Stage 1: Desired Results

GLO: Describe the relationship among knowledge, decisions and

actions in maintaining life-supporting environments
Learning
SLO: Analyze a local environmental issue or problem based on
Outcome(s)
evidence from a variety of sources and identify possible actions and
consequences.
I can… define Ecological Footprint.
Learning Objectives
I can… identify possible actions and consequences of human impact.

Stage 2: Assessment Evidence

Warm up questions
Summative Formative Group discussion- Ecological
Assessment Assessment Footprint
Check and Reflect questions

Stage 3: Learning Experience

Tech Global Resources to Check and Reflect Questions
Footprint Bring
Calculator
Time Sequence and Description
Introduction: Read the following excerpt for students:

According to the United Nations, the global population is rising drastically each
year. They predict that today’s 7 billion people will become almost 11 billion
by 2050. Many people feel Earth could never survive the ecological footprint
left behind by so many people. One way to tackle the problem is to reduce the
5 minutes size of the footprint left behind by each individual. This concept is explored
more in your textbook. Most experts agree, however, that saving the planet
will require not only reducing the size of the footprints, but also the number.

Off of what I have read you, what do you think might be the ecological
footprint?

Have students discuss this in their table partners for 30 seconds and then
select students using the ball to share with the class.
20 minutes Activity 1: As we transition, access the textbook via Google Classroom. The
page that they need to find is page 99 (page 78 on the textbook page). Project
the textbook on the whiteboard. Hand deliver every student their
notes/worksheet for the day.

You are to read the page layout, 78 and page 79 on 4.4 Using Evidence from
Many Sources Can Help Analyze a Local Environmental Problem. I will project
the textbook pages on the whiteboard. They are expected to follow along.
 After we read the corresponding textbook pages, they will respond to the first
two questions on the worksheet.
As they write the questions, ask them the following questions: Why did Mathis
Wackernagel and William Rees invent the concept of the ecological footprint?
How does the ecological footprint of an average Canadian compare to the
world average? Why do you think there is a difference? *Hint: These are the
same questions that are on their worksheet. Discuss them for the students
who are confused to listen to it orally.

Activity 2: Once this discussion is wrapped up, students are to log on to the
Chromebooks and login to the Google Classroom page and select the posted
link: https://www.footprintcalculator.org/home/en . As they open it up,
project the same image on the whiteboard. We will go through the website at
the same pace as myself. I will read the questions and help answer questions
where necessary. There are some questions about the efficiency of their
20 minutes homes and vehicles. They are to think of the home they live in and take a
rough estimate. As for transportation, work is school and they get there
through whatever means they get to school, ie bus would be carpooling,
parents driving them is single use car. All students are expected to complete
this quiz. As we wrap up the quiz, they will write their score of ‘earths’ and the
hectares they score.

Compare the classes numbers, who has the most, who has the least, use the
online calculator https://www.calculator.net/average-calculator.html to
calculate 7B’s class average.
Project the textbook back on the whiteboard, read the section on factors that
reduce your ecological footprint. Through this discussion, students will respond
to the third and fourth question on their paper. Papers will be handed in at the
end of class. Give students 5 minutes to write down as many ideas as they
have for their final questions.

Wrap up: To end our lesson, we will watch a video on the Ecological Footprint,
https://www.youtube.com/watch?v=fACkb2u1ULY , which will review the
5 minutes concepts that we just learned about. To hand in their worksheet for class
today, students will hand them in to me at the front of the classroom. As they
hand them in, ask them ‘what is one action that you can do to reduce your
ecological footprint?’