Lesson Plan: Assessing My Carbon Footprint Note: This lesson plan is completed in the preliminary stages of the project

based learning web module Designing an Eco-Friendly Automobile. This lesson will create a frame of reference for students who will later work to create a car that runs on alternative energy. The PBL module can be found at the following URL: http://school.esdnl.ca/JohnBurkeHigh/09_10_Site/Major%20Project/index.htm Subject: Grade 9 Science Authors: Amy Barrieau, Joanie Cunningham, Stacey Morairty Purpose/ Thesis: The purpose of this lesson is to teach students about human carbon dioxide emissions that lead to global warming. Credit for Lesson Ideas: Our Lifestyle and Climate Change: http://www.slideshare.net/Sciencetutors/class-lesson-planon-lifestyle-carbon-emissions-and-climate-change Carbon Footprint Lesson Plan: www.bruneicarbonfootprint.com/downloads/cf_lesson_plan.doc

Outcomes:

From The Atlantic Canada Science Curriculum, Grade 9, p. 61 available at: http://www.gnb.ca/0000/publications/curric/grade9science.pdf

209-3 use instruments effectively and accurately for collecting data

211-2 communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means

Background to Lesson: i) Students should be familiar with the phenomenon of global warming and they should be briefly introduced to the term Carbon Footprint. The expression Carbon Footprint is used to describe how much an individual or business contributes to carbon dioxide emissions released into the atmosphere, causing global warming. Carbon footprint is usually measured in metric tons. Showing students the following 4 minute video on climate change is both informative and a good basis for discussion: http://www.youtube.com/watch?v=FIhnDvb7Exo&feature=related ii) Student need to collect the following information from home to help them complete them calculate their personal carbon footprint. - How much money is paid in home heating costs each year? - How many kilometers were put on the family vehicle last year? - What is the make, model and year of the family vehicle? - Do we usually buy food items that are in season and/or locally grown? Tasks: Pre-Activity (5-10 mins): Whole Class. Tools and Technology Integration: Computer and projector required; Projection of digital images for discussion. Refer to the previously viewed Climate Change video (mentioned above) in an opening wholeclass discussion and ask students about the main idea of the video. In the discussion, remind students, or incite the conversion to highlight some of the following key points: - Many of the everyday tasks that you complete involve some sort of energy consumption and subsequent carbon dioxide emission. - As Canadians, we each emit an average of 20 metric tons of carbon dioxide a year, while the

world average is merely 4 metric tons per year. - Researchers say we need to cut these emissions in half. Project or post1-3 photos for students to see and ask them to comment on how these photos may

pertain to the concept of carbon footprint.

Activity (20-25 mins): Individual Student Tools and Technology Integration: Computer Lab or 1:1 classroom with internet access; Instant carbon footprint calculator. Use the information below or have students navigate from the following page from the webbased PBL Module, located here: http://school.esdnl.ca/JohnBurkeHigh/09_10_Site/Major%20Project/carbon.htm 1) With the information required from home in tow, have students individually visit the following site http://www.carbonfootprint.com/calculator.aspx and complete the questions as best to their knowledge to determine their carbon footprint in metric tons. The teacher will likely need to circulate and address common questions/issues.

2) Thereafter, have students proceed to this page http://www.carbonfootprint.com/minimisecfp.html to learn more about they can do as an individual to REDUCE their carbon footprint.

Post Activity: Student Groups.

Tools and Technology Integration: Computer Lab or 1:1 classroom with internet access; Online discussion blog. In a class discussion blog for this project, or live discussion in groups of 3-4, address the following questions: 1) What is your annual carbon emission in metric tons? Were you surprised with these findings? What do you think is the greatest contributor to your carbon footprint? 2) What are some of the strategies for reducing your carbon footprint that you thought were achievable? How will you go about making change in your life? If using live discussion, have students also journal about the answers to the above questions, their groups reaction and they should include a personal reflection of the lesson learned. Extension: Tools and Technology Integration: Computer Lab or 1:1 classroom with internet access and creation software; Online discussion blog, Potential use of creation software like Audacity (podcasting) and Windows Moviemaker (video). - If using a class discussion blog, have students provide feedback and constructive comments to their peers. - Have students design awareness ads about reducing our carbon footprint via posters, podcasts

and/or videos. Assessment or Evaluation: Learning will be assessed by the post activity, journaling aspect of this lesson. Overall, this activity will make up 5% of the PBL module term mark. The following rubric may be used:
Level 1 Judgements Responds to vocabulary, concrete details, directly stated ideas of key points in the activity Makes judgements about the purpose, content or relationships in the activity Level 2 Supported Responds to concrete details, strongly implied ideas or key points in the activity Makes supported judgements about the purpose, content or relationship in the activity Level 3 Informed Responds to more abstract language, details and ideas in the activity Level 4 Thoughtful Responds to subtle language, details and ideas in the activity Level 5 Insightful Responds to elements of detail, matters of organization and complex ideas in the activity Makes insightful judgements about the purpose, content or relationships in the activity

Language, Details and Ideas

Purpose, Content and Relationships

Understanding and Appreciation

Explores the activity in the context of personal experience

Explores the activity in the context of personal experience and understanding

Makes informed judgements about the purpose, content or relationship among other elements in the activity Explores and demonstrates personal understanding and appreciation of the activity

Makes well supported judgements about the purpose, content or relationships in the activity

Explores and integrates a thoughtful understanding and appreciation of the activity

Explores and integrates insightful understanding and appreciation of the activity

Adapted from the following rubric: www.saskschools.ca/curr_content/bestpractice/response/rubric2.pdf Student Expectations: Students are expected to - understand the term Carbon Footprint and the components that contribute to daily carbon dioxide emissions.

- use the online Carbon Footprint Calculator to find their Carbon Footprint in metric tons and reflect on this number and what contributes to it. - understand and communicate ways in which their carbon footprint can be reduced via a discussion blog or live group discussion.