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Traveling to the Future

How will you go places in the future? Use your imagination to think of new possibilities!

  • Grade 4
    Grade 5
    Grade 6
  • 60 to 90 Minutes
  • Directions

    1. Organize students into small groups to research and discuss various types of transportation and how they are used. Invite students to imagine themselves in a city or planet in the future. How would you get from one place to another?
    2. On white paper, students use Crayola® Washable Markers to draw themselves using transportation of the future. What does the vehicle look like? Where would you go?
    3. Use Crayola Scissors to cut fabric for clothing in the drawing. Attach the fabric with Crayola School Glue.
    4. Students cover their work space with recycled newspaper. Use Crayola Washable Watercolors and Paint Brushes to tint areas of drawings. Use plenty of water with a small amount of paint for a light wash, or less water and more paint for darker, more saturated colors. Dry flat.
    5. Provide time in the school day for groups to present their imaginative transportation of the future to small groups of classmates.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    LA: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

    LA: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

    MATH: Solve real-world and mathematical problems involving area, surface area, and volume.

    SCI: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

    SCI: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

    SS: Identify an duse various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.

    SS: Identify and describe examples in which science and technology have changed the lives of people , such as in homemaking, childcare, work, transportation, and communication.

    SS: Develop a response to a current local economic issue, such as how to reduce the flow of trash into a rapidly filling landfill.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

  • Adaptations

    Possible classroom resources include: DK Eyewitness Books: Transportation by DK Publishing; Flight (DK Eyewitness Books) by Andrew Nahum; Train (DK Eyewitness Books) by John Coiley; DK Eyewitness Books: Car by Richard Sutton; Visual Timeline of Transportation by Anthony C. Wilson

    Students work in small group or as a whole class to consider why people might need technological advancements in transportation in the future. What will cause this need? How will it be paid for? Who will oversee the development of the technology? What concerns must they take into consideration as the technology is developed, such as possible pollutants, etc.?

    Students work in small groups to create a collage of ideas about the look of future cities or towns. Write a short story focused on an event in the future and the adventure that surrounds it. Be prepared to present the story to classmates.

    Students research land, sea, and air transportation of today and yesterday. How has transportation evolved as human demand has changed? Organize research into an electronic format for presentation to classmates.

    Students work collaboratively to design clothing of the future. What will the fabrics consist of? What colors will be popular? How will the clothing fit the adult workforce, active children, etc.?

    Students create a video advertisement promoting their transportation vehicle of the future. Include new technologies used, focus groups, cost, etc.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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