Ecological Footprint By Dimitra Pyrpiris Title: Ecological Footprints Subject/Course: Science Time: 230 Minutes (3.5-4 periods) Strand: Understanding Life Systems and Biodiversity Grades: Grade 6 Lesson Description Students will be considering a variety of discussion questions in order to thoroughly understand that humans do affect the natural environment. Humans also benefit from biodiversity, and once biodiversity is diminished, problems will occur. Students will use the following website to calculate their ecological footprint: (http://www.royalsaskmuseum.ca/gallery/life_sciences/footprint_mx_2005.swf). Once this has been done the class will get the opportunity to discuss their ecological footprint, what it means to them, and brainstorm ideas of minimizing their impact on the environment. Students will be able to propose how they can play a part in minimizing their impact on the environment. Spreading the word to friends and family will promote awareness and allow students to promote change. Stage 1: Desired Results Fundamental Concepts/Skills An understanding of how human impact on the environment Awareness that different groups of people relate to the natural environment differently (i.e. business owners, mine owners, local first nations peoples, etc.) Ways of minimizing our impact on the environment The importance of respecting and preserving biodiversity An understanding of the how society benefits from biodiversity Population sustainability Big Ideas Humans make choices that can have an impact on biodiversity Ontario Curricular Overall Expectation Assess human impacts on biodiversity, and identify ways of preserving biodiversity; Ontario Curricular Specific Expectation Analyze a local issue related to biodiversity (e.g., the effects of human activities on human biodiversity, flooding of traditional Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration (e.g., the points of view of members of the local community business owners, people concerned about the environment, mine owners, local first nations, Métis, Inuit), propose action that can be taken to preserve biodiversity, and act on the proposal. Asses the benefits that human societies derive from biodiversity (e.g., thousands of products such as food, clothing, medicine, and building materials come from plants and animals) and the problems that occur when biodiversity is diminished (e.g., monocultures are more vulnerable to pests and diseases). Lesson Goals By the end of the lesson students will be able to analyze issues related to biodiversity and the effects of human activity on biodiversity Based on their knowledge obtained in the lesson the students will research a country of their choice and learn how and why certain countries have a larger or smaller ecological footprint than other countries. To motivate students to think about how they can minimize their ecological footprint. Students will keep track of
the decisions they make that may affect the environment and reflect on why it is important to minimize their footprints. To motivate students to spread the word to family and friends. Key concepts and/or skills to be learned/applied: Background Knowledge: See Ontario Curriculum concepts, ideas, What and who makes up our community expectations Environmental concerns present in the media Stage 2: Planning learning experience and instruction Student Groupings Instructional Strategies Whole class discussion/brainstorming Guided Inquiry Small group discussions/assignments Cooperative learning Materials Computers Questionnaire handout (Handout#1) Group discussion worksheet (Handout#2) Research sign-up sheet (Resource#3) Considerations Students may present their projects to the class in any format they wish. They are able to use their creativity to present their findings. Students can create their own awareness campaign and motivate others to minimize their ecological footprints. Guiding research questions (Handout #4) Home connection worksheet (Handout #5) Observational checklist used for assessment (Resource #6) Accommodations This lesson includes a variety of different aspects that will accommodate many learners. For students who are having difficulty with reading or comprehension the teacher will be reading and explaining the questions on the ecological footprint survey while students are filling it out in the computer lab. This will allow students to ask questions and follow along at a good pace. Students can work in groups with a variety of abilities for support. Teacher can create groups to his/her discretion. Stage 3: Learning experience and instruction Motivational Hook (5 MINS.): Period 1 Show students a hypothetical footprint. Tell them that depending on how people interact with their environment, it is possible to have a very large footprint. Post 10 pictures of a globe on the front board and ask the class: Is it possible for someone to have such an impact on the environment that they would need 10 worlds to sustain our environment? Open (15 MINS.) : Period 1 To assess prior knowledge, the lesson will begin with the question What are some environmental concerns that you have heard about in the media? A class discussion will take place about the ideas that have been brainstormed. A definition can be presented to the class to get them understanding the idea of what an ecological footprint is. This definition was found on the above website that will be used to calculate the students ecological footprints. Our ecological footprint represents the land and water it takes to provide us with the things we use and to absorb our wastes. The land and water can be anywhere in the world, from a local landfill to a distant apple orchard. Our
footprints bring it all together to produce a single measure of impact. Ecological footprints are useful because they account for decisions we make about food, shelter, mobility, and goods and services. They can be calculated for individuals, buildings, communities, countries, and the entire human population. Some activities increase our footprints because they release carbon in the form of greenhouse gasses, especially carbon dioxide. With this definition, much more discussion will arise. We can continue to discuss how our choices, such as what we eat, how we get to school, where we live etc., can have an impact on the environment. Body (70 MINS.) Computer survey (30 MINS.), Group discussions (20 MINS.), Class discussion (15 MINS): Periods 1-2 To minimize any disruption and transition time, the lesson will begin in the computer lab. This will keep the class focused and allow for a steady transition into the rest of the lesson. The students will be given a handout (Handout #1) to record their answers while calculating their ecological footprints. The teacher will read each question aloud and the class will answer the questions at the same time. This will ensure that every student is on the same page and the teacher can address any questions or concerns throughout the questionnaire. Once they have completed the questionnaire, the students must then complete the remaining questions on the handout that was provided to them (Handout #1). This will give them the opportunity to navigate the website and try to figure out where they can obtain that information. This information will allow them to conceptualize further what their individual impact is on the environment and how it differs from other people in other parts of the world. Students will continue the lesson in the classroom. Students will be put into groups of four to discuss their ecological footprints amongst each other. This will give them the opportunity to make connections and understand why and how their footprints are the same or different. Students will be given Handout #2, which lists important questions they will be answering with their groups. This will give each group the opportunity to share their ideas about the environment, how and why it is negatively impacted, and how we can make an effort to minimize our footprint. Once students have filled in their worksheets, we will get together as a class and each group will share their answers with the rest of the class. Allow for discussion throughout presentations. Dialogue between the groups is important. Close (140 MINS): Discussion/Introduce project (15 MINS.), library research time (120 MINS- 2 Periods), Home connection introduction (5 MINS.): Periods 3-4 15 countries were compared in terms of their varying ecological footprints. Students were asked to list the countries and their ecological footprints on one of the provided worksheets. Thus, they should already have a sense of which countries have had the most and the least impact on their biodiversity. The teacher will start a discussion with the class on why they believe certain countries ranked higher than others in terms of their ecological footprints. Connections can be made to food, transportation, waste, housing, and so on. Students will be told that they will be getting into groups to research a country. They must learn about how and why certain countries have a larger or smaller ecological footprint than other countries. Time will be allocated for the library and the computer lab to gather the necessary information to complete their assignment. Approximately 2 class periods will be dedicated to library and computer research time. In groups, students are able to use their previous worksheets as guidelines on what to look for when researching. Handout #4 will also be provided to students to help guide their research and organize their findings. Essentially, students will be trying to understand why certain countries are ranked the way they are. Through research, students will be able to answer this question and present their findings to the class.
Students will present their projects to the class. There will be two days of presentations. The way they present their information is up to them. Creativity is encouraged, but this will give the students an opportunity to think outside the box and present in their own way. Once students have completed their presentations it will be their turn to start thinking about what they can do to minimize their ecological footprints. Handout #5 will be provided to the students so that they can take home to discuss with their families how they can minimize their footprints, how they will keep track of it and why it is important. Link to Future Lessons Whole class discussion to debrief students on learning experiences. Through spreading awareness and home connections, students can create their own awareness campaign and motivate others to minimize their ecological footprints. Assessment An observational checklist will be used for assessment. The observational checklist is provided (Resource #6).Essentially, the following criteria will be assessed: - Students are able to Analyze a local issue related to biodiversity (e.g., the effects of human activities on human biodiversity, flooding of traditional Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration (e.g., the points of view of members of the local community business owners, people concerned about the environment, mine owners, local first nations, Métis, Inuit), propose action that can be taken to preserve biodiversity, and act on the proposal. - Students are able to Asses the benefits that human societies derive from biodiversity (e.g., thousands of products such as food, clothing, medicine, and building materials come from plants and animals) and the problems that occur when biodiversity is diminished (e.g., monocultures are more vulnerable to pests and diseases). - Students will be able to Assess human impacts on biodiversity, and identify ways of preserving biodiversity; - Students use their time productively - Students reflections show a sincere motivation to make a change - Students research material was mostly academic and students provided a quality research information - Students used proper grammar/vocabulary in their worksheets, and presentations. Student used key vocabulary that was learned throughout this lesson.
HANDOUT #1 Name:_ Calculating your Ecological Footprint PLEASE CIRCLE YOUR ANSWER: 1. How often do you eat animal-based food, including beef, pork, chicken, fish, eggs, and dairy products? Never Infrequently Occasionally Often Very Often Almost Always 2. How much of your food is processed, packaged or imported? Most Three Quarters Half One Quarter Very Little 3. Compared to others in you neighbourhood, how much garbage do you throw away? Much Less About the Same Much More 4. How many people live in your household? 1 2 3 4 5 6 7 or more 5. How big is your home? Very Large Large 2 Story House Bungalow Small House Apartment 6. Which category best describes your home? Free Standing House Multi-Story Building Green Construction 7. Have you done a lot to conserve energy at home? Yes No 8. How far on average do you travel on public transportation each week? Over 300km 150-300km 50-150km 1-50km 0km 9. How far do you travel by car in an average week, as a driver or passenger? Over 650km 500-650km 300-500km 150-300km 15-150km 0-15km 10. How often do you travel in a car with someone else rather than alone? Almost Never About 25% About 50% About 75% Almost Always
11. How much fuel does your vehicle consume? Fewer than 5L per 100km 5-7L 7-10L 10-15L Over 15L 12. How many hours do you spend flying each year? 100 hours 25 hours 10 hours 3 hours Never Fly What is the average Canadian ecological footprint? What is your total ecological footprint? How many Earth s will we need to support the current population if everyone had the same ecological footprint as you? What is the global average footprint? List each country s ecological footprint (lowest to highest):
HANDOUT #2 These are key questions to think about. Please write down your answers (in point form) with your group. All groups will get the opportunity to share their thoughts with the rest of the class. 1. How do humans impact the environment? 2. Why does human impact negatively affect the environment? 3. Do different groups of people relate to the natural environment differently? If so, why? (i.e. business owners, mine owners, local first nations peoples, etc.) 4. What can be done as a community to minimize our impact on the environment, and what can you do individually to minimize your impact on the environment? 5. Why is it important to respect and preserve biodiversity? 6. How do we benefit as a society from biodiversity? 7. How do we acquire thousands of products such as food, clothing, medicine, etc? When biodiversity diminishes, how will we be able to sustain our population?
RESOURCE # 3 Research Sign Up Sheet Please choose one of the following countries that your group will conduct their research on. Sign your names next to the country of your choice. Presentations will be on February 25 th, and 26 th. All groups should be prepared to present on February 25 th and names will be drawn that day to determine which groups will go first Remember: One group per country Australia Canada USA Bangladesh Pakistan India Indonesia China Brazil Mexico Russian Federation Japan Germany France United Kingdom
HANDOUT #4 Group Members Country Country s ecological footprint Global average ecological footprint These are just a few things to think about when gathering information about your country. Incorporate at least 4 in your presentation. If it helps, try and compare this information with Canada to see why the ecological footprint in your country is larger or smaller. There will be a variety of books, resources, library time, and computer time to gather your information Remember to look through your class notes too! There is lots of useful information we have talked about in the last couple of weeks! GOOD LUCK The way you present is up to you! Make it interesting! Be CREATIVE! Population Family size Food Houses Waste Energy Transportation Plants and Animals Factories Income NOTES/QUESTIONS Have a question? Write it down so you don t forget to ask me!
HANDOUT#5 Name: Assessing your Ecological Footprint 1. Discuss your ecological footprint at home with the members of your household. What are some changes that you can make to create a smaller ecological footprint? 2. How can you and the members of your household record or keep track of the changes you are making to your footprint? 3. Why is it important to be aware of your ecological footprint and to reduce it as much as possible?
Observational Checklist Student s Name: PART A (INDIVIDUAL WORKSHEET) 1. Student used his/her computer time productively and completed worksheet 2. Student was able to navigate website and record additional answers on the provided worksheet 3. Student understand the concept of ecological footprint 1. Students answered all of the required questions PART B (MINI GROUP PRESENTATION/WORKSHEET) 2. Students understood how humans have an impact on the environment 3. Students understand the importance of sustaining biodiversity 4. Students are reflective. They have expressed their thoughts about what they would do to minimize their impact on the environment 5. Student understood how different people could have different perspectives on how they impact the environment 6. Students understood the importance of biodiversity and how it sustains populations 7. Students use proper grammar/vocabulary to present their work 1. Students used research time appropriately PART C (PRESENTATION) 2. Students presentation appropriately addressed at least 4 of the following guidelines provided to them: Population Transportation Houses Income Food Factories Energy Waste Family Size Plants and Animals 3. Students were creative in their presentation. Visuals/unique presentations styles were used. 4. Students expressed their overall opinions on why they believe their country is ranked the way it is. 5. Students did not just rely on guidelines provided to them (gathered more than the minimum required information) 6. Student used sufficient resources, showing quality research findings Date of Presentation Country Group Members