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A Unit Plan Format using the Backwards Design Model

Course

Geography

Level

Secondary 1

Name of unit

Metropolis

Units
Focus
Question

What is the impact of a

metropolis on
transportation?

Erin Hayes

Estimated
Time
Frame:
Number of
classes

6 classes / 75 minutes
ea.

Developed by

Enduring Understandings/End of unit goals:

Students should be able to answer the following questions:
Competency 1

What are the different types of transportation available to you in a

metropolis and why?

Competency 2

What are the different advantages and disadvantages associated

with private and public transport in a metropolis?
What choices can you make that will be more cost and time
effective?

SSC1: By the end of this unit students will be able to locate and describe the
characteristics of a metropolis, with a particular focus on Montreal. (Characteristics will
include the population, geographical location and features, spatial organization).
SSC2: In looking at the historical aspect of development of metropolises such as
Montreal students will understand the necessity of the types of transportation and
infrastructure networks studied. In looking at the organization of transportation
infrastructure, students should be able to indicate possible limitations on the
transportation infrastructure. In looking at all forms of transportation offered in a
metropolis such as Montreal, students should be able to identify the problems
associated with transportation in metropolises (e.g. pollution and traffic). Then, in
reflecting on the issues they should be able to consider their own decisions and the
decisions of others, and come up with viable alternatives (e.g. busses and metro) and
the advantages and disadvantages associated with each.

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Assessment OF Learning (Summative):
Getting Around in a Metropolis
Throughout the unit the students will have learned about the various forms of
transportation available to them in a metropolis. As a class we will have looked at the
advantages and disadvantages of each, and formative assessments throughout will
have given them the opportunity to weigh these numerically (through cost and time
spent) and through discussion. This activity requires the students to apply their learning.
All of the tasks that the summative assessment requires them to do are tasks that they
have done before on formative assessments at varying levels of difficulty. The
summative is a complex version of their formatives that integrates aspects from each,
and requires them to draw conclusions.
The summative assessment requires the students to choose a destination and
identify three different modes of transportation that they can use to get there. On the
activity sheet they will have to glue and label a map of their trip, which they will get from
Google Maps. They will then need to calculate costs and the time spent on each mode
of transport based on the values provided in the chart. Finally, the reflection sheet
requires them to synthesize what they have learned throughout the unit and reflect on
their hypothetical/real life, choices, and make recommendation to others.
In addition to this, the summative addresses the first two subject specific
competencies. It requires them identify the types of transportation available to them
(SSC 1). Secondly, it requires them to weigh the pros and cons of using different types
of transportation when getting around in a city. Lastly, the project requires them to
reflect on their own choices or that of those around them (SSC 2).

Task Goal

Role / Audience

Situation

Product/Performance
*Find rubric in separate
attachment*

Based on the outcomes of the task, combined with the theory

they have learned throughout the unit, they should be able to
draw informed conclusions about the advantages and
disadvantages of each choice they made, and adjust these
choices accordingly in future real-life situations.
In this activity the students play the role of both the character
and the audience. They are required to self-evaluate their
own transportation choices, and make recommendations to
others.
The situation requires them to choose a destination and,
using three different modes of transportation, hypothetically
get themselves from the school to their destination. They will
need to calculate time and cost, and weigh other pros and
cons of each mode of transportation that they chose.
They will be evaluated according to the rubric, mainly on their
ability to tie in all the knowledge acquired throughout the unit
in order to answer the Think Time questions. They will also
be evaluated on their ability to produce a clearly labeled map
and do the necessary calculations.

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Learning Plan:

Learning Activity One:

Introduction to
Metropolises

This learning activity addresses SSC 1 by answering the

following questions:
What are the main features of a territory?
How has human activity adapted or changed the landscape
of a territory?
The first learning activity will introduce the students to urban
areas. It will define Metropolis and describe what
constitutes a metropolis. To reach this definition the teacher
should first ask students what their own definition of a
metropolis is, this way he/she can gage their pre-existing
knowledge and understandings, and use that information to
propel the lesson forward. The teacher should then give
concrete examples of major cities, including both ones that
are close to them (Montreal) and others that are far away
(e.g. Cairo, Moscow, Tokyo).
It would be necessary to briefly touch upon the history of the
growth of metropolises, specifically what led to urbanization
and the continued expansion of urban life. From here the
teacher can move forward to link these patterns of urban
development to the current ways in which cities are
organized. This will allow the teacher to link this portion of
the lesson back to the beginning of the lesson (what
constitutes a metropolis) and talk about all of the major
components of a metropolis, one of which is transportation.

The majority of this activity and all of the following activities

should be discussion based and propelled forward by the
ideas of the students. The teacher will serve as a guide,
asking appropriate questions, and elaborating on the ideas of
the students but it is the students who will ultimately be the
producers of information. These discussion-based lessons
will serve as formative assessments since the teacher will be
able to tap into the students prior knowledge and
understandings.
This learning activity addresses SSC 1 by answering the
following questions:
How has human activity adapted to or changed the
landscape and why?
Why do particular modes of transportation exist in a
metropolis such as Montreal?
Learning Activity Two:
The
previous
lesson would have left off indicating that
Modes of Transportation
transportation is a major component of metropolises. For this
learning activity the teacher would want the students to come
up with as many modes of transportation as they can. (An
idea would be to have index cards and have each student
who comes up with one to write theirs on an index card and

Learning Activity
Three: Private vs.
Public Sphere

Learning Activity
Four: Private
Transportation

tack it to the board). They will likely come up with common

ones that they might use like cars, busses, bicycles, subway
etc. The teacher should ensure that they come up with every
mode of transportation available to them here in
Canada/Montreal. Some that they might not come up with
include: taxi, scooter, limousine, train, boats etc. To expand
their understanding of different modes of transportation the
teacher should then introduce modes of transportation
frequently used elsewhere globally. For example: walking,
camels, dogsleds, rickshaws, and gondolas.
This learning activity addresses SSC 1 by answering the
following questions:
What are the different types of transportation available to you
in a metropolis?
What are the different types of transportation available to
you in a metropolis and why?
Once the board is filled up with many of the different modes
of transportation (most importantly the ones they will need to
know about for their summative assessment) the teacher
should then introduce to them the idea of public vs. private
modes of transportation, and ask them to define what that
might mean. In giving them the real definitions, they should
then classify the cards on the board by reorganizing them
into the two categories to solidify their understanding. There
should be ongoing discussion happening during this to
repeat why one might go into a particular category and not
the other.
Examples to include in the private transportation category:
cars, bikes, limos, rollerblades, scooters and taxis.
Examples to include in the public transportation category:
Busses, metros, planes, and trains.
This learning activity addresses SSC 2 by answering the
following questions:
What are the different advantages and disadvantages
associated with private transport in a metropolis?
What choices can you make that will be more cost and
time effective?
After a short review as to what the definition of private
transportation is the class will then collectively determine
what the advantages and disadvantages of the different
types of private transport are. The teacher should guide the
students in the right direction, but allow them to ultimately
produce the information. Example of advantages should
include, but are not limited to: comfort, privacy, efficiency,
and convenience. Examples of disadvantages can vary
based on the type of private transportation, for example
green transportation (bikes, rollerblades, walking) can take
longer (con) but are better for the person and the
environment (exercise and no pollution), and are very cost

Learning Activity Five:

Public Transportation

efficient. When discussing things such as cars, taxis and

limos cons can include traffic/time (no access to bus or
carpooling lanes), expensive, and excessive contribution to
pollution.
This learning activity addresses SSC 2 by answering the
following questions:
What are the different advantages and disadvantages
associated with public transport in a metropolis?
What choices can you make that will be more cost and
time effective?
After a short review as to what the definition of public
transportation is the class will then collectively determine
what the advantages and disadvantages of the different
types of public transport are. The teacher should guide the
students in the right direction, but allow them to ultimately
produce the information. Example of advantages should
include, but are not limited to: better for the environment,
faster (access to reserved bus lanes/avoid traffic by using
train tracks etc.) Examples of disadvantages can include but
are not limited to: discomfort, lack of privacy, can be
expensive as well.

Assessment FOR Learning (Formative):

Learning Activity Six: Public Transportation Worksheet
This formative assessment follows the portion of learning that introduces the
students to the different types of transportation available in a metropolis, and
discussions that identified their advantages and disadvantages. This particular example
requires students to calculate the cost and time of taking both the bus and metro. The
worksheet provides them with a labeled map, and all relevant information in order for
them to complete the task. Different versions of the worksheet will exist, for example
they will have already completed a similar activity after having learned about private
modes of transportation available in a metropolis, so they are familiar with what is being
asked of them. The beauty of geography, as Schell, Roth and Mohan (2013) state, is
that we dont need to teach them these skills by using hypothetical problems but rather
real-world issues using real-world data that makes the learning process all the more
relevant to the student. This activity allows them to contextualize the advantages and
disadvantages that they learned about. In calculating the price and time of each mode
of transportation they will be able to quantify the advantages and disadvantages, all the
while keeping in mind the other qualitative pros and cons.
This formative assessment is a worksheet intended to see if they are able to
independently read and interpret the map, and complete the required calculations.
Based on the student independence level in completing this task the teacher will be
able to determine the students preparedness for the summative, and adjust future
instruction and activities accordingly. This assessment serves not only as a tool for the
teacher, but as a scaffolding tool towards their summative assessment, because as the
unit progresses the worksheets will become increasingly complex.

After completing this activity, the class will be expected to regroup and enter into
a discussion on the advantages and disadvantages of taking public transport, as
opposed to those that we came up with regarding the private sphere of transportation. It
is the hope that they will be the producers in this discussion, weighing the pros and
cons based on their observations. The teacher will substitute information where it is
missing, as it will be knowledge they will need to complete the summative assessment.
This formative assessment addresses SSC 1 by answering the following question:

What are the different types of transportation available to you in a metropolis?

It also addresses SSC 2 by answering the following questions:

What are the different advantages and disadvantages associated with private and public
transport in a metropolis?
What choices can you make that will be more cost and time effective?

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Readings that had an impact on this End of Unit Plan
A theme throughout this course is one that looks at Geography as an inquiry
based subject. When the learning is self-directed and student centered, where the
students are producing the information themselves, which is what the activities require
them to do, I believe that the levels of retention and comprehension will be much higher.
In this case instead of the teacher lecturing the students about the advantages and
disadvantages of different modes of transportation, the activities are designed in such a
way that the students will be able to come to these conclusions themselves. When
done well, inquiry methods could improve students thinking skills, foster higher interest
and more involvement as students directed more of their own learning, intensify the
retention of ideas, and improve students self-concepts about their abilities to think
(Chapin, 2011). As is outlined by Chapin (2011), the activities I chose to develop more
or less follow Deweys steps for problem solving. The teacher defines a problem (in this
case it is getting around in a metropolis), the students then have to suggest solutions
(modes of transportation) gather data (time and cost calculations) and come to a
conclusion. Chapin (2011) says that in breaking the task of thinking down into four steps
such as these, we provide the students with a strategy to approach similar problems in
the future.
Schell, Roth and Mohan (2013) argue that learning geography should be
actively hands-on when possible, providing students with an opportunity to engage with
the tools of geography such as maps. I chose to use Google Maps as a tool for the
assignment as well because it is incredibly practical for them to familiarize themselves
with it, and it also makes the learning process more relevant and dynamic with the
integration of ICT (Schell et al., 2013). While working with physical tangible maps might
be interesting for us, the reality is that these students have the Internet at the tips of
their fingers. Google Maps is a viable tool that can be used in a variety of different ways,
in the classroom and beyond. These assessments allow them to begin exploring what
Google Maps has to offer, and is something that I would hope to continue exploring as
the year progresses.

Chapin, R. (2011). A Practical Guide to Middle and Secondary Social Studies, 3rd ed.
Ontario: Pearson Education Incorporated.
Schell, E. M., Roth, K. J., & Mohan, A. (Eds.). (2013). A Road Map for 21st Century
Geography Education: Instructional Materials and Professional Development.
Washington. D.C.: National Council for Geographic Education.

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Name: ____________________________________

[Summative]

Project: Getting Around in a Metropolis

Now that you have learned all about the different modes of transportation available to you
in the city, you need to plan a trip somewhere within the city and be able to calculate the
cost of the trip and how much time it will take you.
Instructions:
1. Choose a destination and check the distance from the school using Google Maps, your
destination must be between 20 and 30 kilometers away.
(The address of the school: 5440 Note-Dame Street Ouest in Montreal, Quebec)
2. Calculate the exact route that you will use to get there, you must use at least three
different modes of transportation on your journey
3. Once you know the route calculate both the amount of time and the cost of traveling to
your destination (you do not have to calculate a return trip)
4. If taking public transport you do not need to take into account the schedule, but you do
need to make sure there is a stop where you are getting on and off of the bus
(Remember there is a tool to do this on Google Maps!)
Transportation

Cost

Car

Time

0.45$ a kilometer

1 minute per 0.5 kilometer within the city

Add 10 minutes if you go on the AutoRoute because
you will encounter traffic

3.25$ per trip

5 minutes for having to wait for the subway

1 minute per 0.5 kilometer within the city
Subtract 5 minutes if you go on the AutoRoute
because you have a reserved bus lane

3.25$ per trip

2 minutes for having to wait for the subway

1 minute per 1 kilometer

Free

12 minutes per kilometer

Free

1 minute for every 3 kilometers

4$ + 1.50$ per km

1 minute per 0.5 kilometer within the city

Add 5 minutes if you go on the AutoRoute because
you will encounter traffic

Bus

Subway

Walking

Bicycle

Add 5$ if you
encounter traffic

Taxi

Use the information on this chart for your calculations

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My Trip
1. Paste a map that has both the school and your destination on it in the box below, clearly
indicate and label your destination
2. Using different colors depending on the modes of transport you used, indicate what
route you took by tracing over the roads and indicating the colors on the legend
For instance if you took a bus, you could use a red marker to draw in the portion of the trip
that you were on the bus remember the example in class to help you!
3. Indicate how many kilometers this portion of your trip is using a blue or black pen


















Legend of the Different Modes of Transport Used

_____________________________________________ ____________________________________________

_____________________________________________ ____________________________________________

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Calculations
Use the boxes to calculate the time and cost of each mode of transport that you use
Mode of Transport

Mode of Transport

Distance Travelled

Distance Travelled

Time Spent

Time Spent

Cost of Trip

Mode of Transport

Mode of Transport

Distance Travelled

Distance Travelled

Time Spent

Time Spent

Cost of Trip

Cost of Trip

Cost of Trip

Total time: ____________________________________________________________ = ___________ minutes
Total cost: _____________________________________________________________=____________ dollars

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Think Time!


What are the advantages to travelling the way you chose to travel? (Things to consider
include the cost of your trip, the time it took you to travel, and the benefits for you or the
environment) Discuss two of these in your answer.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
What are the disadvantages to travelling the way you chose to travel? (Things to consider
include the cost of your trip, the time it took you to travel, and the negative impacts on you
or the environment) Discuss two of these in your answer.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
What was something you could have done differently to be more cost or time effective?
Discuss one in your answer.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

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What is the best and worst mode of transportation available to you in Montreal?
You have to write a short text recommending the best way to travel, and warning someone
about the worst way to travel in Montreal. They dont necessarily need to be ones that you
used in this project; they only need to be available in Montreal.
In your answer you need to describe why you think they are the best and worst (for
example they can be the fastest, the slowest, give off the most pollution, be the least
expensive etc.) It is based on your opinion but needs to be backed up with information you
learned or calculated throughout the unit. For example, if you say it is the fastest you need
to explain that this is because it would only take you [this] amount of time to get
somewhere using the mode of transportation because it travels at [this] speed.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

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Name: ________________________________

[Formative]

Public Transport Worksheet

Task # 1
You need to take the bus up Guy street in
Montreal
Information
There is a bus stop at either end of this red
line, and the distance of the trip is 1
kilometer
It costs 3.25$ to take the bus
The bus travels 0.5

kilometers every 3 minutes

How much will it cost you to get from point A to point B? _________________
How much time will it take you to travel from point A to point B? (show your work)
_________________________________________________________________________________________________
Task #2
You need to take the metro from station
Guy-Concordia to Place-des-Arts
Information
The distance of the trip is 2 kilometers, there are two
stops in between
It costs 3.25$ to take the metro
You have to wait 2 minutes at each stop, including
your own
The metro travels 1 kilometer in 1 minute

How much will it cost you to get from point A to point B?

____________________________________________________________
How much time will it take you to travel from point A to
point B? (show all your work)
____________________________________________________________
____________________________________________________________