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  • Preparation
  • Direct Instruction
  • Student Practice
  • Supplements
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1. Tell Us About Your Lesson

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A. Lesson Overview


Students will

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    Vauban is a neighborhood to the south of the town center in Freiburg, Germany. It was built as "a sustainable model district" on the site of a former French military base named after Sébastien Le Prestre de Vauban, the 17th century French Marshal who built fortifications in Freiburg while the region was under French rule. Construction began in 1998. In the year 2001 the first 2000 residents moved in. All houses are built to a low-energy consumption standard, with 100 units designed to the Passivhaus ultra-low energy building standard. Other buildings are heated by a combined heat and power station burning wood chips, while many of the buildings have solar collectors or photovoltaic cells. Perhaps the best example of sustainable building is the Solar Settlement in Vauban, a 59 PlusEnergy home housing community. It is the first housing community worldwide in which all the homes produce a positive energy balance. The solar energy surplus is then sold back into the city's grid for a profit on every home. Within Vauban, transport is primarily by foot or bicycle. The development is connected to Freiburg city center by a tramway and is laid out linearly along the tracks, such that all homes are within easy walking distance from a tram stop. As of 2009, around 70% of the households had chosen to live without a private car. The level of car ownership has fallen over time. Cycling has been the main mode of transport for most trips and most activities, including commuting and shopping. The preference for walking and cycling can be partly attributed to the layout of the district. Most local streets are crescents and cul-de-sacs. While they are discontinuous for cars, they connect to a network of pedestrian and bike paths, which permeate the entire neighborhood. In addition, these paths go through or past open spaces, adding to the enjoyment of the trip. Most of Vauban's residential streets are described as stellplatzfrei – literally "free from parking spaces". Vehicles are allowed down these streets at walking pace to pick up and deliver but not to park, although there are some infractions as the system depends essentially on social consensus – there are few official controls. Each year, households are required to sign a declaration stating either that they do not own a car, or that they do, in which case they must buy a space in one of the multi-story car parks on the periphery, at a one-off cost of €17,500 plus a monthly service fee (in 2006). The citywide car sharing club has the greatest concentration of its 2,500 members in Vauban – at least ten of its cars are stationed around the district.

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B. Lesson Details

Lesson Duration (minutes)The time (minutes) to complete the whole lesson.

Grade LevelsSelect all that apply

Subjects/TopicsChoose the most relevant subject(s). Select up to 3.

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    2. Preparation

    This helps the teacher prepare for the lesson before the class session

    A. Student Materials

    B. Background Knowledge (Optional)

    C. Lesson Tips (Optional)

    Add tips for the educator that don't fit into Direct Instruction or Student Practice. You can always return to this page to add more.

    This is meant to take place over several lessons (not one stand-alone lesson).

    3. Direct Instruction (Teacher-Facing Instructions)

    These are the steps the educator will read. Include any front loading, modeling or explicit instruction before students work independently or in groups.

    Instruction

    Display the images found here on pollution: (https://www.gettyimages.com/photos/pollution?sort=mostpopular&mediatype=photography&phrase=pollution)

    Show one photo at a time and use the following questions to guide discussion:

    ● What type of pollution is being shown in the photo? Is there more than one type? (for example, the car photo could be air pollution, noise pollution, etc).

    ● What do you think caused the pollution?

    ● What do you think are some effects of the pollution?

    ● Is wildlife affected? If so, how?

    ● Are humans affected? If so, how?

    ● What do you think is a possible solution to this type of pollution?

    Tell students that they will be learning about a city in Germany that has taken steps to combat pollution and create a more sustainable city.

    Instruction

    Engage - Introductory Activity/Hook:

    Engage: Imagine That!

    Using a set of nature pictures or a walk around your school campus, have students play the Imagine that! game. This involves one student naming a man-made item such as a highway or building, and then the second student describing what the area would look like if that item were built there. Conduct this activity as a class and as time permits break into pairs with their journals to keep the activity going. Reflect on what might change, and which organisms might be affected if man-made structures were built there.

    Instruction

    Anticipated Guiding Questions:

    ● What would happen to the nature if something man-made was built there?

    ● What do you think would happen to the animals?

    ● Why do you think man-made things are built in nature?

    ● What problems could this create?

    How can these problems be solved?

    4. Student Practice (Student-Facing Instructions)

    These are step-by-step instructions delivered directly to the students as they work independently or in groups

    Student Instructions

    Instruction

    Explore - Gathering Information:

    In table groups of 3-4 students will research the following cities in the United States: New York, Los Angeles, Miami, Chicago, Dallas, Jacksonville, Philadelphia, and Phoenix. (You can also choose your own major cities to compare). Students will gather the following information to add to a class chart:

    1. City location (state)
    2. City population
    3. Air pollution rank in US
    4. How many cars are in the city

    EXTENSION: Find the residential energy consumption in 2018 for the city, county or state
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Explain - Identify Possible Solutions:

    The class will research Vauban in Freiburg, Germany. The class will start by watching this video <a href="https://www.youtube.com/watch?v=6XeMHuO6-0&t=6s">https://www.youtube.com/watch?v=6XeMHuO6-0&t=6s about Vauban, Germany. They will compare the information they learned with the information on the class chart about cities in the USA.

    Guiding questions:

    1. What is “traffic” like in Vauban?
    2. Why do people choose to live in Vauban?
    3. What are some things you notice in Vauban without the added noise pollution of cars?
    4. Why do you think Vauban is attracting attention from people from around the world?

    Discuss answers in table groups or with partners. Share out answers with the class.

    Students will then watch this short video clip about Car Reduced Living in Vauban https://www.youtube.com/watch?v=YBFCXsR2zVU

    Guiding questions:

    1. What effect does the tram have on the city of Vauban?
    2. Why do you think they are not allowed to park their cars in front of their houses?
    3. What makes Vauban a “family-friendly” city?

    Discuss answers in table groups or with partners. Share out answers with the class.

    Add Vauban to the chart created about US cities. Have students discuss how Vauban is different than the American cities listed.

    Guiding questions:

    1. What are the major differences between Vauban and American cities?
    2. Do you think it is possible to live without a car where you live? Why or why not?
    3. What are the environmental benefits of sustainable living, like in Vauban?
    4. Which city do you think is most “family-friendly” from the chart? Why?
    5. What does the creation of Vauban tell us about Germany’s efforts to help create a sustainable environment?
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Instruction

    Create a Prototype / Investigating Solutions:

    Reference map can be found here: <a href="https://www.freiburg.de/pb/site/Freiburg/get/paramsE-1604864046/647919/InfotafelnVaubanen.pdf">https://www.freiburg.de/pb/site/Freiburg/get/paramsE-1604864046/647919/InfotafelnVaubanen.pdf

    Students will create a map of Vauban drawn with markers on white construction paper. They will learn about the Ozobot codes and will incorporate the Ozobot codes into their map. Students must work in teams to create their map, label it and include Ozobot codes in their map of Vauban.

    Their map must include:

    ● Short super slow-paced (snail paced) Ozobot code near homes and parks (because we need to be careful of the children!)

    ● Cruise speed for other areas of Vauban

    ● Use Ozobot code for left and right turns throughout the city

    ● No Ozobot code placed in the car-free zones!

    Choose one area of Vauban you particularly like or think is helpful to create a sustainable environment and make your Ozobot do one cool move (tornado, zigzag, spin, back walk).
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    Lesson Extension (Optional)

    Add student instructions for a lesson extension.

    Instruction

    Elaborate - Taking Informed Action:

    1. Students will learn how to take action to improve conditions in their own neighborhoods. As a class, create a T-chart listing “problems” and “possible solutions” about the environments in which they live. Students can work to create posters to encourage recycling, do an art project with recycled materials.
    2. Students can create a Google Slides/Powerpoint presentation to share their findings with others about sustainability in Germany. Students can create a slideshow teaching others about the future city of Vauban and include their Ozobot maze picture in the presentation. In the slideshow, students can create a slide about taking action in their own local area and suggest ways to change our behaviors to support a more sustainable city.
    3. Students in Germany choose to take action through “Fridays for Future” as they rally to bring attention to climate change. You can visit the website here: https://www.fridaysforfuture.org/ Students can discuss whether they feel it is important or not for students to get behind the fight against climate change. Have students discuss pros/cons to students taking informed action all around the world. What are the benefits? Are there any cons?

    This lesson lends itself very well to virtual exchanges anywhere in the world. The topic of trash, recycling and sustainability is something that every society faces as we collectively try to preserve and protect the Earth for future generations. Virtual pals could exchange information locally or globally about their schools and homes deal with the issue of trash. Is it sorted? Is it collected? By whom? How often? Students can compare and contrast information about efforts being done to help sustainability efforts with each other and come up with solutions and possible new ideas to implement at their schools/homes.
    Please upload any student resources, videos, etc. (Max. size: 512 MB videos, 10 MB all other files)

    Goal

    5. Supplements

    A. Lesson Closure (Optional)
    Give tips for how to wrap up the lesson and assess student learning. (Want to add an attachment? Use Part C, below.)

    Modifications for Differentiation: ● Language Learners: Students can draw pictures on their maps of Vauban instead of writing sentences ● Extension Possibility: Have students continue coding with the online coding platform Scratch. Students can create interactive presentations about Vauban, recycling, energy consumption or climate change. Students can code in Scratch and create a recycling game using various sprites to show how the trash can be recycled. ● If you do not have access to Ozobots, students can use toy cars/bikes and still follow the Ozobot codes written in marker ● Gifted and Talented (GATE) students: GATE students can create green screen promotional videos for their school about recycling. They can also create posters or Google Slides presentations showing the correct way to recycle at their school.

    B. Academic Standards (At least one standard required)
    Choose a category from the dropdown on the left. In the blank on the right, begin typing the number of the standard.

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      C. Add Other Attachments (Optional)
      Please upload any student handouts, videos, sample solutions, etc. (Max. size: 1 GB videos, 10 MB all other files)

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      Review

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