Package Icons
Activity 6: Transportation Timeline
Objectives
Students will be able to sequence historical events on a timeline.
Students will be able to describe the benefits of America’s transportation revolution.
Materials
Colored pencils (optional)
Transportation Timeline master, page 24
2 Preparation
Make copies as needed.
Procedure
1. Hand out the Transportation Timeline master. Help students lightly write in some of the key dates, to help with spacing, if necessary. Read The History of Transportation in America section of the student text on pages 7-15 of the Student Guide. Circle modes of transportation with one colored pencil and corresponding fuels with another (optional). Add information to the timeline, including key dates, modes of transportation and the fuels they used. Each inventor’s name can be listed in an Inventors’ Corner on the worksheet, with a sentence detailing their contribution to transportation.
Discussion prompts:
Building roads, turnpikes, canals, and railroads created America’s transportation infrastructure, allowing people to travel faster and greater distances. Historians call this time the Transportation Revolution, making it possible to ship manufactured goods and agricultural products throughout the country, and allowing rural people to travel to cities for employment opportunities.
How did people and goods travel before 1790? What fuels did they use?
Explain the Transportation Revolution that happened in America from 1790-1840. How did people and goods travel? What fuels did they use? Describe the benefits of the Transportation Revolution. Highlight the years of the Transportation Revolution on your timeline.
How did people use transportation in cities in the 1900s? What fuels did they use?
Which new technology or mode of transportation do you think was the most important in America?
Technology Connection
Create a shared document on the platform of your choice to make the timeline with digital pictures and text.
Extensions
Jigsaw: Create a large timeline on a blank wall or bulletin board using string. Assign students to each section of text to research. Have them find a picture of each important mode of transportation to cut out and attach to the timeline on the wall. On each picture, write the fuel source being used. Add key dates with sticky notes or tape. Once the timeline is complete, start with the oldest date and have students share what they researched so everyone learns how transportation has evolved in America.
Creative Writing: Find additional resources to read more about Bud the dog’s journey across early America. Imagine some of the adventures and mishaps Bud might have had on the road – or lack thereof! Is his car stuck in the mud? Does a cow block the path? Do some townspeople throw him a party? Write a creative story covering one day of Bud’s trip. Draw a picture to illustrate one scene in your story.
Careers: Gather picture books, chapter books and novels for the inventors mentioned on the timeline worksheet or others with transportation-related careers. After reading a biography, create a Trading Card on a large index card. On the front, draw or attach a picture of the person, with their name, and dates of birth and death. On the back, write five facts about the person’s life and contribution to science or transportation. Some biography suggestions: Neil Armstrong, Sally Ride, The Tuskegee Airmen, Amelia Earhart, The Wright Brothers, Seabiscuit, Dale Earnhardt Jr., Henry Ford, Robert Fulton, Andrew Hallidie, and Rudolf Diesel.
Timeline
Transportation
Activity 7: Transportation Bingo
Get Ready
Make a copy of the Transportation Bingo sheet (page 27) for each person playing..
Decide now if you want to give the winner(s) of your game a prize and what the prize will be. If so, gather prizes.
Get Set
Pass out one Transportation Bingo sheet to each student. Go
PART ONE: FILLING IN THE BINGO SHEETS
Give the following instructions to create bingo cards:
This bingo activity is very similar to regular bingo. However, there are a few things you’ll need to know to play this game. First, please take a minute to look at your bingo sheet and read the 16 statements at the top of the page. Shortly, you’ll be going around the room trying to find 16 people about whom the statements are true so you can write their names in one of the 16 boxes.
When I give you the signal, you’ll get up and ask a person if a statement at the top of your bingo sheet is true for them. If the person gives what you believe is a correct response, write the person’s name in the corresponding box on the lower part of the page. For example, if you ask a person question “D” and they give you what you think is a correct response, then go ahead and write the person’s name in box D. A correct response is important because later on, if you get bingo, that person will be asked to answer the question correctly in front of the group. If they can’t answer the question correctly, then you lose bingo. So, if someone gives you an incorrect answer, ask someone else! Don’t use your name for any of the boxes. Use each person’s name only once.
Try to fill all 16 boxes in the next 20 minutes. This will increase your chances of winning. After the 20 minutes are up, please sit down and I will begin asking players to stand up and give their names. Are there any questions? You’ll now have 20 minutes. Go!
During the next 20 minutes, move around the room to assist the players. Every five minutes or so tell the players how many minutes are remaining in the game. Give the players a warning when just a minute or two remains. When the 20 minutes are up, stop the players and ask them to be seated.
PART TWO: PLAYING BINGO
Give the class the following instructions to play the game:
When I point to you, please stand up and in a LOUD and CLEAR voice give us your name. Now, if anyone has the name of the person I call on, put a big “X” in the box with that person’s name. When you get four names in a row—across, down, or diagonally—shout “Transportation Bingo!” Then I’ll ask you to come up front to verify your results.
Let’s start off with you (point to a player in the group). Please stand and give us your name. (Player gives name. Let’s say the player’s name was “Joe.”) Okay, players, if any of you have Joe’s name in one of your boxes, go ahead and put an “X” through that box.
When the first player shouts “Transportation Bingo,” ask them to come to the front of the room. Ask to tell the group how their bingo run was made, e.g., down from A to M, across from E to H, and so on.
Now you need to verify the winner’s results. Ask the bingo winner to call out the first person’s name on their bingo run. That player then stands and the bingo winner asks them the question which they previously answered during the 20-minute session. For example, if the statement was “can name two renewable sources of energy,” the player must now name two sources. If they can answer the question correctly, the bingo winner calls out the next person’s name on their bingo run. However, if they do not answer the question correctly, the bingo winner does not have bingo after all and must sit down with the rest of the players. You should continue to point to players until another person yells “Transportation Bingo.”
Transportation BINGO
A Knows the definition of transportation
E Knows the clean burning fuel powering indoor forklifts
I Knows a benefit of driving an electric vehicle
M Knows a way to save energy while using transportation
B Knows what ethanol is made from in the U.S.
F Knows what fuel economy is
J Can name two alternative fuels
N Knows the fuel used to make electricity in a fuel cell electric vehicle
moving people and goods from one place to another corn
C Has ridden in an electric vehicle
G Has traveled by airplane, helicopter, or hot air balloon
K Knows how burning fossil fuels impacts the environment
O Knows what biodiesel is made from in the U.S.
D Can name two conventional fuels
H Knows the fuel used by trucks moving freight
L Has used public transportation
P Knows what MPG and MPGe stand for
student describes the vehicle or experience gasoline, diesel
propane
EVs produce zero tailpipe emissions, have flexible charging, have better fuel economy and lower fuel costs than similar conventional vehicles
how many miles a car can travel on one gallon of gas (MPG or MPGe), the higher the fuel economy, the less fuel the vehicle uses, saving energy and money on fuel
carpool, combine errands, drive your most fuel-efficient car, use public transportation, ride a bike hydrogen
student describes the vehicle or experience diesel
releases air pollutants, carbon dioxide and greenhouse gas emissions, contributes to global climate change
student describes the mode of public transportation they rode
soybean oil, cooking oil miles per gallon, miles per gallon of gasoline-equivalent
Transportation
For each letter, find one person about whom the statement is true. Write each name in one of the boxes below.
A Knows the definition of transportation
E Knows the clean burning fuel powering indoor forklifts
I Knows a benefit of driving an electric vehicle
M Knows a way to save energy while using transportation
B Knows what ethanol is made from in the U.S.
F Knows what fuel economy is
J Can name two alternative fuels
N Knows the fuel used to make electricity in a fuel cell electric vehicle
C Has ridden in an electric vehicle
G Has traveled by airplane, helicopter, or hot air balloon
K Knows how burning fossil fuels impacts the environment
O Knows what biodiesel is made from in the U.S.
D Can name two conventional fuels
H Knows the fuel used by trucks moving freight
L Has used public transportation
P Knows what MPG and MPGe stand for
Activity 8: Natural Resources Relay
& Background
After students use a graphic organizer to describe some of the ways we use natural resources for transportation, they’ll get moving, competing in a relay race to show what they’ve learned. During each relay race, they’ll answer a question by visiting individual stations around the playing field and collecting colored tokens that represent each natural resource. Details are included to do this activity without having a relay race as well.
Objectives
Students will be able to describe how humans use natural resources for transportation.
Students will be able to describe how humans use natural resources to manufacture fuels and generate electricity.
Materials
Sets of colored tokens of 8 colors – e.g. bingo chips, cubes, or counters
Gather tokens for students to pick up from eight stations around the room. Each station should have a different color. Tokens could include counting blocks, bingo chips, dried beans, etc.
On each sheet of paper, write the name of one natural resource, in large print, and if possible, in the same color as the tokens used at that station.
In a larger space, tape the eight sheets to the walls or floor, spaced as far apart as possible. Spread out the tokens near each paper.
Procedure
1. Review the concept of natural resources, if necessary, and share some examples of natural resources in your community.
2. Pass out the Natural Resources Graphic Organizer. Work as a class, or in small groups, to answer the question by filling in the graphic organizer. It may be helpful to guide a class discussion using the questions below. Or, assign a small group one of the questions to focus on, then share their ideas with the whole class. Ideas and examples will vary depending on students’ knowledge. To enhance your discussion, some possible answers are listed in parenthesis below.
How are natural resources used to move vehicles? (a river current moves a canoe, wind moves a sailboat, wind moves a hot air balloon, wood and coal are burned to make steam to move a train, horses pull a wagon)
How are natural resources used to make the transportation fuels ethanol and biodiesel? (corn plants can be manufactured into ethanol; soybean plants can be manufactured into biodiesel; crops need soil, water, air, and sun to grow; animal fats can be manufactured into biodiesel; fossil fuels are manufactured into gasoline and diesel which are mixed with ethanol and biodiesel)
How are fossil fuel natural resources used to make transportation fuels? (coal is burned to generate electricity for electric vehicles and coal is burned to make steam to move trains; petroleum can be manufactured into many transportation fuels like gasoline, diesel, jet fuel, bunker fuel oil; natural gas can be manufactured into compressed natural gas and liquefied natural gas, or burned to generate electricity; propane comes from petroleum and natural gas refining and can be manufactured into propane autogas)
How are natural resources used to generate the electricity used to charge an electric vehicle? (electricity is generated by hydropower, solar PV systems, solar thermal systems, wind turbines; burning coal, natural gas, and biomass in power plants; and nuclear fission of uranium at a nuclear power plant)
How are natural resources used to build roads, highways, and bridges? (some raw materials used to build transportation infrastructure are timber, crushed stone, construction sand and gravel, metals like aluminum, iron and steel, products made from fossil fuels such as asphalt; salt is used to de-ice roads in winter)
How are natural resources used to manufacture vehicles? (raft/canoe/boat made of wood; tires made of rubber; windshield glass made of silica sand; bicycle/car/airplane made of aluminum, steel, iron, etc.; plastics made of fossil fuels)
3. Divide students into relay race teams of 4-5 players. Give each team a relay card. Emphasize your classroom safety rules and share how to play the game from the steps below.
4. For each relay race, you will read a question out loud, and then say go. Each team sends one player at a time onto the playing field. The player may walk/run to any station and pick up one token at a time. The player returns and tags the next person in line, setting the token on the team’s relay card so everyone can see what has been collected. Teams continue sending players out to collect tokens until they believe they have everything they need. If they decide they have an incorrect token, a player must return it before time is called. Once all teams are finished, or time is called, everyone sits down to go over the answers and tally their points. Award one point for each correct answer. Subtract one point for each incorrect answer. You could also award one point to the first team that finishes and has all correct answers. Have teams tally their points after each race and write down their scores.
FOR NON-RELAY RACE PLAY: For students who need or wish to engage in individual or seated team play: First, have students draw pictures to represent each natural resource on pieces of scrap paper. Cut out the pictures and arrange them on the desk. Ask a question and have students work alone, or in teams, to select all the pictures that apply. Finally, review answers and tally points.
5. Create your own questions or use the prepared list below. They can be asked in any order. Suggested answers are included, but expect some debate. Award points when students can argue a reasonable explanation for their answer.
Which natural resources are renewable? (air, water, sun, plants and animals, forests, soil)
Which natural resources are nonrenewable? (fossil fuels, minerals)
Which natural resources are used to manufacture conventional transportation fuels? (fossil fuels)
Ethanol is made from corn. Which natural resources are used to grow corn? (sun, air, water, soil)
Which natural resources can move a boat down a river? (air, water, fossil fuels, forest-pole/paddle)
An electric vehicle is powered by electricity. Which natural resources are used to generate electricity? (water, sun, air, plants and animals, forest, fossil fuels, minerals)
Which natural resources can be used to build and maintain roads and bridges? (forests, fossil fuels, minerals, soil, water, animalsshells)
Which natural resources are used to manufacture biodiesel? (sun, air, water, soil, plants and animals, fossil fuels)
Collect three natural resources used to manufacture a bicycle. (minerals, fossil fuels, plants)
Before the invention of the automobile, which natural resources were used for transportation? (water-boats, air-sail boats, animalsride on, pull wagons, pull canal boats, forest-burn wood in steam engine, fossil fuel-burn coal in steam engine)
Each member of the team needs to collect one natural resource and be able to explain how it is used for transportation. (answers will vary)
NATURAL RESOURCES GRAPHIC ORGANIZER
WATER SUN PLANTS & ANIMALS
How are natural resources used for transportation?
FOSSIL FUELS
NATURAL RESOURCES RELAY CARD
WATER SUN
PLANTS & ANIMALS
SOIL
FOSSIL FUELS
FORESTS
MINERALS
Activity 9: File Folder Fuel
Objectives
Students will be able to find facts and main ideas in informational text.
Students will be able to write a script and deliver an oral presentation about their research.
Make copies as needed of the worksheets. Prepare copies of any student informational text pages that may be helpful as well.
Pre-select student groups and topics if necessary.
NOTE: For fourth and fifth grade students that require higher level reading material, you can substitute informational text from the Energy on the Move Student Guide, which covers ten different transportation fuels and technologies. The Energy on the Move Teacher Guide includes instructions for a similar research and presentation activity called Transportation Expo. Energy on the Move Teacher and Student Guides are available to download for free from www.NEED.org/shop.
Procedure
1. Assign each group one topic – petroleum fuels, biofuels, propane autogas, natural gas, hydrogen, or electric vehicles.
2. Give each student a File Folder Fuel worksheet. Have students read the informational text for their topic and follow the guided instructions on their worksheet.
3. Students should find at least two pictures to represent their topic. For example, hand drawn, printed from an internet source, or cut from a magazine. Students will design the inside of their file folder with the information and pictures they collected.
4. Finally, each group needs to write a script to share their information with the class. Give students time to practice their scripts and presentations.
5. Have students share their file folder and presentation with others in a way that best meets your Language Arts goals, such as a gallery walk or speeches.
Technology Connection
Instead of using file folders, have students create multimedia presentations with text and pictures, using a software program such as PowerPoint or GoogleSlides. Students should prepare a script, practice, and present the multimedia slide to the class.
Activity 10: EVSE Siting and Community Point of View
& Background
On November 15, 2021, the Bipartisan Infrastructure Law, was enacted as the Infrastructure Investment and Jobs Act, establishing the National Electric Vehicle Infrastructure (NEVI) Formula Program. The program aimed to put the United States on a path to a nationwide network of 500,000 EV chargers by 2030 and ensure a convenient, reliable, affordable, and equitable charging experience for all users. The NEVI Formula Program dedicated five billion dollars of funding to states installing EV charging infrastructure along Alternative Fuel Corridors of the Interstate Highway System. An additional 2.5 billion dollars in grants prioritized rural charging and increasing EV charging access in underserved and overburdened communities. This program was paused in early 2025, with some projects finishing construction, and others stalled in planning. Currently, most EV fast charging stations are hosted or owned by industry, commercial businesses, fleets, governments, and utilities. This activity allows students to imagine they are part of the planning and decision-making process to continue expanding the EVSE infrastructure across the U.S.
Objectives
Students will be able to identify the possible concerns and perspectives of community members.
Students will be able to identify pros and cons of installing Electric Vehicle Supply Equipment and using electric vehicles in their community.
Materials
EV Point of View worksheet, Student Guide pages 52 - 54
Procedure
1. Explain to students that they are going to pretend they are a city council that has received funding to install Electric Vehicle Supply Equipment (EVSE) - often called electric vehicle charging stations - in their community. In order to use this funding, the city council must gather information from people who live and work in the community, such as residents, business owners, union members, and other stake holders in the community. As the city council tries to pick the best site for the EVSE, they must try to plan for how the community will react, what concerns and questions they might have, and their feelings about electric vehicles in general.
2. Explain to students that current federal funding allows states and local governments to hire private companies to install, operate, and maintain electric vehicle charging stations. This will be important to the community since the residents and business owners do not have to pay for the charging stations to be installed or maintained, but everyone is welcome to use them.
3. Provide a copy of the worksheet to each student. Ask students to complete the first portion of the activity individually.
4. Have students form small groups and share their answers. As a group, ask the students to identify at least one community member or role that was not included on the list, and identify what their opinion might be. Discuss answers and group suggestions as a class.
5. Assign the small groups to complete one of the challenge projects. Add additional options, or select one option to provide enough freedom or structure as necessary for your students. Provide a timeline for completing the project. Allow student groups to share their challenge project work samples.
Activity 11: Milk Jug MPGs
Objective
Students will be able to describe the concept of miles per gallon.
Materials
1 Gallon milk jug, cleaned and filled with water
Cardstock
Tape
Notecards
2 Preparation
Make a sign that says “1 Gallon of Gasoline.” This will get taped onto the milk jug.
Make one MPG Card for each student. Each card should include the word "car" or "truck", and a random MPG number. See the example card below. For help, see www.fueleconomy.gov which lists MPG ratings for most car and truck models, or use the premade Pretzel Power cards found on pages 37-51.
Choose a space with a large area for students to spread out. Make a starting line on the floor.
Example MPG Card:
CAR 23 MPG
Procedure
1. Show students the milk jug and ask how much liquid it holds. Explain that when cars and trucks are refueled with gasoline, it is also measured by the gallon. Tape the “1 Gallon of Gasoline” sign onto the jug. Today each student will be a car or truck. They will have one gallon of fuel in their tank. How far will they be able to go?
2. Show students an example MPG card. Explain that the number on the card tells how many miles their car or truck can drive on one gallon of gas. Each mile will be “driven” by taking one step, heel-to-toe. Count each step until you reach the number written on your card, then you are out of gas and must stop.
3. Have students line up along the starting line. Hand one student the jug to hold and ask them to model the example card. If the card says 23 MPG, the student will step heel-to-toe 23 steps, then stop. They have used up all of their gas so you must take the jug away. Hand the jug to another student and give them a different MPG to step.
4. Either continue with each student taking a turn holding the one gallon jug and stepping their MPGs one at a time, or have all the students line up on the starting line again. Hand each student an MPG card and tell them not to show it to anyone. When you say go, everyone can start stepping together.
5. Once everyone has stopped moving, ask those who stepped the farthest to share their MPG ratings. Ask those nearest to the starting line to share their MPG ratings. Compare. Ask the students which car had the best MPG rating? Which had the worst?
6. Discuss why the MPG rating matters. (A low MPG means you go less miles on each tank of gas. You will refill your tank more often, buying more gas per year and spending more money than a car that has a higher MPG.)
7. Have students complete the writing assessment below in their science notebook or in a way that best meets your literacy standards.
@ Writing Assignment
This summer, your grandpa is taking you to several baseball stadiums. The more money you save on gasoline, the more baseball tickets you can buy. Grandpa has two pickup trucks to choose from. One gets 12 MPG. The other gets 26 MPG. Which pickup truck should you take on your trip? Explain to Grandpa why it is the better choice.
Extension
Once you’ve mastered Milk Jug MPGs, rev it up and try the next activity - Pretzel Power! Explore the concepts of carpooling, fuel economy and MPGs with cars using conventional and alternative fuels, including electric vehicles. A digital version of Pretzel Power is also available for free download from www.NEED.org/shop.
Activity 12: Pretzel Power
Objective
Students will be able to define “miles per gallon” and explain why this rating is important.
Materials
Notecards
Internet access for students
Pretzels (or alternative food item)
Sandwich bags
Cardstock or construction paper
Pretzel Power worksheet, Student Guide pages 55 - 56
2 Preparation
Prepare a sandwich bag with ten pretzels, (or other items) for each student.
Make three signs, one labeled “Home”, one labeled “Near Town”, and one labeled “Far Town.” The signs should be large enough to see from across the room.
Select a large area and place the Home, Near Town, and Far Town signs on poles or walls. The distance from Home to Near Town should be 50 steps. The distance from Home to Far Town should be 100 steps. (Do not give these distances to students.)
Make a copy of the worksheet for each student.
Decide if you will have students research their own cars or pass out pre-prepared cards from pages 37-51. If using pre-prepared cards; print and cut out the cards or print on sticky labels and paste to notecards.
Procedure
1. Pass out the worksheet to students. Pass out the pre-prepared cards, or have students look up a car they would like to drive on www.fueleconomy.gov. On notecards, students should record the car’s name, model year, miles per gallon or equivalent, and the number of passengers the car holds. If students are selecting a vehicle that operates on flex-fuel (FFV), have them select the fuel they will use - gasoline or E85 - prior to recording mileage ratings and game play.
OPTIONAL: The cards can be printed on Avery brand sticky labels, #5392.
2. Distribute a bag of pretzels (or food item) to each student. Tell students not to eat the contents until they are instructed to begin.
3. Explain to the students that each pretzel (or food item) represents one gallon of gasoline, and each step (heel-to-toe) the student takes represents one mile traveled.
4. Students eat a pretzel (or food item) and take the appropriate number of steps before eating the next. All steps are heel-to-toe.
5. Facilitate both rounds of play as described on page 36. At the close of each round, discuss the questions with the class. Ask students to complete their worksheet.
Round One
Use only 5 pretzels (or pieces of food) for this round. Each person will drive their car to work in Near Town and return Home. If anyone runs out of fuel (pretzels), they must stay at that point until round one is over. Line up at Home and start stepping!
DISCUSS:
Which cars got you to work and home? Which didn’t?
Did anyone have extra fuel remaining?
What alternatives to driving your own car are there?
As needed, discuss the concept of carpooling. What are some reasons a commuter might choose to carpool? Typically, riding in a carpool isn’t free - riders share the cost of fuel. In Round 2, anyone who decides to carpool must help pay for fuel by sharing their 5 pretzels with the driver.
Round Two
Use the remaining fuel in your tank and try some of the alternative suggestions discussed above. Everyone will travel to Far Town and return Home. For groups who are carpooling to work, the driver may eat each passenger’s pretzels (or food items) as fuel. Line up at Home and start stepping!
DISCUSS:
Who made it to Far Town and back? How did you do this?
Who did not make it to Far Town and back? Why not?
FUEL Gasoline
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 16 MPG
MAXIMUM RANGE 432 miles
FUEL Gasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 18 MPG
MAXIMUM RANGE 349 miles
FUEL Gasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 16 MPG
MAXIMUM RANGE 432 miles
FUEL Hybrid VehicleGasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 41 MPG
MAXIMUM RANGE 435 miles
Data: fueleconomy.gov
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 11 MPG
MAXIMUM RANGE 290 miles
Lamborghini Murcielago 2010 Volkswagen Jetta
FUEL Diesel
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 32 MPG
MAXIMUM RANGE 464 miles
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 14 MPG
MAXIMUM RANGE 231 miles
2010 Mercury Mariner 4WD FFV 2010 Chevrolet HHR
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 17 MPG
MAXIMUM RANGE 272 miles
Hummer H3T 4WD
Acura RL 2010 Hyundai Elantra
Honda Insight
2011 Nissan Pathfinder
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 15 MPG
MAXIMUM RANGE 316 miles
2011 Mazda Tribute FWD FFV
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 16 MPG
MAXIMUM RANGE 280 miles
2011 Toyota Prius
FUEL Hybrid VehicleGasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 48 MPG
MAXIMUM RANGE 571 miles
2011 Chevrolet Volt
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 4
COMBINED MPG 93 MPGe
MAXIMUM RANGE 33 miles electric, 240 total
Data: fueleconomy.gov
2011 Honda Fit
FUEL Gasoline
CLASS Small Station Wagon
NUMBER OF PASSENGERS 5
COMBINED MPG 30 MPG
MAXIMUM RANGE 318 miles
2011 Cadillac Escalade Hybrid 4WD
FUEL Hybrid VehicleGasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 21MPG
MAXIMUM RANGE 546 miles
2011 Chrysler 200
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 22 MPG
MAXIMUM RANGE 372 miles
2011 Nissan Leaf
FUEL Electric VehicleElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 4
COMBINED MPG 112 MPGe
MAXIMUM RANGE 52 miles
2012 Ferrari 458 Italia Spider
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 14 MPG
MAXIMUM RANGE 318 miles
2012 Buick Enclave FWD
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 19 MPG
MAXIMUM RANGE 418 miles
2012 Chevrolet Malibu
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 17 MPG
MAXIMUM RANGE 272 miles
2012 Mitsubishi i-MiEV
FUEL Electric VehicleElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 5
COMBINED MPG 112 MPGe
MAXIMUM RANGE 52 miles
Data: fueleconomy.gov
2012 Ford Edge FWD
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 24 MPG
MAXIMUM RANGE 432 miles
2012 Volkswagen Golf
FUEL Diesel
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 32 MPG
MAXIMUM RANGE 464 miles
2012 BMW Active Hybrid 7
FUEL Hybrid VehicleGasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 20 MPG
MAXIMUM RANGE 434 miles
2012 Fisker Karma
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 4
COMBINED MPG 54 MPGe
MAXIMUM RANGE 33 miles electric, 240 total
2013 Ford Focus Electric
FUEL Electric VehicleElectricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 105 MPGe
MAXIMUM RANGE 76 miles
2013 GMC Acadia FWD
FUEL Gasoline
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 19 MPG
MAXIMUM RANGE 418 miles
2013 Dodge Charger
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 17 MPG
MAXIMUM RANGE 325 miles
2013 Honda Accord Plug-in Hybrid
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 115 MPGe
MAXIMUM RANGE 13 miles electric, 570 total
Data: fueleconomy.gov
2013 Toyota RAV4
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 26 MPG
MAXIMUM RANGE 413 miles
2013 Chevrolet Sonic
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 32 MPG
MAXIMUM RANGE 390 miles
2013 Honda Civic Natural Gas
FUEL Compressed Natural Gas Vehicle
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 31 MPGe
MAXIMUM RANGE 193 miles
2013 Mercedes-Benz S400 Hybrid
FUEL Hybrid VehicleGasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 21 MPG
MAXIMUM RANGE 500 miles
2014 McLaren Spider
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 18 MPG
MAXIMUM RANGE 250 miles
FUEL Diesel
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 6
COMBINED MPG 22 MPG
MAXIMUM RANGE 572 miles
FUEL Hybrid VehicleGasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 40 MPG
MAXIMUM RANGE 680 miles
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 4
COMBINED MPG 82 MPGe
MAXIMUM RANGE 37 miles electric, 340 total
Data: fueleconomy.gov
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 27 MPG
MAXIMUM RANGE 429 miles
FUEL Gasoline
CLASS Small Station Wagon
NUMBER OF PASSENGERS 5
COMBINED MPG 26 MPG
MAXIMUM RANGE 369 miles
FUEL Hybrid VehicleGasoline CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 29 MPG
MAXIMUM RANGE 458 miles
FUEL Electric VehicleElectricity
CLASS Small Station Wagon
NUMBER OF PASSENGERS 4
COMBINED MPG 118 MPGe
MAXIMUM RANGE 82 miles
2015 Dodge Viper SRT
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 15 MPG
MAXIMUM RANGE 240 miles
2015 Audi A3
FUEL Diesel
CLASS Subcompact
NUMBER OF PASSENGERS 5
COMBINED MPG 35 MPG
MAXIMUM RANGE 462 miles
2015 Chrysler Town & Country
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Minivan
NUMBER OF PASSENGERS 7
COMBINED MPG 14 MPG
MAXIMUM RANGE 280 miles
2015 Toyota Prius Plug-in Hybrid
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 95 MPGe
MAXIMUM RANGE 11 miles electric, 540 total
Data: fueleconomy.gov
2015 Lincoln MKS FWD
FUEL Gasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 22 MPG
MAXIMUM RANGE 418 miles
2015 Ford Taurus AWD
FUEL Gasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 21 MPG
MAXIMUM RANGE 399 miles
2015 Kia Optima Hybrid
FUEL Hybrid VehicleGasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 37 MPG
MAXIMUM RANGE 636 miles
2015 Fiat 500e
FUEL Electric VehicleElectricity
CLASS Minicompact
NUMBER OF PASSENGERS 4
COMBINED MPG 116 MPGe
MAXIMUM RANGE 87 miles
2016 Aston Martin Vanquish
FUEL Premium Gasoline
CLASS Minicompact
NUMBER OF PASSENGERS 2
COMBINED MPG 16 MPG
MAXIMUM RANGE 328 miles
2016 Ford Mustang
FUEL Gasoline
CLASS Subcompact
NUMBER OF PASSENGERS 5
COMBINED MPG 19 MPG
MAXIMUM RANGE 304 miles
2016 BMW 330e
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 72 MPGe
MAXIMUM RANGE 14 miles electric, 350 total
FUEL Diesel
CLASS Small Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 25 MPG
MAXIMUM RANGE 525 miles
2016 Honda CR-Z
FUEL Hybrid VehicleGasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 36 MPG
MAXIMUM RANGE 382 miles
2016 Chevrolet Spark EV 2016 Chevrolet Colorado 2WD
FUEL Electric VehicleElectricity
CLASS Subcompact
NUMBER OF PASSENGERS 4
COMBINED MPG 119 MPGe
MAXIMUM RANGE 82 miles
Data: fueleconomy.gov
FUEL Bi-Fuel VehicleGasoline-Natural Gas
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 19 MPGe
MAXIMUM RANGE 350 miles
2016 Chevrolet Impala Bi-Fuel (CNG) 2016 Volkswagen e-Golf
FUEL Electric VehicleElectricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 116 MPGe
MAXIMUM RANGE 83 miles
FUEL Premium Gasoline
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 15 MPG
MAXIMUM RANGE 369 miles
FUEL Diesel
CLASS Small Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 25 MPG
MAXIMUM RANGE 525 miles
2017 GMC Canyon 2WD 2017 Buick Encore
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 30 MPG
MAXIMUM RANGE 420 miles
Chevy Bolt EV 2017 Lamborghini
FUEL Electric VehicleElectricity
CLASS Small Station Wagon
NUMBER OF PASSENGERS 5
COMBINED MPG 119 MPGe
MAXIMUM RANGE 238 miles
Data: fueleconomy.gov
Aventador Coupe
FUEL Premium Gasoline
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 13 MPG
MAXIMUM RANGE 309 miles
2017 Nissan Altima
FUEL Gasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 26 MPG
MAXIMUM RANGE 468 miles
2017 Chevrolet Suburban K1500 4WD
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 8
COMBINED MPG 12 MPG
MAXIMUM RANGE 372 miles
Tesla Model S AWD – 90D
FUEL Electric VehicleElectricity
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 104 MPGe
MAXIMUM RANGE 294 miles
2018 Cadillac Escalade 4WD
FUEL Premium Gasoline
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 17 MPG
MAXIMUM RANGE 442 miles
2018 MINI Cooper Convertible
FUEL Premium Gasoline
CLASS Minicompact
NUMBER OF PASSENGERS 4
COMBINED MPG 30 MPG
MAXIMUM RANGE 348 miles
2018 Mercedes-Benz GLC350e 4matic
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 56 MPGe
MAXIMUM RANGE 10 miles electric, 350 total
2018
Honda
Clarity EV
FUEL Electric VehicleElectricity
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 114 MPGe
MAXIMUM RANGE 89 miles
Data: fueleconomy.gov
2018 Jaguar XF AWD
FUEL Diesel CLASS Midsize
NUMBER OF PASSENGERS 2
COMBINED MPG 34 MPG
MAXIMUM RANGE 592 miles
2018 Jeep Cherokee 4WD
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 17 MPG
MAXIMUM RANGE 269 miles
2018 Ford Fusion Hybrid FWD
FUEL Hybrid VehicleGasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 42 MPG
MAXIMUM RANGE 588 miles
2018 smart fortwo Electric Drive Convertible
FUEL Electric VehicleElectricity
CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 102 MPGe
MAXIMUM RANGE 57 miles
2019 Ram 1500 4WD
FUEL MIdgrade Gasoline
CLASS Standard Pick Up Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 17 MPG
MAXIMUM RANGE 391 miles
2019 Land Rover Range Rover Sport
FUEL Diesel CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 24 MPG
MAXIMUM RANGE 545 miles
2019 Chevrolet Cruze
FUEL Diesel
CLASS Compact
NUMBER OF PASSENGERS 4
COMBINED MPG 37 MPG
MAXIMUM RANGE 500 miles
2019 Volkswagen Beetle
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 29 MPG
MAXIMUM RANGE 420 miles
2019 Ford Explorer 2WD FFV
FUEL Flexible-Fuel Vehicle-Ethanol (E85)
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 15 MPG
MAXIMUM RANGE 279 miles
2019 Chevrolet Volt
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Compact
NUMBER OF PASSENGERS 4
COMBINED MPG 106 MPGe
MAXIMUM RANGE 53 miles electric, 420 total
Data: fueleconomy.gov
2019 Hyundai Sonata Hybrid
FUEL Gasoline
CLASS Midsize
NUMBER OF PASSENGERS 8
COMBINED MPG 41 MPG
MAXIMUM RANGE 652 miles
2019 Tesla Model 3 Standard Range
FUEL Electric VehicleElectricity CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 131 MPGe
MAXIMUM RANGE 220 miles
2020 Toyota Sequoia 4WD
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 14 MPG
MAXIMUM RANGE 370 miles
2020 Chevrolet Silverado 2WD
FUEL Diesel
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 6
COMBINED MPG 27 MPG
MAXIMUM RANGE 648 miles
2020 Chevrolet Tahoe C1500
FUEL Flexible-FuelEthanol (E85)
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 13 MPG
MAXIMUM RANGE 338 miles
2020 Chevrolet Impala
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 16 MPG
MAXIMUM RANGE 296 miles
Data: fueleconomy.gov
2020 Ford F150 Pickup 2WD
FUEL Diesel
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 2
COMBINED MPG 24 MPG
MAXIMUM RANGE 624 miles
2020 Toyota Camry
FUEL Gasoline
CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 26 MPG
MAXIMUM RANGE 411 miles
2020 Chrysler Pacifica Hybrid
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Minivan
NUMBER OF PASSENGERS 8
COMBINED MPG 82 MPGe
MAXIMUM RANGE 32 miles electric, 520 miles total
2020 Hyundai Ioniq Blue
FUEL Hybrid VehicleGasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 58 MPG
MAXIMUM RANGE 690 miles
2021 Chrysler Pacifica AWD
FUEL Gasoline
CLASS Minivan
NUMBER OF PASSENGERS 7
COMBINED MPG 20 MPG
MAXIMUM RANGE 380 miles
2021 GMC Sierra 2WD
FUEL Diesel
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 6
COMBINED MPG 26 MPG
MAXIMUM RANGE 624 miles
2021 Toyota Highlander Hybrid AWD
FUEL Hybrid VehicleGasoline
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 35 MPG
MAXIMUM RANGE 598 miles
2021 Hyundai Kona Electric
FUEL Electric VehicleElectricity
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 120 MPGe
MAXIMUM RANGE 258 miles
Data: fueleconomy.gov
2021 Kia Telluride FWD
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 23 MPG
MAXIMUM RANGE 432 miles
2021 Ford F150 FFV
FUEL Flexible-Fuel Vehicle – Ethanol (E85)
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 14 MPG
MAXIMUM RANGE 322 miles
2021 Toyota Prius Eco
FUEL Hybrid VehicleGasoline
CLASS Midsize
NUMBER OF PASSENGERS 8
COMBINED MPG 56 MPG
MAXIMUM RANGE 633 miles
2021 Nissan Leaf
FUEL Electric VehicleElectricity CLASS Midsize
NUMBER OF PASSENGERS 5
COMBINED MPG 108 MPGe
MAXIMUM RANGE 226 miles
2022
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 14 MPG
MAXIMUM RANGE 301 miles
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 39 MPG
MAXIMUM RANGE 359 miles
FUEL Hybrid VehicleGasoline
CLASS Small Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 37 MPG
MAXIMUM RANGE 511 miles
FUEL Fuel Cell VehicleHydrogen
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 74 MPGe
MAXIMUM RANGE 330 miles
Data: fueleconomy.gov
2022
FUEL Premium Gasoline
CLASS Standard Sport Utility Vehicle
NUMBER OF PASSENGERS 9
COMBINED MPG 22 MPG
MAXIMUM RANGE 528 miles
2022
FUEL Fuel Cell VehicleHydrogen
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 61 MPGe
MAXIMUM RANGE 380 miles
2022 MINI Cooper SE Countryman All4
FUEL Plug-In Hybrid Vehicle-GasolineElectricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 73 MPGe
MAXIMUM RANGE 18 miles electric, 300 miles total
2022
FUEL Electric VehicleElectricity
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 5 COMBINED MPG 70 MPGe
MAXIMUM RANGE 314 miles
Jeep Wrangler 4WD
2022 Mitsubishi Mirage
2022 Ford Maverick HEV FWD
2022 Toyota Mirai LE
GMC Yukon 4WD
Hyundai Nexo Blue
Rivian R1T
FUEL Gasoline
CLASS Standard Pickup Truck
NUMBER OF PASSENGERS 5
COMBINED MPG 18 MPG
MAXIMUM RANGE 408 miles
FUEL Gasoline
CLASS Small Sport Utility Vehicle
NUMBER OF PASSENGERS 5 COMBINED MPG 32 MPG
RANGE 397 miles
FUEL Gasoline
CLASS Minivan
NUMBER OF PASSENGERS 7
COMBINED MPG 20 MPG
MAXIMUM RANGE 380 miles
FUEL Hybrid VehicleGasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 37 MPG
MAXIMUM RANGE 518 miles
Data: fueleconomy.gov
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 22 MPG
MAXIMUM RANGE 506 miles
FUEL Premium Gasoline
CLASS Small Station Wagon
NUMBER OF PASSENGERS 5 COMBINED MPG 26 MPG
RANGE 413 miles
FUEL Flexible-Fuel Vehicle Ethanol 85 (E85)
CLASS Sports Car
NUMBER OF PASSENGERS 5
COMBINED MPG 9 MPG
MAXIMUM RANGE 166 miles
FUEL Electric VehicleElectricity
CLASS Minicompact
NUMBER OF PASSENGERS 4
COMBINED MPG 110 MPGe
MAXIMUM RANGE 114 miles
2024 Chevrolet Corvette
FUEL Premium Gasoline CLASS Two Seater
NUMBER OF PASSENGERS 2
COMBINED MPG 19 MPG
MAXIMUM RANGE 352 miles
2024 Jeep Compass 4WD
FUEL Gasoline CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 5
COMBINED MPG 27 MPG
MAXIMUM RANGE 364 miles
2024 Ford Explorer AWD Turbo
FUEL Gasoline
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 6
COMBINED MPG 20 MPG
MAXIMUM RANGE 404 miles
2024 BMW 330e xDrive
FUEL Plug-in Hybrid VehicleGasoline-Electricity
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 68 MPGe
MAXIMUM RANGE 20 miles electric, 300 miles total
2024 Hyundai Elantra
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 36 MPG
MAXIMUM RANGE 446 miles
2024 Honda Accord Hybrid
FUEL Hybrid VehicleGasoline
CLASS Large
NUMBER OF PASSENGERS 5
COMBINED MPG 48 MPG
MAXIMUM RANGE 614 miles
2024 Mazda 3 5-Door 4WD
FUEL Gasoline
CLASS Compact
NUMBER OF PASSENGERS 5
COMBINED MPG 29 MPG
MAXIMUM RANGE 368 miles
Data: fueleconomy.gov
2024 Rivian R1S Dual Max
FUEL Electric VehicleElectricity
CLASS Sport Utility Vehicle
NUMBER OF PASSENGERS 7
COMBINED MPG 82 MPGe
MAXIMUM RANGE 400 miles
Activity 13: Family Road Trip
Objective
Students will be able to compare and contrast the fuel economies of vehicles.
Make copies of the Family Road Trip worksheets as needed.
Procedure
1. Pass out the Family Road Trip worksheets. Introduce students to the www.fueleconomy.gov website. Review equations and model how to calculate them as needed. Complete the activity.
2. Discuss the conclusion questions.
3. Have students share their vehicle comparisons. Why do some vehicles have better fuel economy than others? Does a family taking a road trip care about fuel economy? Why or why not?
4. Reinforce that every fuel source has advantages and disadvantages to its use. If you want to use an alternative fuel for your road trip, is it actually possible? For example, a hydrogen vehicle can’t take a route through the Midwest as there are not any public hydrogen fueling stations there.
Activity 14: An Amazin' Delivery
& Background
It’s likely students have experienced a cardboard box delivered to their front door. Today, most last-mile delivery vehicles use gasoline to power an internal combustion engine to make the van move. Combustion of diesel fuel produces carbon dioxide (CO₂), nitrogen oxide, sulfur dioxide, ozone, and particulate matter (soot). From a climate science perspective, one of the most important emissions is CO2, as it enhances the greenhouse effect, causing climate change. The other emissions are harmful for the environment as well, contributing to smog, ground-level ozone production, and the formation of acid rain.
This activity aims to help students understand how improved technologies offer an alternative to traditional gasoline-powered delivery vehicles. This most current technology includes vehicles that use electricity to charge a battery, with no other fuel source. In the automotive industry this technology is known as an Electric Vehicle, or simply an EV. One benefit of this technology is an EV does not produce any tailpipe emissions.
Within the commercial sector of the economy, demand for electric delivery vans is growing. Some demand is due to auto manufacturing regulations. For example, California requires commercial truck manufacturers to increase the number of zero-emission vehicles they sell. However, much of the demand is due to the continued growth of e-commerce, which really boomed during the Coronavirus Pandemic. Delivery companies want to save money by using more fuel-efficient vehicles for their expanding last-mile delivery routes. Another source of demand comes from companies, such as Amazon and FedEx, who have pledged to be carbon-neutral by 2040 or sooner. One carbon emission elimination strategy is to have an all-electric fleet.
It makes a lot of sense to electrify last-mile delivery vehicles. Current battery technology provides enough range for their short routes, with ample charging time overnight as fleet vehicles sit idle. Also, typical delivery trucks are less efficient and produce more emissions than individual passenger cars. Each conventional commercial truck or van replaced with an EV has a greater environmental impact.
While there is much demand for electric delivery vehicles, there is currently a short supply. Many auto manufacturers are developing EV technologies worldwide, and some already have vehicles out on the roads being tested and used. When you place an order online it may be an electric delivery van pulling up to your door.
Objectives
Students will be able to describe the environmental impact of tailpipe CO2 emissions from vehicles.
Students will be able to describe a benefit of using EVs.
Materials
1 Pair of dice per student or small group
An Amazin' Delivery student worksheet, Student Guide page 59
2 Preparation
Copy the student worksheet for each student.
Gather materials for student use.
Procedure
1. Introduce the activity. Explain that students will be comparing the carbon emissions of conventionally-fueled delivery vehicles to battery or electric-powered delivery vehicles.
2. Say, “You work for the Amazin’ Company as a delivery driver on a last-mile route. This means most of your deliveries occur around town, in neighborhoods and delivering to small businesses. After seeing a science fair presentation about carbon emissions, you wonder if your delivery van is impacting the environment. The fleet manager is helping you collect some data. Today, all the Amazin’ Company drivers will keep a log of their delivery routes.”
3. Direct students to choose the delivery van each would like to drive and write it on the line under the boxes on the student worksheet.
4. Explain to students that each line represents one delivery on their routes, and that each box represents one mile driven for each delivery. For example, if delivery #2 is seven miles, it is represented by seven boxes.
5. Students are to roll two dice and add the numbers. If a 2 and a 3 are rolled, the total is five. That is the number of miles for their first delivery. Students should shade or mark x’s in the first five boxes for Delivery #1.
6. Students will repeat step #5 for the rest of the deliveries, 2-10, to complete the route.
7. When students have completed their delivery routes and all lines have shaded or marked boxes, students should total the number of miles driven. Younger students can just count the total number of boxes, while older students can add the individual number of miles together for the total. Record this number on the line that says “Total miles driven.”
8. Say, “Your fleet manager wants to know how many miles you drove, and how many grams of carbon dioxide are emitted.” As needed, demonstrate how to complete this calculation.
a. Using the information in the boxes at the top of the worksheet, students should see how many grams of carbon dioxide are emitted per mile for the delivery vehicle they selected.
b. To calculate the mass of CO2 emitted by their delivery routes, students should multiply the total number of miles driven by the number of grams of CO2 emitted per mile. This will provide the total grams of CO2 emitted by their delivery vehicles on their individual routes.
9. Choose one or more of the following questions, or develop your own, to discuss students’ findings:
a. What are tailpipe emissions? Why are they important?
b. What does last-mile delivery mean? Why is this important to logistics and delivery companies?
c. What is a fleet manager and what do they do? Why would a fleet manager want to know how many miles is driven on each delivery?
d. Who would make a good fleet manager? Why?
10. Say, “The next day when you report to work, your fleet manager has some electric-powered delivery vans to drive. You will need to keep a data sheet of your route deliveries just as you did before.”
11. Direct students to the information about the delivery vans in the middle of the student worksheet. Instruct students to select one and write its name on the line.
12. Allow students time to complete the data sheet again, rolling dice, adding the numbers, and marking boxes as described in step 5.You may have them use the same route from step 5 for comparison.
13. Direct students to complete calculations independently or lead students through the calculation of total grams of CO2emitted by their vehicles.
14. Ask students to look at the mile ranges for the vehicles listed on the page under “Electric-Powered Delivery Vans”.
15. Say, “A vehicle’s range is how far it can travel before it needs more fuel. When driving a gasoline or diesel-powered vehicle, the driver just goes to the nearest fueling station and pays for more fuel for the vehicle before continuing on their way. But when the vehicle is electric-powered, it must be plugged into an appropriately wired charging station and allowed to recharge. This can take 30 minutes or up to several hours to complete.”
16. Ask which students’ routes exceeded their delivery route distances. There may be none, depending on how students rolled their respective dice, but several probably came close.
17. Ask students what might happen if their electric delivery van ran out of power in the middle of a route.
18. Ask students to use a scrap piece of paper and list some pros and cons for using electric-powered delivery vehicles. As a class, make a combined list where everyone can see it.
19. Ask students if electric delivery vans are the best choice for the AMAZIN’ Company. Have each student support their answer with facts from their combined pros and cons list. Alternatively, you may want to ask students to write an opinion editorial, using facts from the list to support their position.
20. Ask students, “Which is better for the environment, gasoline or diesel-powered delivery vehicles, or electric-powered delivery vehicles? Why?” Allow students time to discuss as a group. Reinforce the norms of group discussions with differing opinions if necessary.
Extension
Draw and plot a graph of your first ten deliveries. How do the number of miles driven and amount of carbon dioxide emissions correlate?
Activity 15: Graphing Carbon Dioxide Emissions
Objectives
Students will be able to construct a graph using data.
Students will be able to analyze data on a graph.
Students will be able to use data as evidence to make an argument.
Make copies of the Graphing Carbon Dioxide Emissions worksheets for each student.
Procedure
1. Read and discuss the student informational text covering carbon dioxide emissions and climate change in the Student Guide.
2. Assist students in creating the three graphs, answering the conclusion questions, and final writing prompt.
Alternative Procedure
1. Read and discuss the student informational text covering carbon dioxide emissions and climate change in the Student Guide.
2. Assign students to small groups. Give each group one set of data to plot on a graph. Post the graphs around the room.
3. Put the conclusion questions onto one sheet of paper in a random order. Make copies. To answer the questions, students will analyze the data on each of the graphs around the room.
4. Assign the final writing prompt.
Activity 16: Save Our World Poster
Objectives
Students will be able to research information using the internet and mass media.
Students will be able to synthesize information from the unit.
Materials
Computers with internet access
Poster paper
Art supplies
Procedure
1. Assign student pairs to find a written article, web page, or video about Swedish activist Greta Thunberg or another young person making a difference in their community through environmental stewardship actions. Have groups share something they learned about the activist, or a movement inspired by her work. Discuss how one young person can make a difference in our world.
2. Next, have a brainstorming session. After learning about types of transportation, different fuels and technologies, and the benefits and consequences of using them, students are ready to educate the drivers in their lives. What messages do they care about the most? Carbon dioxide emissions? Carpooling? Offering a ride your bike to school day? Encouraging the school district to purchase a biodiesel or propane powered school bus? Capture the suggestions as students brainstorm.
3. Pass out poster paper. Let each student choose a transportation issue that is important to them and create a poster that will educate members of the community.
4. Finally, ask students how they want to share their posters, and positive messages, with your community. Maybe you can display posters at the local library, or at a local business. Maybe you can take pictures of the posters and include them with the school’s parent and teacher association newsletter or email blast, or post on the school’s website.
Activity 17: Balloon Rocket Challenge
Objectives
Students will be able to use the engineering and design process to create a balloon rocket and improve their design after testing.
Students will be able to explain how a balloon transforms energy into motion.
Students will be able to relate a balloon to a real-world rocket.
Materials
Balloons of various sizes
String, fishing line, or twine
Tape
Scissors
Straws of various diameters and composition
2 Preparation
Timer or watch
Meter stick or tape measure
Safety glasses
Other found supplies or craft materials as needed (optional)
Forms of Energy masters, pages 58-59
Prepare copies of the Forms of Energy masters to project for the class.
Research and find a video of a rocket or space craft taking off from the ground to show to students as an interest grabber.
Gather materials needed for the challenge. Incorporate as much “choice” in supplies as you are comfortable with to give students adequate variables to experiment with in their design and execution.
Create your own balloon rocket and test its ability to glide or “take off” and travel on a string to better help students through the engineering challenge.
Create a “launch pad” area where students will test their rockets. This may entail creating a starting line to “blast off” from, or affixing one end of a string to an object like the board, a chair, or a wall for easy testing. You may also choose to allow students to hold both ends of their string instead.
Decide if you wish for students to complete any deliverables such as design sketches, summaries of their procedure, or data collection.
Decide on any parameters you wish to assign to the challenge such as: "rocket must travel _____ centimeters", "rocket must have a mass of _____ grams", etc.
Procedure
1. Show students a video of a rocket blasting off from the ground. Project the Forms of Energy masters. Review the forms of energy. Replay the video clip and ask the students what forms of energy they observed in the rocket.
2. Ask the class to map out the energy transformation that occurs.
3. Explain that rockets and space craft can be modes of transportation, carrying researchers, supplies, and equipment into the atmosphere and even into space. Explain that the explosion they see from a rocket is the combustion of rocket fuel. Space craft and rockets use fuels like kerosene, oxygen, and hydrogen to blast off.
4. Split students into groups if necessary.
5. Explain that students are going to build their own rockets using balloons and straws. Provide the challenge parameters, showcase the supplies, and explain the testing procedure. Provide students time to design, construct, experiment, and redesign. If necessary, give students an idea of how to attach their rockets to the string by threading the string through a straw.
6. Hold a race or distance challenge with the class to see which “rocket” does best. Ask the class to discuss and showcase their final models. As a group talk about the things about each design and launch that worked well and what did not. Ask the class to relate their results to the forms of energy and energy transformation of their rocket.
Extensions
Connect the activity to Newton’s Laws of motion and showcase action and reaction forces.
Have students name their rockets, create a poster or digital advertisement for their rocket, and create rocket launch videos similar to those of NASA or SpaceX.
Forms of Energy
Energy can be stored. Stored energy is called potential energy.
Gravitational Potential Energy Elastic Energy
the energy of place or position the energy stored in compressed or stretched objects
POTENTIAL ENERGY
Chemical Energy Nuclear Energy
the energy stored in the bonds between molecules the energy stored in the nucleus of an atom - the energy that holds the nucleus together
Forms of Energy
Energy can be in motion. Motion energy is called kinetic energy.
Radiant Energy electromagnetic energy that travels in transverse waves
Electrical Energy the movement of electrons
Activity 18: Rubber Band Racer Challenge
NEED extends a huge thank you to Mike ‘The Maker’ Rigsby, of Florida for this activity’s inspiration. For more information on rubber band cars, check out his book, Amazing Rubber Band Cars.
View a video of his car model here: https://youtu.be/4sW43lE30s8
Objectives
Students will be able to use the engineering and design process to design, build, test and re-test a cardboard car that moves powered by rubber bands.
Students will be able to explain how a rubber band car transforms energy.
Students will be able to relate a rubber band car to a real-world car.
Materials
Cardboard boxes
Rubber bands of various sizes
Round pencils
Tape
Scissors
Rulers
Meter sticks or tape measures
Art supplies
Calculators
Glue or hot glue guns
Timers or stopwatches
Safety glasses
Books (optional)
Foam board (optional)
Compass or circle templates (optional)
Cardboard safety cutters (optional)
Forms of Energy masters, pages 58-59
Rubber Band Racer worksheet, Student Guide pages 66-68
2 Preparation
Gather materials needed for the challenge. Incorporate as much “choice” in supplies as you are comfortable with that will allow students adequate variables with which to experiment in their design and execution.
Pre-assemble a racer following the specified instructions. Decide if you will need students to deviate from the instructions based on your supplies, or if you plan to have students work to design some portion of the car entirely on their own. Identify any challenge parameters or competitions you wish to include.
The box car construction instructions involve cutting a box in half lengthwise (down the seam). You may wish to do this in advance for your classes to allow for safer cutting. One box can make enough for two groups.
Set up the ramp and flat surface testing areas. The ramp should be a flat, smooth surface and should have a meter stick or tape measure extending out from the end for students to measure distance. The rubber band testing area should have meter sticks as barriers for easy measurement and containment of the cars.
Set up construction stations with supplies for each group and items that will be shared among students/groups.
Make copies of the worksheet as needed.
Prepare copies of the masters to project.
Procedure
1. Introduce the challenge to students, explaining that they have been hired to design a new, hybrid vehicle that operates on energy transformations from gravity (a ramp) and elastic energy (a rubber band). Demonstrate your car. Project the masters and review the forms of energy. Identify the energy transformation of your car together as a class.
2. Preview the challenge tests (ramp and flat surfaces), using your model to help give students something to achieve or work towards.
3. Describe the amount of time students will have to complete the challenges and separate students into groups as needed.
4. Allow time for students to work on part 1, building their car.
5. Help students to test their models on the ramp and remind students the proper procedure for recording the time of each trial or roll. Direct students to record their distances on their worksheets in part 2.
6. Direct students to begin modifying their vehicles to complete part 3 with the rubber band.
7. Assist students who need help winding their rubber bands or modifying the cars to move with the rubber bands. Stage races or allow students to test their models against other cars to see which car converts elastic potential energy to motion best, (traveling the furthest distance). Direct students to record their distances on their worksheets in part 4.
8. Have students complete their calculations on the worksheet.
9. If you are not incorporating any of the extensions below, hold a class discussion comparing models, results, and strategies. Make sure the class is able to describe how energy is transformed in their vehicles during the challenge.
Extensions
Encourage students to decorate their models and hold a “car show.”
Have students create a brochure or commercial advertising their car, its features, and how it converts energy.
Have students add an extra layer, incorporating efficiency and conservation by making their truck into an ice cream truck that must be insulated after testing how it rolls and moves. Encourage students to create a roof for their truck and insulate the insides using materials (bubble wrap, fabrics, paper, etc.) that will keep ice cream or ice cold for the longest.
Evaluations and Assessment
There are a variety of assessment opportunities built into the activities within this guide.
Evaluate student work using the Rubrics for Assessment on page 11.
Download an additional activity from NEED’s transportation suite such as Transportation Fuels Live! or Transportation Fuels Debate to further assess student learning in a fun way. These activities can be downloaded at www.NEED.org/shop.
Evaluate the unit with the class using the Evaluation Form found on page 63 and return it to NEED.
Youth AWards Program for Energy Achievement
NEED’s annual Youth Awards Program for Energy Achievement rewards students for their e orts in energy outreach and student leadership.
The Youth Awards Program is great for all schools—new to energy education, or veteran. Projects and outreach completed for the program provide opportunity for enrichment and engagement, as well as an opportunity for your students, classroom, and school to shine. Youth Awards projects can be completed by afterschool/out-of-school time programs, community groups, and even families!
What’s involved?
Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.
Check out:
For more information and project submission details, we invite you to visit https://youthawards.need.org. Be sure to explore the site to view past winning projects and garner inspiration!
Youth Energy Conference & Awards
The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).
The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.
For More Info: www.need.org/youthenergyconference
Transportation Exploration Evaluation Form
1. Did you conduct the entire unit?
2. Were the instructions clear and easy to follow?
3. Did the activities meet your academic objectives?
4. Were the activities age appropriate?
5. Were the allotted times sufficient to conduct the activities?
6. Were the activities easy to use?
Yes
Yes
Yes
Yes
Yes
Yes
7. Was the preparation required acceptable for the activities? Yes
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you teach this unit again?
Yes
Yes
Yes
No
No
No
No
No
No
No
No
No
No Please explain any ‘no’ statement below
How would you rate the unit
How would your students rate the unit overall?
What would make the unit more useful to you?
Other Comments:
AES
AES Clean Energy Development
American Electric Power Foundation
Appalachian Voices
Arizona Sustainability Alliance
Atlantic City Electric
Avangrid
Baltimore Gas & Electric
Berkshire Gas - Avangrid
BP America Inc
Bob Moran Charitable Giving Fund
Cape Light Compact–Massachusett
Celanese Foundation
Central Alabama Electric Cooperative
CITGO
The City of Cuyahoga Falls
Clean Virginia
CLEAResult
ComEd
Con uence
ConocoPhillips
Constellation
Delmarva Power
Department of Education and Early Childhood
Development - Government of New Brunswick, Canada
Dominion Energy, Inc.
Dominion Energy Charitable Foundation
DonorsChoose
East Baton Rouge Parish Schools
East Kentucky Power Cooperative
EcoCentricNow
EDP Renewables
EduCon Educational Consulting
Elmo Foundation
Enel Green Power North America
EnergizeCT
ENGIE
Entergy
Equinix
Eversource
Exelon
Exelon Foundation
Foundation for Environmental Education
FPL
Generac
Georgia Power
Gerald Harrington, Geologist
Government of Thailand–Energy Ministry
Greater New Orleans STEM
GREEN Charter Schools
Green Power EMC
Guilford County Schools–North Carolina
Honeywell
National Sponsors and Partners
Illinois Clean Energy Community Foundation
Illinois International Brotherhood of Electrical
Workers Renewable Energy Fund
Independent Petroleum Association of New Mexico
Interstate Natural Gas Association of
America Foundation
Intuit
Iowa Governor’s STEM Advisory CouncilScale Up
Iowa Lakes Community College
Iowa State University
Iron Mountain Data Centers
Kansas Corporation Energy Commission
Kansas Energy Program – K-State Engineering
Extension
Katy Independent School District
Kentucky Environmental Education Council
Kentucky O ce of Energy Policy
Kentucky Power–An AEP Company
Liberty Utilities
Llano Land and Exploration
Louisiana State Energy O ce
Louisiana State University – Agricultural Center
LUMA
Marshall University
Mass Save
Mercedes Benz USA
Minneapolis Public Schools
Mississippi Development Authority–Energy Division
Motus Experiential
National Fuel
National Grid
National Hydropower Association
National Ocean Industries Association
National Renewable Energy Laboratory
NC Green Power
Nebraskans for Solar
NextEra Energy Resources
Nicor Gas
NCi – Northeast Construction
North Shore Gas
O shore Technology Conference
Ohio Energy Project
Oklahoma Gas and Electric Energy Corporation
Omaha Public Power District
Ormat
Paci c Gas and Electric Company
PECO
Peoples Gas
Pepco
Performance Services, Inc.
Permian Basin Petroleum Museum
Phillips 66
PowerSouth Energy Cooperative
PPG
Prince George’s County O ce of Human
Resource Management (MD)
Prince George’s County O ce of Sustainable Energy (MD)
Providence Public Schools
Public Service of Oklahoma - AEP
Quarto Publishing Group
The Rapha Foundation
Renewable Energy Alaska Project
Rhoades Energy
Rhode Island O ce of Energy Resources
Salal Foundation/Salal Credit Union
Salt River Project
Salt River Rural Electric Cooperative
Schneider Electric
C.T. Seaver Trust
Secure Solar Futures, LLC
Shell USA, Inc.
SMUD
Society of Petroleum Engineers
South Carolina Energy O ce
Southern Company Gas
Snohomish County PUD
SunTribe Solar
TXU Energy
United Way of Greater Philadelphia and Southern New Jersey
