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RUNNING HEAD: Global Green Education

Global Classroom Module


Global Green Education: Human Interactions with the Environment

Image Source: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/

Jessica Reeves
Integrating Technology: Global Perspectives
Professor LeAnn Derby
EDTC 645
Summer 2016

Global Green Education

Introduction:
This Global Classroom Module is a collaborative project for sixth grade students
studying environmental science. My own class of sixth graders will work with Year 6 Australian
students in Queensland, who have similar curricular goals to describe and predict the effect of
environmental changes on individual living things (ACARA). These groups of students will
work together to discuss human use of resources and determine how human activities impact the
environment. Students will collaborate in various activities and discussion to critically analyze
their own influence on the Earth and how it compares to their international peers. The final
project of the unit will be a performance task, in which students will pick one of the
environmental issues discussed in the unit as a result of human activities. Students will work
with their classmates and Australian peers to research the issue in more depth, collecting
information on its causes, international scope, and propose ways to minimize the problem.
Students will then develop an action plan for addressing the issue and present their information
to the class through a multimedia project. As a result of these activities, students will realize that
humans around the Earth rely on similar resources and our use of these resources cause
interactions between Earths systems on a global scale.

By the end of this module, students will be able to:


1. Describe how resources are obtained and used
2. Discuss the uneven distribution of resources and how this affects global trade and
commerce
3. Analyze the average ecological impact of humans around the globe
4. Describe actions to minimize negative human impacts on the Earth
5. Practice research, writing, and communication skills

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Pre-planning template (Revisions have been made throughout)


Summary:
The main goal of this module is to facilitate discussion about human impacts on the
environment, both locally and globally. Students will investigate local environmental issues and
share their findings through blog posts with a partner class in Australia. They will measure their
own impact on the environment by collecting data to calculate their human footprint and
compare their results with averages from other countries. All students will participate in an end
of unit performance task to showcase what they have learned and develop solutions to real
problems. Students will share their final products through a multimedia presentation posted on
the collaborative blog page.

Background concerning the school and the group you are working with:
This project will be implemented with my 6th grade science students at Rising Sun Middle
School in Cecil County, Maryland. The students I work with are primarily Caucasian, making up
94.2% of the school population. Other major groups include Hispanic students (2.1%), African
American students (1%), and Asian students (0.7%). There is an even distribution of males and
females. About 25.7% of students are eligible for free or reduced lunch. Approximately 80% of
my students follow the general curriculum. The other students are identified as those in need of
special services. Of these students, 10% are identified as Gifted and Talented and 12.6% are in
the special education program (Startclass, 2016).

Time frame:
Over a six week period divided into two units of approximately three weeks each.

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Subject and grade level:


Sixth Grade Science
Proposed Topic and Rationale:
Topic: Human interactions with the environment
Rationale: Currently, only 17% of Earth is untouched by humans. For the other 83% of the Earth,
human activities are taking place (Marsh, 2005). All human activities rely on natural resources
and produce some type of waste. Many activities require more resources than one may think. For
example, when you drink a cup or milk you are not just consuming the milk. You are consuming
the gas the truck used to deliver it, the energy used to refrigerate it, even the land it takes to
support the cow it came from. This means each of us has a significant impact on the environment
over the course of our lifetimes; however, different countries impact the Earth in different ways
and amounts. Through the content-based activities and direct communication with a foreign
class, students will gain an understanding of how resources are distributed around the Earth, how
countries interact to acquire resources, and how our use of these resources causes changes in our
planet.

Global Network You Plan to Use:


Global Education Conference

Key Challenges:
The major challenge for this module is the time difference between America and
Australia of 14 hours, which makes synchronous communication impossible. In order for

Global Green Education

students to see and interact with each other as much as possible, they will work in small groups
and use our class blog site and other interactive resources to communicate throughout the unit.
The activities are planned so that there is adequate time for students to post and respond to peers
despite the time difference.

Prior Knowledge:
Students will need to understand what natural resources are and understand that we rely
on natural resources for various needs. Students should also understand the significance of the
Chesapeake Bay as a source of resources in our local community. Students in the cooperating
class will need to have similar information about their own local resources.

Standards and Key Concepts


Content Standards:
Next Generation Science Standards
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a
human impact on the environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earth's systems.
(NGSS Lead States, 2013)

Maryland Science Standards

Global Green Education

6.0.A.1.d Identify and describe problems associated with obtaining, using, and distributing
natural resources.
6.0.A.1.e Identify possible solutions to problems associated with obtaining, using, and
distributing natural resources.
6.0.B.1 Recognize and explain that human-caused changes have consequences for Maryland's
environment as well as for other places and future times.
6.0.B.1.a Identify and describe a range of local issues that have an impact on people in other
places.
6.0.B.1.b Recognize and describe how environmental change in one part of the world can have
consequences for other parts of the world.
(MSDE, 2008)

National Education Technology Standard for Students NETS (S):


2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b. Develop cultural understanding and global awareness by engaging with learners of other
cultures
c. Contribute to project teams to produce original works or solve problems

Global Green Education

4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project

5. Digital citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
b. Exhibit leadership for digital citizenship
(International Society for Technology in Education, 2007)
Global Theme:
5. Planet Management: Resources/Energy/Environment

Pre-Lesson Steps:
Connecting my class with another teacher and classroom before introducing the lesson to
students will involve the following steps:

1.
2.
3.
4.

Creating and promoting the lesson on Global Education Conference.


Finding and communicating with peer teachers who may be interested
If necessary, using other educational networks to find peers.
Once a peer teacher is located, creating a plan with that teacher for pre-assessment activities to

5.
6.
7.

assess background knowledge.


Coordinating with the peer teacher on local environmental issues
Planning with the peer teacher to develop assessment measures and organize student groups.
Creating and testing the blog page that students will use.

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8.

Allow student teams to introduce themselves and where they live to develop a personal
connection.

Technology Use:
Students will use a variety of technology tools during the process:

Blog posts for text discussion and sharing pictures


YouTube, iMovie, and iPhoto for taking and sharing video/pictures
Google Docs for group notes, discussion, and planning
Presentation tools, such as Google Slides, will be used for students to present ideas. These can be
shared with peer groups, who can view, comment, and add to their discussions.

Essential Question (s):

How do humans interact with the environment and what results do these activities have?
What are some issues associated with locating and obtaining natural resources?

What are some effects of pollution on local habitats? On a global scale?


What is a human footprint?
How does recycling and reusing cut down on greenhouse gas emissions?
How can you work to address negative human impact on the environment?
Starting Activity for Module:
Students in both classrooms will be working together very frequently in this unit to share
ideas, opinions, and information. In order to make these communications meaningful, students
will need to personally connect with one another. For that reason, the first few days of this unit
are dedicated to students becoming familiar with each other and the blog site on which many of
our activities will be hosted. Students will have a chance to take pictures around the school,
record video introductions of themselves, and share information about our local community
which we will post on the blog.

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Summary of Two Lesson Plans:


The two lesson plans will be covering the major topic in this unit, which is human
activities and their impacts on the environment. In the first lesson, students will use data
collected with the help of their parents to answer the questions in the human footprint calculator
on http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/. The result will show
students how many Earths it would take to supply the resources needed for everyone to live a
lifestyle similar to their own. The average American score is about 8 Earths. This will lead to
some small group discussion of why the score is so high and whether their lifestyle is
sustainable. Students will then break into jigsaw groups to examine student profiles with
averages from around the globe. In home groups, students will share out what they learned and
discuss ways to minimize their own human footprint. Students in both classrooms will be
communicating their information and ideas about the activity through the class blog.
The second lesson breaks down the final assessment for this part of the unit. In this
performance task, students will develop an action plan to address one of the environmental issues
discussed in the unit. Working in small groups, comprised of both American and Australian
students, they will research one of the issues in depth. Student groups will then describe series of
realistic actions that can be taken to address the problem and create a collaborative, multi-media
presentation to share their ideas.

Unit Overview
Part 1
Day 1: Introduction to Environmental Science and the collaborative learning blog

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Day 2: Getting to know Cecil County (introduction to class and school through video/photo blog
posts)
Day 3-4: Types of natural resources and their uses, local resources from Chesapeake Bay
Day 5-6: Uneven distribution of resources, effects on global trade and commerce
Day 7-8: Energy from natural resources
Day 8-15: Alternative Energy Research and Debate with Australian classroom
Day 16: TEST on 1st half of unit
Part 2
Day 17-19: Trash awareness, food waste and issues in landfills, Pacific Trash Circle
Day 20: Biodegradable Products
Day 21-22: Human Footprint activity with Australian classroom
Day 23: Natural Geographic Documentary on human footprint
Day 24-29: Trash to treasure recycling project
Day 30-33: Greenhouse gas emissions and results of global warming
Day 34-40: End of Unit Action Plan Performance Task

Lesson Plan Template #1


Subject: 6th Earth Science

Unit: Environmental Science

Topic: Human Footprint


Time: Two seventy minute blocks

Standards:
MD VSC

6.0.A.1.d Identify and describe problems associated with obtaining, using, and distributing
natural resources.
6.0.A.1.e Identify possible solutions to problems associated with obtaining, using, and
distributing natural resources.
(MSDE, 2008)
NETS (S) Standards:
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
5. Digital citizenship: Students understand human, cultural, and societal issues related to

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technology and practice legal and ethical behavior.


(International Society for Technology in Education, 2007)
STEM Practices:
___ Asking questions & defining problems
___ Developing and using models
___ Planning & carrying out investigations
_X_ Analyzing & Interpreting data
___ Using math & computational thinking
_X_ Construct explanations/design solutions
___ Engaging in argument from evidence
_X_ Obtain, Evaluate, & communicate info.

Crosscutting Concepts:
___ Patterns
_X_ Cause and Effect
___ Scale, Proportion, & Quantity
___ Systems & system models
___ Energy and matter
___ Structure and function
_X_ Stability and change

Lesson Goals: The goal of this lesson is for students to critically analyze their human footprint, or impact
they have on the environment. This will provide a foundation for students to compare data with the
partner class and other areas around the globe. Students can then begin to discuss how to positively
impact the environment. This will provide a solid foundation for the final project of the unit.
Lesson Objective: SWBAT
Describe factors which contribute to greater ecological impact (human footprint)
Evaluate and communicate information through multimedia tools
Analyze information about global use of resources
Identify ways to reduce human impact on the environment
Instructional Materials: Chromebook, student profile sheets, blog assignment rubric, exit slip
Activities
Day 1

Pre-requisite: To complete this lesson, students should have completed the Human Footprint
homework page with help from their parents or families. They will need this information to
complete the human footprint quiz. (Appendix B)

Warm-up: List 5 activities you did to get ready for school this morning. What resources did you
use during each activity?

Introduce students to the concept of a human footprint. It can also be called your ecological
footprint or carbon footprint, but it is the impact each of us leave on the environment. This impact
is calculated based on our activities and all these activities lead back to how many and what type
of resources we use. Remind students that resources can be both renewable and non-renewable.
Use of non-renewable resources has a greater impact on the Earth because they cannot be
replaced as quickly as they are used.

Instruct students to take out their human footprint homework and their Chromebook. Students
will navigate to http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ and wait
for further directions.

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View the site on the SmartBoard and explain that the footprint calculator determines how
many planets it would take to support their lifestyle if everyone lived the same way they
do. It will determine this based on a series of questions. Have students predict their
human footprint.

Go through the first several pages of the site to show students how to proceed. Students
do not need to create an account but can hit new user to proceed. There are two options,
basic and advanced. The advanced option collects more detail and will provide a more
accurate result. Encourage students to complete the advanced option whenever possible.

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(Global Footprint Network, 2016)

After completing the quiz, students will be given information about their footprint and
how many earths it takes to support their lifestyle. Instruct students to take a screenshot
of their final results and explore ways to reduce their footprint by clicking on the Explore
Scenarios tab.

(Global Footprint Network, 2016)

Circulate and assist students as needed.

Hold a class discussion about the results of the quiz. Sample discussion questions are
listed below. The questions and answers can also be found in Appendix C.

1. How do your results compare to your original predictions?


2. According to your pie chart, what is your greatest area of impact?
3. What are the environmental, economic, and social impacts of a typical American diet and
lifestyle? What would happen if the rest of the world adopted our actions and lifestyles?
4. In what ways would your grandparents (or other members of earlier generations)
lifestyles have been different from your lifestyle?
5. Why do processed foods impact the Earth more than locally produced, non-processed
foods?
6. No one wants to give up all the things that make our lives comfortable, but what are some
important changes we can make that would reduce the size of our footprints?

Students will complete the reflection paragraph assessment and post it along with their
screenshot to the class blog.

Day 2
Warm-up: How do you think your human footprint results compare to your Australian peers?
Explain.

Explore and respond to two blog posts from the Australian classroom. Revisit the warm-up. How

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do the results compare to your own?

Introduction to the days objectives and activities. Today, you are going to be splitting into
expert groups to explore how other students from around the world interact with and impact the
Earth. Read the student profile provided, make a prediction about their human footprint, and use
the information to complete the human footprint calculator.

Instructions for taking the quiz:


Assume that if an item on the quiz, such as time spent on a plane or train, is not
mentioned in the profile, then the character does not participate in that activity.
If there is not information in a profile to answer a certain question, the student may be
able to answer, I dont know.

Answers:

Argentina - Nahual:
Total Footprint (global hectares) 2.5
Total Footprint (acres) 6.2
Number of Earths Needed 1.4
China-Wu Dong
Total Footprint (global hectares) 1.4
Total Footprint (acres) 3.5
Number of Earths Needed 0.8
Italy - Constanza:
Total Footprint (global hectares) 3.6
Total Footprint (acres) 8.9
Number of Earths Needed 2.0
South Africa - Wisani:
Total Footprint (global hectares) 3.0
Total Footprint (acres) 7.4
Number of Earths Needed 1.7

Split each table into five jigsaw groups. Circulate and assist students as they read the profiles and
complete the quiz.

Round Robin Review: Students will return to their home groups and each person will have 3
minutes to report their findings. Keep track of time with countdown timer on the SmartBoard.

Exit Slip: Which student/country had the smallest human impact and why?

Accommodations/Differentiation
Headphones and speech options available for students with audio processing problems
Students with OT considerations will be offered the opportunity to dictate their blog responses
GT students will have the opportunity to participate in a research project, graphing human
footprint results around the globe
Assessment/Follow-up

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Human Blog Post Assignment graded based on the rubric found in Appendix D
Follow-up: Students will track every piece of trash thrown away in one day and identify the
resources used to make each item. This will lead into subsequent lessons on trash awareness,
landfill overflow, and recycling. Recycling and use of renewable resources will be linked back to
reduced human footprint later in the unit.

Resources
http://www.worldof7billion.org/wp-content/uploads/2014/08/watch-your-step.pdf

http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
Watch Your Step Student Worksheet (available at the website above)
Watch Your Step Student Profile Worksheets (available at the website above)
Human Footprint Homework (Appendix B)
Discussion Questions (Appendix C)
Blog Post Rubric (Appendix D)
Computers with Online Access
UDL:
_X_ Multiple Means of
Representation:
Perception
Language, Expression,
Symbols
Comprehension

_X_ Multiple Means of Action


and Expression:
Physical Action
Expression and
Communication
Executive Function

_X_ Multiple Means of


Engagement:
Recruiting Interest
Sustaining Effort and
Persistence
Self-Regulation

Summative Assessment:
The final assessment for this unit will be a digital presentation created collaboratively on
Google Slides. Students will choose one environmental issue that is a result of human activity
and affects the Earth on an international level. Students will research the contributing factors of
the problem, how the issue affects the earth (habitats, water quality, etc.) and ways to minimize
the impact. Students will use the information collected to propose a series of actions to minimize

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the problem. This project will require students to examine how Earths systems are related and
consequently begin to lay a foundation for the importance of global citizenship.

Lesson Plan Template #2


Subject: 6th Earth Science

Unit: Environmental Science

Topic: Performance task


Time: Six seventy minute blocks

Standards:
Next Generation Science Standards

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a
human impact on the environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human
population and per-capita consumption of natural resources impact Earth's systems.
(NGSS Lead States, 2013)
Maryland Science Standards
6.0.B.1 Recognize and explain that human-caused changes have consequences for Maryland's
environment as well as for other places and future times.
6.0.B.1.a Identify and describe a range of local issues that have an impact on people in other
places.
6.0.B.1.b Recognize and describe how environmental change in one part of the world can have
consequences for other parts of the world.
(MSDE, 2008)
NETS (S) Standards:
2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to
plan and conduct research, manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
5. Digital citizenship: Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
(International Society for Technology in Education, 2007)

Global Green Education

STEM Practices:
___ Asking questions & defining problems
___ Developing and using models
___ Planning & carrying out investigations
_X_ Analyzing & Interpreting data
___ Using math & computational thinking
_X_ Construct explanations/design solutions
___ Engaging in argument from evidence
_X_ Obtain, Evaluate, & communicate info.

17

Crosscutting Concepts:
___ Patterns
_X_ Cause and Effect
___ Scale, Proportion, & Quantity
___ Systems & system models
___ Energy and matter
___ Structure and function
_X_ Stability and change

Lesson Goals: In this project, students will be asked to look back at all of the ways humans interact with
the environment and to consider the results of those interactions. Students will work in groups with their
own classmates and Australian peers to investigate one of those issues in more depth. Each group will
create a multimedia presentation to educate their peers about the scope of the problem, contributing
factors, and actions to minimize the impact.
Lesson Objective:
SWBAT
Obtain, communicate, and evaluate information on a current environmental concern
Describe how environmental change in one part of the world can have consequences for

other parts of the world


Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment

Instructional Materials: Conowingo Dam article, action plan template, note-taking guide, websites,
Google Slides
Activities

Day 1:
Warm-up: Why is the Chesapeake Bay important to our community?

Discuss the warm-up with students. Based on their answers, identify why it is important
to keep the Chesapeake Bay healthy and review on the SmartBoard the extent of the
Chesapeake Bay Watershed. Remind students that issues in the Chesapeake Bay affect a
very large area and population of wildlife. It also affects our local economy.

In small groups, have students read the Conowingo Dam article from Chesapeake Bay
Foundation (http://www.chesapeakebay.net/issues) and discuss the following:
What is the impact of the issue discussed? (Sediment is blocking the dam and
suffocating fish and underwater plants. It is also affecting the efficiency of the dam)

Introduce action plans. An action plan is a response to a concern or problem. First, you
identify a problem and the causes. Through brainstorming and research, you will then
develop a series of steps or actions you think will address the problem. Our school
implemented an action plan last year when we noticed water pooling in the school
courtyard. It was causing flooding and prevented teachers from taking their students to
the outdoor classroom. After determining that the problem was due to the very rocky soil

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and cement in the area, the Green Team came up with an action plan to dig up the old soil
and put in a lower area filled with biosoil which would allow the water to filter
underground. They put the action plan into effect and created the rain garden which is
now in our courtyard.

Students will work in small groups to develop an action plan for the Conowingo Dam
sediment problem and complete the worksheet in Appendix E

Students will present their action plans to the class. After each presentation, discuss how
the group came up with their plans, and why it is important to have a strong rationale and
research before any plan can be implemented.

Wrap-up: Review objectives and collect action plans

Day 2:
Warm-up: List 3 issues we have discussed in this unit that affect a large population or
area. What makes each one an environmental issue?

Discuss the warm-up and tell students that they will be picking one of these issues and
developing an action plan to address the problem.

Rubric and Assignment Overview: Carefully review all of the project requirements with
students (Appendix F). Explain that they will be working in groups of four. Two team
members will be their Australian peers and they will work collaboratively on the action
plan through Google docs and slides.

On Chromebook, students will navigate to the project note-taking guide in their shared
folder. They will use the hyperlinks and class resources to explore environmental issues
and will be responsible for picking three possible topics to create their action plan
around.

Give students time to explore each link and the global issues. Circulate the room and redirect or answer questions.

Exit Slip: Students will pick their top 3 choices of environmental issues and turn them in
at the end of class, so they can be placed into groups. I will try to create as many varied
groups as possible based on the results.

Wrap-up: Review objectives

Day 3:
Before the lesson: Create student groups based on the exit slip. Our Australian cooperating class
will do the same and each group should have about 4 students. Share the note-taking guide with
groups on Drive.

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Warm-up: Check the SmartBoard for assignment groups and topics. Record your topic
and group members in your notebook.

Introduction to agenda and objectives. In todays lesson, students will begin collecting
research for their action plan. All research must be finished before starting the Google
Slides portion of the assignment. Students will use the editable project note-taking guide
shared with them in Drive to focus their research. Students are encouraged to use school
databases and approved websites before using Google or other search engines. Each
student should be taking notes in a different color and citing all of their sources. Students
may save images and items in the note guide with the original source.

Research: Give students time to get into groups and begin the research. Circulate the
room and conference with students as they work.

Wrap-up

Day 4:
Before the lesson: Review student progress on the note-taking guide. Answer any student
questions sent via comments and provide feedback as needed.

Warm-up: Review your project rubric. What research do you still need to collect?

Research: Students will review the information added by their Australian group members
and continue work on the note-taking guide. When students are finished, they need to get
approval before creating a Google Slides presentation to organize and share their
information. Students will need to complete and submit the team planning guide for the
presentation (found on the note-taking guide), outlining each group members roles and
responsibilities for the remainder of the project.

Multi-media presentation: Students who have received approval may begin working on
the multimedia presentation of their action plan. Remind students to refer to their rubric
and note-taking guide as they work. One person in each group will need to share the link
for review.

Wrap-up

Day 5:
Before the lesson: Review Google Slides and provide feedback as needed.

Warm-up: Get your Chromebook and take out your project rubric.

Multi-media presentations: Students will have the entire class period to complete their
part of the presentation using the note-taking guide and rubric. Encourage students to
check that they have included all their sources and that any media adds to the content of
the project. Circulate and conference with students as they work. Any early finishers will
be encouraged to improve their project.

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Each group will post their slide show links to the blog site. Australian students will finish
their additions to the project overnight.

Wrap up

Day 6:
Warm-up: Self-reflection: What did you like about the project? What would you change?
Do you think working with students from across the globe changed the way you think
about some of these issues? Why or why not?

Presentations: Students will have an opportunity to share their presentations with the
class. Students will provide positive feedback and suggestions for each topic.

Wrap-up

Accommodations/Differentiation

Headphones and speech options available for students with audio processing problems
Students with OT considerations will be offered the opportunity to dictate their blog
responses

Assessment/Follow-up
Action Plan Multimedia Slides scored with rubric in Appendix F
Follow-up: Students will have an opportunity to share their feedback on the project with their
Australian peers through blog posts. We will also have an opportunity to share our thoughts on
the collaboration aspect and thank the other class with a video message.
Resources
http://www.chesapeakebay.net/issues

Note-taking guide
https://docs.google.com/a/ccps.org/document/d/1PQVeYYm5sU0t_kLlWYLlrP9Ngi9ANaon213xHs
yzjsc/
edit?usp=sharing
Digital Databases
http://schools.ccps.org/rsms/rsms.htm
http://www.conserve-energy-future.com/15-current-environmental-problems.php
http://www.globalissues.org/issue/168/environmental-issues
UDL:
_X_ Multiple Means of
Representation:
Perception
Language, Expression,
Symbols
Comprehension

_X_ Multiple Means of Action


and Expression:
Physical Action
Expression and
Communication
Executive Function

_X_ Multiple Means of


Engagement:
Recruiting Interest
Sustaining Effort and
Persistence
Self-Regulation

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Appendix A
Global Green Education Permission Slip:
Our class has a wonderful opportunity during this unit to work on a global collaborative project
with a school in Australia. Throughout the unit, students will be communicating with their
Australian peers through a series of blog posts. These posts may include video and pictures of
students, as well as text. This is a password protected site and will only be used for school
purposes. Students full names will not appear anywhere on the site.
Please sign and return the permission slip below to allow your student to participate in this
project.
If you have any questions or concerns, please email Ms. Reeves at jareeves@ccps.org
I give my student permission to participate in the project and allow videos and
pictures of my student to be used for instructional activities.
I give my student permission to participate in the project but do not wish for my
student to appear in pictures or videos on the site.
I do not give my student permission to participate in the global collaboration
project.

____________________________________________
Name

________________
Date

Appendix B
Due Date: ______________________
Name: _________________________

Date:______

Human Footprint Homework

Block: ________

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Youll need to know or estimate the following information to calculate the human footprint.
Ask your parents or other family members to help you fill in the information below.
1. Number of times you eat animal-based products each week (meat, fish and eggs)
2. How much of your food is processed, packaged, and imported (none, all, about half, etc.)
3. Amount of trash you generate each week (number of bags)
4. Number of people in your home
5. Size of your home (square ft.)
6. Type of fuel used in your home (gas, solar, etc.)
7. Use of electricity in the home (estimate)
8. Use of energy-efficient lights in the home (all, none, about half, etc.)
9. Percentage of homes energy from renewable sources
10. Distance traveled on public transportation per week
11. Distance traveled by car per week
12. Gas mileage for your familys car(s) (if you have one)
13. Amount of time you fly on a plane each year (hours)
14. Amount of money spent on clothing and household goods each month
15. Amount of money spent on household upgrades each year
16. Amount of money spent on entertainment each month
17. Amount of waste materials that are recycled (all, none, about half, etc.)
Appendix C
Human Footprint Answer Key:
Argentina - Nahual:
Total Footprint (global hectares) 2.5
Total Footprint (acres) 6.2
Number of Earths Needed 1.4

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China-Wu Dong
Total Footprint (global hectares) 1.4
Total Footprint (acres) 3.5
Number of Earths Needed 0.8
Italy - Constanza:
Total Footprint (global hectares) 3.6
Total Footprint (acres) 8.9
Number of Earths Needed 2.0
South Africa - Wisani:
Total Footprint (global hectares) 3.0
Total Footprint (acres) 7.4
Number of Earths Needed 1.7

Discussion Questions:
1. How does your footprint compare to the U.S. national average? How close is your use of
resources to the world average?
Answers will vary. U.S. average is 7 global hectares (17 acres) per person. World average is 2.7
global hectares (6.7 acres) per person.
2. How do the students from the other countries compare to you and to each other?
Although the number of acres for each student in the class will be different, there is a good
chance that even the lowest resource use in the class will be more than the students in the
profiles.
3. What are the environmental, economic, and social impacts of a typical American diet and
lifestyle? What would happen if the rest of the world adopted our actions and lifestyles?
The American average is 17 acres/person and the world average is 7 acres/person. This means
Americans are (on average) overstepping their bounds, and using resources in an unsustainable
fashion. This unsustainable use of resources might be a contributor to negative impressions of
Americans on the part of citizens of other countries. If the rest of the world adopted the U.S.
lifestyle, the demand for resources would be much, much greater than the amount of resources
available to the world.
4. In what ways would your grandparents (or other members of earlier generations) lifestyles
have been different from your lifestyle?
Resource use has risen over time, so grandparents (when they were young) most likely had a
smaller footprint than current students. Several of the ways in which grandparents likely had a
smaller footprint can be seen by looking at the questions in the quiz: our grandparents probably
did not use cars as much, nor have access to as much processed food, to give just two examples.

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5. Why do processed foods impact the Earth more than locally produced, non-processed foods?
Processed foods use much more energy to produce the final product, and the machines that do
the processing typically run on non-renewable fuels. The packaging also increases the foods
footprint over unprocessed food, which probably does not have packaging. Locally produced
food has lower transportation costs than food produced elsewhere.
6. No one wants to give up all the things that make our lives comfortable, but what are some
important changes we can make that would reduce the size of our footprints?
There are ways to be more efficient in the things we do and use today: in particular, there have
been many advances in energy efficiency in the last several years. Upgrading to more efficient
appliances can make a big difference in a houses footprint. Another alternative is to use energy
from renewable resources, such as wind and solar power. Reducing car use can also reduce
footprints significantly: carpooling, grouping car trips together, biking or walking to nearby
places, using public transportation, and switching to a car with better fuel economy can all make
a difference.
7. What is changing in your community in an unsustainable direction? What is changing to make
life more sustainable?
Answers May Vary.

Multimedia Project : Human Footprint Blog Assignment


Teacher Name: Ms. Reeves
Student Name:

Appendix D

________________________________________

Global Green Education

CATEGORY

25

Results

Results of the footprint


calculator are
described in detail and
references data.
Screenshot of results is
included in the post.

Results of the footprint


calculator are
described in some
detail. Screenshot of
results is included in
the post.

Results of the footprint


calculator described in
some detail.
Screenshot may be
incomplete or missing.

Student does not


discuss results of the
footprint calculator in
detail. Screenshot may
be incomplete or
missing.

Analysis

Student carefully
analyzes the results
using at least 3 specific
examples and how they
may have factored into
the footprint
calculation.

Student analyzes the


results using of 3
examples and how they
may have factored into
the footprint
calculation. Analysis
could use more detail.

Student analyzes the


results of 2 examples
and how they may
have factored into the
footprint calculation.
Analysis could use
more detail.

Student provides little


explanation of results
using examples.

Explore Scenarios Student describes two Student describes one


or more solutions to
reducing their human
footprint using
information or quotes
from the footprint quiz.

or more solutions to
reducing their human
footprint using
information or quotes
from the footprint quiz.

Students describes a
general solution to
reduce their human
footprint. Data or
information from quiz
not included.

Student description of
solution is vague or
unsupported by data
from human footprint
quiz.

Mechanics

No misspellings or
grammatical errors.

Three or fewer
misspellings and/or
mechanical errors.

Four misspellings
and/or grammatical
errors.

More than 4 errors in


spelling or grammar.

Blog Response

Responds to two or
more blog posts from
Australian peers in a
paragraph response.
Feedback is detailed
and constructive.

Responds to 1-2 blog


posts from Australian
peers in a paragraph
response. Feedback is
detailed and
constructive.

Responds to two or
more blog posts from
Australian peer.
Feedback could be
more detailed or
constructive.

Students provides little


to no constructive
feedback.

Date Created: Jul 12, 2016 05:52 pm (CDT)

Appendix E
Name:________________________________ Date__________

Block:_______

Conowingo Dam Action Plan


Summarize the issue or problem.
_____________________________________________________________________________________
_____________________________________________________________________________________

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_____________________________________________________________________________________
_____________________________________________________________________________________
What are some factors contributing to the problem?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
To solve the issue:
Action (What should be done?)

Rationale (How will this help to solve the


issue?)

What measures can you put into place to know if the action plan is successful?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Appendix F

Multimedia Project : Action Plan Performance Task


Teacher Name: Ms. Reeves

Global Green Education


Student Name:

27

________________________________________

(48 pts total)


CATEGORY
Background
information
(double weighted)

Thoroughly introduces
the topic with
information from at
least two sources.
Includes contributing
factors and data to
support its importance
as an environmental
concern.

Introduces the topic


with information from
at least two sources.
Includes some
contributing factors
and data to support its
importance as an
environmental
concern.

Includes essential
information about the
topic but there are
factual errors or
missing pieces of
information.

Content is minimal OR
there are several
factual errors.

Somewhat describes
Describes in little
Scope of the issue Clearly describes how Describes how the
the
environmental
environmental
issue
is
how
the
environmental
detail why the issue is
(double weighted)
issue is of international
or global concern.
Uses examples and/or
data from multiple
sources to support
claims.

of international or
global concern. Uses
some examples and/or
data from multiple
sources to support
claims.

issue is of international of international or


or global concern.
global concern.
Uses some examples or
data to support claims.

Thoroughly describes a Thoroughly describes a Describes a series of at Somewhat describes a


Action Plan
(double weighted) series of at least 3 steps series of at least 2 steps least 2 steps to address series of steps to
to address the
environmental issue.
Includes a rationale for
each step based on data
or research. Describes
how these steps will
minimize the issue.

to address the
environmental issue.
Includes a rationale for
each step based on data
or research. Describes
how these steps will
minimize the issue.

the environmental
issue. Includes a
rationale for each step
but may be missing
information or data.

address the
environmental issue.
Little to no support or
rationale is offered for
the action plan.

Attractiveness

Makes excellent use of


font, color, graphics,
effects, etc. to enhance
the presentation. All
content is related to the
main topic. At least 3
graphics are included.

Makes good use of


font, color, graphics,
effects, etc. to enhance
to presentation.
Content is related to
the main topic. At least
3 graphics are
included.

Makes use of font,


color, graphics, effects,
etc. but occasionally
these detract from the
presentation content.
Fewer than 3 graphics
are included.

Use of font, color,


graphics, effects etc.
but these often distract
from the presentation
content.

Sources

Source information
collected for all
graphics, facts and
quotes. All
documented in desired
format.

Source information
collected for all
graphics, facts and
quotes. Most
documented in desired
format.

Source information
collected for graphics,
facts and quotes, but
not documented in
desired format.

Very little or no source


information was
collected.

Workload

The workload is
divided and shared
equally by all team
members.

The workload is
divided and shared
fairly by all team
members, though
workloads may vary
from person to person.

The workload was


divided, but one person
in the group is viewed
as not doing his/her
fair share of the work.

The workload was not


divided OR several
people in the group are
viewed as not doing
their fair share of the
work.

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Originality

Product shows a large


amount of original
thought. Ideas are
creative and inventive.

Product shows some


original thought. Work
shows new ideas and
insights.

Uses other people\'s


ideas (giving them
credit), but there is
little evidence of
original thinking.

Uses other people\'s


ideas, but does not give
them credit.

Mechanics

No misspellings or
grammatical errors.

Three or fewer
misspellings and/or
mechanical errors.

Four misspellings
and/or grammatical
errors.

More than 4 errors in


spelling or grammar.

Organization

Content is well
organized using
headings or bulleted
lists to group related
material.

Uses headings or
Content is logically
bulleted lists to
organized for the most
organize, but the
part.
overall organization of
topics appears flawed.

References
ACARA. (n.d.). Curriculum filter. Retrieved from
http://www.australiancurriculum.edu.au/Browse?a=E

There was no clear or


logical organizational
structure, just lots of
facts.

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29

International Society for Technology in Education. (2007). National educational technology


standards for students. Retrieved from http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf
Global Footprint Network. (2016). Footprint calculator. Retrieved from
http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
Marsh, B. (2005, July 31). Little land on Earth is still untouched. Retrieved from
http://www.seattletimes.com/nation-world/little-land-on-earth-is-still-untouched/
MSDE. (2008). Using the State Curriculum: Science, Grade 6. Retrieved from
http://mdk12.msde.maryland.gov/instruction/curriculum/science/standard6/grade6.html
NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (Standards
by DCI). Retrieved from http://www.nextgenscience.org/
Startclass. (2016). Retrieved from http://publicschools.startclass.com/l/40531/Rising-SunMiddle-School