- Review Process
- Take Action
- A project of
Understanding Sustainable Living is part of the World's Largest Lesson, which brings the Global Goals to children all over the world and unites them in taking action. In this sixty minute lesson, students will:
At the end of this lesson, students will be able to explain the concept of sustainability, evaluate various lifestyle choices for sustainability using an online ecological footprint calculator to real-life data, and identify actions students can take to make their lifestyle more sustainable.
This resource explicitly teaches students how to analyze one's ecological footprint using either an online tool or a written quiz.
Since this resource is only one lesson, it would be a great addition to any larger discussion of human impact and ecological footprints.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Throughout this lesson, students get to form their own opinions and take informed positions based on the information they will be provided.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
While analyzing the ecological footprints in the story pack, students understand how the social, economical and environmental dimensions are connected.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Even though this resource does not provide explicit activities for working towards change, it gives students a good idea of how they could reduce their ecological footprint. It would be easy for the teacher to extend this activity by asking students to choose one action to reduce their footprint.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
Students opinions are at the base of this resource. Students are asked to share their opinions in discussion throughout this lesson.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
Throughout this lesson, students will discover how our actions effect our environment and therefore foster an appreciate for the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
In this lesson, students will need to analyze the ecological footprint of fictional characters. Through this, they will most likely think about their own footprint and therefore it will be relevant to them.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
With the number of discussions embedded in this lesson, students are not steered toward one right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
It is clear that some Science outcomes, in terms of ecological footprints, and some Math outcomes, with some data collection and analysis, are covered in this resource.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
Ideas for differentiation and alternative activities are provided for each learning activity.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students have the chance to use an online tool to calculate one's ecological footprint.
|Experiential Learning: |
Authentic learning experiences are provided
Students will need to work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
No assessment tools are provided in this resource.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students will give a small presentation on their fictional character's ecological footprint.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|