Into the Future with Drones
1) What do I know about drones? How do I know this? What evidence do I need to know to determine who should be able to use drones? How do I make sure it's credible?
2) Whose perspective is being represented? Who might have a different perspective on this issue? A homeowner whose house was destroyed in a natural disaster? A young Pakistani girl from areas that have been bombed? An administrator from the FAA? A teenage boy from the year 2045? Do you believe there should be restrictions on drones? What, if any, are the limits of those restrictions?
3) Did people have the same fear about other technologies? Planes? Cars? GPS? The internet? What is the connection between drone use and science? Math? ELA?
4) What would happen if everyone could use drones with no restrictions? How could this affect other sporting events? Concerts? Business? Transportation? The media? What would happen if the government only gave businesses licenses to fly drones? To what degree would someone have to change the design of drones to go around existing laws? Future laws? What would happen if drones took over pilots' jobs?
5) How is this an important issue? If it's not important to you, to whom might it matter? What areas would be most affected by drone use?
1) Students can write an editorial advocating for or opposing drones for military use.
2) Students can develop geometry questions about the limits of range for a controller and the distance and height of a drone for a quarterback or for surveying wildlife for ecological purposes
3) Students can create a continuum of drone uses outlined in the article on a scale of their choice with examples of their use at each level (i.e. "Acceptable Uses of Drones"continuum with toy at #1 weapon at #10 or "Fun Uses of Drones" with football analysis at #1 and damage surveying #10).