Key Words: Environment, transportation, statistics
National Standard: National #14, State#11.10.1
Objective/Purpose: The students will:
Evaluate the number of people who travel out of their
town to work.
Explain the impact of daily commuting on the environment.
Materials:NH Commuting Pattern (This publication is available through the Economic and Labor Market Information Bureau, New Hampshire Employment Security. You can contact this agency by mail, telephone or the internet and request a current copy of this useful publication.
A. Pass out the page of statistics for your region. Ask students to figure out the total number of workers there are in the region by totaling the columns entitled "Commuting to Another Town to Work" and "Total Working in Town" and adding the totals of the two columns together.
Ask the students to figure out the total number of people in the region who commute to other towns (in and out of the region) to work.
Figure out the total average of workers in the region who commute outside of their town to work by dividing the total number of workers into the total number of commuters.
Ask your students to figure out what the percentage
of each town's commuting workers is of the total number
who commute in the region. Plot these percentages on
a pie chart. Divide the total number of commuters in
the region into the total number of commuters in each
Ask students to look at their pie charts and draw conclusions about commuting in their region. Ask them to address problems that commuters in this region create and face.
Now put the students in groups and tell them that they are going to look at possible solutions to the commuting problems. One of the solutions is car pooling. Before they can look at this as a solution, they need to figure out where people commute to and from.
Pass out blank maps of region under study, (in some cases, your maps may have to include parts of VT, MA, or ME. in addition toNH)
Have students find the ten most commonly commuted to towns in their region.
Determine the number of people who commute there and
then plot them in the approximate locations on a dot
map. ( Use black dots of increasing size to show the
numbers of people who commute to that town/city/area.)
Be sure to have students create a key to explain how
many people each dot represents.
Now ask student to study their dot maps and highway maps to determine the information they need to ascertain from outside sources such as the businesses in the area to set up the car pooling for the workers.
These information sheets should be in question form and should include such questions as, "Where do the majority of the commuters work in a particular town/city." (For example, many people from the Claremont region commute to Dartmouth/ Hitchcock Hospital in Lebanon.) Next ask them to include on these sheets where they might start searching for this information.
Each group should share with the class their questions and possible sources of information.
Evaluation/Assessment: The assessment includes the individual graphs, the maps, the questions, and the group presentation.
Extension: The same activity could be done for people coming to a region to work. You could have the students write letters to local businesses about car pooling, explaining the importance of it in regards to the environment.
Reflections: How successful was this lesson? Did all students benefit? Were there any surprises? What might you do differently another time? Please note any changes that will make this lesson more effective and useful in the future and pass them along to the NHGA. We appreciate your comments.
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