Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
Author Name: Mary Eldredge-Sandbo
Lesson Name:
One World
Content Area(s):
Biology, with possibilities for connections to English Language Arts, Mathematics,
Social Studies, and Art
Grade Level(s):
This lesson is intended for grades 10 through 12.
Overview:
Students will use the concept of an ecological footprint to learn about the use of
resources and global sustainability. They will begin with the calculation of one
person’s ecological footprint in the United States, then they will calculate the
footprint of one person from another country, and then they will work in small groups
to learn about practices that decrease sustainability. Finally, they will research one
problem, and prepare and present an action plan to address the problem. The goal of
this activity is for students to understand their role in global sustainability and realize
that that the resources on this one world must meet the needs of all of its people.
Duration:
Depending on extensions and connections to other content areas, this can be a twoday lesson, (Activities 1 and/or 2) or a multi-week unit (Activities 1 through 5).
Instructional
objectives
1. Students will explore and begin to develop an understanding of the limited
resources on Earth and the importance of sustainability using the following
definition, provided by the Environmental Protection Agency
(http://www.epa.gov/sustainability/basicinfo.htm)
“Sustainability is based on a simple principle: Everything that we need for our survival and
well-being depends, either directly or indirectly, on our natural environment.
Sustainability creates and maintains the conditions under which humans and nature can
exist in productive harmony, that permit fulfilling the social, economic and other
requirements of present and future generations.”
2. Students will understand the concept of an ecological footprint.
3. Students will understand the impact of choices regarding food,
travel, construction, and consumer practices on global sustainability.
4. Students will increase their abilities to use scientific practices and develop
global competencies.
Specific Global
Competencies
I used the EdSteps Global Competence Matrix (Edstep.org, 2011)
1. Investigate the World
Students will focus on the issue of sustainability to learn about the Ecological footprint
of different countries through research, development of scenarios, and
experimentation with the Footprint Network Calculator (http://www.footprintnetwork.org).
Students will also look for evidence of similarities, differences, and connections
between cultures in order to gain perspectives, ask questions, and propose solutions
to problems related to sustainability.
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
2. Recognize Perspectives
Students will learn about their own understanding and attitudes toward sustainability,
and then use scenarios, research, and possibly, online communication to learn about
perspectives of individuals from other parts of the world regarding the problems,
solutions, and connections related to sustainability.
3. Communicate Ideas
Students will work with each other to develop respectful, accurate, and
understandable explanations of problems and solutions that relate to sustainability.
Students will explain the importance of understanding different perspectives to a
larger audience.
4. Take Action
Students will research, brainstorm, and collaborate to plan and propose potential
solutions to problems related to sustainability.
Alignment to
Content Standards:
I used the Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas (National Research Council, 2012).
Dimension 1: Scientific and Engineering Practices
Practice 1: Asking Questions and Defining Problems
Students will ask and refine questions throughout the unit
Practice 2: Developing and Using Models
Students will use the Ecological Footprint Calculator to learn about factors
that affect sustainability. Students will also have the opportunity to use
the interactive “Trendalyzer” (http://www.footprintnetwork.org) as a model to
explore the interactions between practices and indicators about available
resources.
Practice 4: Analyzing and Interpreting Data
Students will have the opportunity to use different data sets with the
“Trendalyzer to understand the relationship between practices and
outcomes. Students will also be able to explore data from different
countries on the Footprint Network Website.
Practice 6: Constructing Explanations and Designing Solutions
Students will use information on the Footprint Network Website and
other resources to explain the relationship between practices, problems,
and solutions. They will also explore ideas and information to look for
connections between different countries regarding problems and
solutions of sustainability.
Practice 7: Engaging in Argument from Evidence
Students will use data from multiple sources to explain, discuss, defend,
and modify one aspect of a problem related to sustainability and one
potential solution to that problem.
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
Practice 8: Obtaining, Evaluating, and Communicating Information
Students will research, evaluate, synthesize, and communicate what they
learn to a larger audience.
Dimension 2: Disciplinary Core Ideas -- Life Science
Life Science 2.A: Interdependent Relationships in Ecosystems
This activity will allow students to explore carrying capacities of
populations, limiting factors and interactions between biotic and abiotic
factors.
Life Science 2.C: Ecosystem Dynamics, Functioning, and Resilience
This activity will allow students to understand the complex nature of
interactions within an ecosystem and human’s unique role in this
interaction.
Life Science 4.D: Biodiversity and Humans
This activity will allow students to understand the importance of
biodiversity and the ways that humans can alter biodiversity.
Assessments:
Ideas for assessment are written at the end of each activity. Student reflections,
questions, and discussions will provide opportunities for formative assessment
throughout the activity. There are many ways to adapt this activity, and there are
many ways to assess student learning and progress. One option is to work with the
students to develop a rubric for the final project in Activity 4 and 5. Throughout the
activity, it will be important to look for evidence of collaboration, sharing of ideas,
responsible use of technology, and understanding of content. In addition to the final
presentations, students should share reflections on what they are learning, and what
they wonder. Depending on the course and students, occasional summative quizzes
might also be appropriate. A presentation rubric is provided as a starting point for
building a rubric that is appropriate for the class setting.
Activity 1: Calculate an Ecological Footprint for Your Future Self
The purpose of this activity is to help students begin to understand the concepts related to sustainability and to
learn about the relationship between decisions students do and will continue to make and the effects on the
environment – locally and globally.
1. Complete profile
Tell students to imagine themselves as a 30-year old. They should complete the “Myself at 30” questionnaire
before they calculate their Ecological Footprint.
Ideas for modifications: The reason for having students develop an adult scenario for this activity is that the
footprint calculator requires input of information that students might not know, or might be embarrassed to
share with their classmates, regarding household expenses.
Encourage the students to think optimistically about their future. While this might present great opportunities
for goal setting, the main purpose of this activity is to establish a starting point for a “typical” ecological
footprint for a United States Citizen.
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
If thinking about their future selves, seems to be overwhelming, it also works to have students develop a profile
for a completely hypothetical adult – it also works for students to do this in pairs – just change the headings
and pronouns on the questionnaire.
2. Determine the size of their “Ecological Footprint using the following steps
a. Direct students to the Footprint Calculator at:
b. http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
c. Have students select the United States
d. Tell students to “design” their person.
e. They should select “Begin” then “New Users” then “Get Started. They can select gender, hair, skin, and
clothes.
f. Once they start, have them select “detailed information”.
g. They can keep track of their responses using the “My Future Ecofootprint” checklist.
h. When students complete the calculation, they can record the results on the checklist.
3. Discussion and Reflection
Encourage students to compare the types of answers they chose as well as their results. Ask them what
factors seemed to cause the biggest differences in the number of Earths that would be required if everyone
lived like them. Review the terms “carrying capacity” and “limiting factors”. Ask students how these terms
relate to their findings.
If necessary, guide the students as they develop two scientific questions, which they can write on the bottom
of their worksheet. The Framework for K-12 Science Education (National Academy of Science, 2012) describes
the process of helping students ask scientific questions on pages 55 through 57. Encourage students to
develop questions that they can investigate and refine throughout this activity.
4. Allow time for students to reflect on their future footprint (or the hypothetical footprint) by writing or
discussing their reaction to the outcome of the footprint calculation. Were they surprised? What are the
implications of having a large or small footprint? What do they still need to learn?
5. Look for evidence that students can articulate their perspective and questions regarding sustainability and
their understanding of ecological footprints.
Assessment: Reflections, discussions, and questions will allow the teacher to understand the students’ progress
through this activity.
Activity 2: Looking around the world
1. Getting Started Option 1: Students will read prepared scenarios about hypothetical students from China,
Japan, Brazil, Turkey, and South Africa and use the information to calculate ecological footprints for these
students. These scenarios are compiled in the “Ecofootprint Scenarios” (attached worksheets) they are not
copyrighted and can be modified in anyway to be more appropriate for your class.
Getting Started Option 2: Students will research specific areas of designated countries, prepare a hypothetical
student profile, and then use the information to calculate an ecological footprint for the student.
Getting Started Option 3: Students will use an online resource to contact students from different countries to
learn about one person and then calculate an ecological footprint for that student. Possible resources include
the following:
ePals http://www.epals.com/ and Taking it Global http://www.tigweb.org/
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
2. After students have finished calculating various ecological footprints for individuals in different countries,
use maps and ecofootprint calculations to facilitate a discussion, as a class or in small groups, to identify
similarities, differences, connections, and examples of cause and effect. Also, help them to identify additional
information that they need to learn in order to understand and identify problems that can be investigated
scientifically.
3. Some questions to get students started with the discussion could include:
1.
2.
3.
4.
5.
6.
Which footprint at the table is most similar to the one you made for your future self? Why?
Which footprint is the most different? Why
Which scenario do you think is the most realistic? Why?
What languages are spoken at your table (based on the scenarios)
What currencies are spent?
If you could all go to visit one of the students, where would you go? Why?
3. Provide time for students to reflect on what they have learned, and what they wonder.
4. Direct students to the questions they posed during Activity 1 and give them time to discuss these questions
and refine them, if needed, so they are relevant to what they learned in the first and second activity.
5. Look for evidence that students’ perspectives are broadening to include an understanding of, and
appreciation for, the perspectives of their classmates and individuals in different countries and the complex
and interconnected nature of sustainability.
Assessment: Reflections, discussions, and questions will allow the teacher to understand the students’ progress
through this activity.
Activity 3: Focus
The purpose of this activity is to help students focus on one issue, describe one problem that threatens
sustainability, and begin to think about a possible solution to the problem. Students will work in small teams
to research the problem and a potential solution
1. Jigsaw activity to learn how to use a few resources
Divide students into the following groups, and then charge them with the tasks of understanding how to use
the tools, interpret the information, follow the links, and appropriately cite the following sites. In addition,
each group should analyze the resource by identifying the strengths and weaknesses of the resource. They
should prepare to take the information to others in a concise fact sheet and short presentation. These details
are outlined on the “Focus” worksheet, as well as at the end of this activity description.
When students have prepared their fact sheet and presentation, they should meet in groups of six students to
share what they have learned.
2. Developing one guiding question
Direct the same group of six students, who now have expertise regarding the six tools and resources, to
compare the questions they wrote in activity one and revised in activity two.
Tell students to pick one problem that relates to their questions. Encourage the students to select a topic that
will allow them to: use all of the tools they focused on, explore several different parts of the world, and
address something that interests them. Ideas might include questions that inquire about access to drinking
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
water, water pollution, biodiversity, endangered species, deforestation, water pollution, population growth,
or climate change.
Once students have selected one problem, direct them back to their questions. Have them, as a group,
develop one question that will guide them to research their topic and develop a plan of action to address that
issue in a way that will increase sustainability.
3. Time to research
Guide the students to research the information they need to learn about their topic and to answer their
question. They should rely heavily on their six resources and tools, but encourage them to research other
sources as well.
Help the students develop a strategy to collect and properly cite data, information, resources, and
perspectives that will answer their question and lead toward a strategy to address the issue in a way that will
increase sustainability. This might be an ideal time to use resources at Taking it Global, or at local universities.
Encourage students to reach out beyond the school resources to learn more about their topic. Develop a plan
with the students for how and where to do their research. This type of research works very well using an
online collaborative tool such as Google Docs so that students can work together and share resources and
ideas.
In addition to the other sources available to the groups, Facing the Future (www.facingthefuture.org)
has an abundance of information, links, images, and ideas that are focused on sustainability and action.
Urban Ecolab (www.urbanecolabcurriculum.com) also presents information about helping students develop
21st century learning skills as they work to address issues related to sustainability and develop an action plan.
This site describes how to help students build “knowledge, investigate an area, envision possibilities, identify
stakeholders, identify resources, and construct actionable steps” (Urban Ecolab, 2012). This might be a useful
resource to help students begin to work toward an action plan.
Assessment: Fact sheets should be accurate, properly cited, and concise. Students should show their classmates
how to use the tools and continue to be resources throughout the remainder of the unit.
This is an outline of FOCUS Activity groups, which is available to students on the “FOCUS” worksheets (attached):
Group A: Trendalyzer http://www.footprintnetwork.org/en/index.php/GFN/page/trendalyzer/ A dynamic graphing tool.
Group B: Living Planet Report http://www.footprintnetwork.org/en/index.php/GFN/page/living_planet_report1/
Group C: Country Trends
http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/ Provides details about specific countries.
Group D: Biodiversity
http://www.footprintnetwork.org/en/index.php/GFN/page/the_footprint_and_biodiversity/
Group E: Tread Lightly
http://treadlightly.tigweb.org/foryouth/
Group F: Sustainability Resources
https://www.facingthefuture.org/GlobalIssuesResources/GlobalSustainabilityResources/tabid/133/Default.aspx
Explore the links and resources to see what type of information is available for future research and brilliant ideas.
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
4. Proposing Feasible Solutions
Students should discuss their findings, and explore the resources to brainstorm possible solutions to their
problems. After they have a list, guide them through the process of narrowing down the options to solutions,
which are feasible in terms of budget, resources, political constraints, and other topics that are appropriate for
the class and other content connections. Guide a class discussion so that each group can give an overview of
their problem, question, and ideas for solution. After each group has the opportunity to receive feedback from
other groups, they should select a solution, for which they will propose an action plan.
Activity 4: Make a Plan
After students have researched their problem and found information that helps to answer their question, they
should make an action plan for a feasible solution to their problem. In many cases, the students will not
actually implement the plan, but they will develop a proposal, which will be presented to a larger audience.
1. Refocus -- have students work together to restate their topic and question, then select a specific problem
that they can address with an action plan to suggest a feasible way to increase sustainability.
2. More research – students should explore their resources to develop their plan in a systematic manner. Each
step should include a description of the necessary resources, stakeholders, permissions, funds, etc. necessary
to implement the step. Each step should be written in an organized document that can be used as a proposal
to a larger audience.
3. Prepare a proposal and presentation
A. Students will prepare a detailed proposal, including a budget and timeline, this proposal will be available
for scrutiny by a “review committee”, which could include the teacher, an administrator, other teachers,
university staff, etc.
B. Students should prepare a presentation with an overview of the topic, question, findings, and action
plan. This presentation should include images, videos, interviews, presentation of data, in a way that shows
creativity, understanding, accuracy, respect, collaboration, and, of course, a feasible way to increase
sustainability in a large or small way.
Some things students might include in the presentation include:
What is the evidence that there is a problem?
What are the contributing factors?
What does this have to do with me?
What does this have to do with the rest of the world?
What is already being done to address this problem?
What is the evidence that supports this solution?
How can this solution be improved?
Assessment: It is recommended that the class work with the teacher to develop rubrics for the proposal and
presentation. Proposal should be accurate, organized, grammatically correct, properly cited, and feasible.
Budget should be detailed and researched. Timeline should be reasonable and realistic. Presentation should be
compelling, accurate, clear, prepared, and practiced. All references should be clearly cited. A sample rubric
“Presentation Rubric” (attached) is provided.
Activity 5: Presentation to a Larger Audience
Option 1: Students submit their detailed proposal to the teacher and present their overview to the class, take
time for discussion in order to discuss feasibility and implications of the problem and proposed action plan.
Final Project for Global Learning Fellowship
One World
Mary Eldredge-Sandbo
Option 2: Request the assistance of school personnel, parents, business leaders, and university staff to serve
as a committee to review detailed proposals. Work with the class to develop a scoring rubric to evaluate
description of the problem, feasibility of action plan, use of data, budget, etc. Ask the review committee to
score the proposals and perhaps discuss the proposals with the students. Invite the public to attend the group
presentations.
Option 3: Students submit detailed proposals to the teacher and prepare a video presentation of their
problem and action plan to be uploaded to a school website or other larger audience.
Option 4: Students develop action plans that can be implemented within the community. They submit their
detailed proposals to a review committee, who selects one or more action plans, which will be carried out in
the community.
Assessment: It is recommended that the class work with the teacher to develop rubrics for the proposal and
presentation. Proposal should be accurate, organized, grammatically correct, properly cited, and feasible.
Budget should be detailed and researched. Timeline should be reasonable and realistic. Presentation should be
compelling, accurate, clear, prepared, and practiced. All references should be clearly cited.
References:
Facing the future. www.facingthefuture.org
Urban Ecolab. www.urbanecolabcurriculum.com
Urban Ecolab (2012). Action planning process. Urban Ecolab Curriculum. Retrieved from
http://urbanecolabcurriculum.com/resources/action-planning-process/
Mansilla, V., & Jackson, A. (2011). Educating for Global Competence: Preparing Our Youth to Engage the
World. Prepared in conjunction with the Council of Chief State School Officers’ EdSTeps Initiative & Asia
Society Partnership for Global Learning. Retrieved from asiasociaety.org/files/book-globalcompetence.pdf
Global Competence Matrix. (2011). EdSteps, Retrieved from
http://www.edsteps.org/CCSSO/SampleWorks/Matrix_Print_Apr8.pdf
Global Footprint Network. http://www.footprintnetwork.org/
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts,
and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on
Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National
Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165