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Planning a Weekend or Day Trip with Low Carbon Footprint using AI
Details
Activity Description
Preparation
- Check the websites you plan to use to ensure they are not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
- Try the Web sites and choose which you will have students use.
Program Areas
- ESL: English as a Second Language
- ABE: Adult Basic Education
Levels
- Intermediate
- High
- Intermediate High
- Advanced
Lesson Plan
Begin with a discussion about travel experiences. Tell about day or weekend excursions you have taken. Ask students questions about places they have visited in the local community and state: Where did they go? What did they see? What did they do? How did they plan the trip?"
Encourage students to share their favorite travel destinations and experiences. They can show photos from their phones’ camera rolls, if they have any.
Gauge students' familiarity with trip planning and carbon footprint concepts. Ask them what they think is the best way to travel in terms of environmental impact.
Introduce the concept of a carbon footprint: explain that it measures the total greenhouse gases emitted directly or indirectly by human activities, expressed in equivalent tons of carbon dioxide (CO2). Give examples: "Driving a car, flying in an airplane, and using electricity generated from fossil fuels all contribute to your carbon footprint." Ask students why it is important to reduce carbon footprints to combat climate change and preserve the environment.
Provide vocabulary related to trip planning (e.g., destination, itinerary, accommodation, B&B, amenities, reservation, fees, miles per gallon, economical, transportation) and carbon footprint (e.g., emissions, sustainability, offsetting).
As needed/desired and based on an assessment of student’s background knowledge and understanding of Co2 emissions and their effects, have students read the text on Carbon Footprint and answer the questions.
Optionally, have students watch the YouTube short, “Traveling Sustainably: How to Reduce Your Carbon Footprint on Your Next Trip” and list the tips. Ask students what is something from the video they hadn’t thought of. Have them brainstorm more ideas for traveling sustainably.
Show examples of sample trip itineraries using the AI trip planning tools or a Large Language Model or chatbot such as Chat GPT, Google Gemini, Perplexity, and so on. Discuss different modes of transportation (car, train, plane) and their environmental impact. Demonstrate how to use the tool selected for itineraries. If students use an LLM, demonstrate how to formulate prompts, such as the following: “Plan a one-day trip for a family of four to X destination. Include outdoor activities, sustainable travel options, and family fun.”
Show how to find the distance between home and destinations for car travel using a site like Google Maps.
Introduce the online tools and calculators for estimating carbon footprints associated with travel. Demonstrate how to use them and how changing the means of transportation and other factors results in changes in the level of carbon footprint.
Divide students into pairs or small groups. Allow students to share travel experiences with the conversation questions and to build their teams.
Assign each group a hypothetical trip destination and budget or allow students to choose a destination.
Instruct them to plan a detailed itinerary including transportation, accommodation, and activities, considering factors like cost, time, and environmental impact using any of the tools previously demonstrated.
Encourage students to research eco-friendly options and calculate the carbon footprint of their proposed trip using online calculators. Have the team document their work online or in a presentation program.
Have each group present their itinerary to the class, explaining their choices and justifying their decisions. Encourage peer feedback and discussion on the sustainability of each trip plan. Assess students' understanding of trip planning concepts and their ability to analyze environmental impact. Provide feedback to the teams on their work using a checklist, rubric, or other means.
Conclude the lesson by discussing ways to reduce carbon footprints while traveling, such as choosing direct flights, using public transportation, staying in eco-friendly accommodations, and participating in carbon offset programs. Assign homework for students to reflect on their own travel habits and identify opportunities to reduce their carbon footprints in future trips.
Documents
- Conversation Questions.docx - Conversation Questions - Travel, Trips, Excursions
- Carbon Footprint Reading.docx - Carbon Footprint Reading
Subjects
- Math
- Whole Number Skills
- Reading
- Critical Thinking/Decision Making
- Vocabulary
- Writing
- Paragraph Skills
Standards
- Reading Foundational Skills
- RF.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
- RF.3 - Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
- RF.4 - Read with sufficient accuracy and fluency to support comprehension. (Fluency)
- Reading
- CCR Anchor 1 - Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCR Anchor 4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- CCR Anchor 7 - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- CCR Anchor 10 - Read and comprehend complex literary and informational texts independently and proficiently.
- Writing
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCR Anchor 7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- CCR Anchor 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Speaking and Listening
- CCR Anchor 1 - Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- Language
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.