ObjectiveStudents will participate in an interactive web activity in which they fill out a survey that provides them with information and facts regarding what their carbon footprint is at an individual level. Students will work in groups of 4 to compare and analyze their data and create a poster board that documents their group carbon footprint as well as potential changes in their routine activities to lower their carbon footprint and reduce their impact on the environment.
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Student Activities: |
1. Quickwrite/Journal Question: What role do you play in the environment? Are you responsible for the health of our planet? What kind of daily routines of yours impact the environment?
2. Discussion: Students in groups discuss their impact on the environment/ their role 3. Carbon Footprint: Activity: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ Students get out chromebooks. Click on link and complete the process “What’s My Carbon Footprint?” Students complete the activity and determine their individual carbon footprint. Students then complete their graphic organizer with their results from the website. 4. Discussion and poster board: Students in groups discuss their impact on the environment and compile their data to find a group average and document it on their poster board. Students seek solutions and changes to their daily routines to reduce their impact. The poster must include:
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Group Roles: |
Leader/ Editor: In charge of making sure requirements of the activity have been met. Assist other group members with their task. Keeps track of time management.
Mathematician: Determines the average and range of the data. Finds interesting statistics from group’s data to share with the class. Artist: Collaborates with group members and writes down ideas of what types of artistic representations should be included on poster. After the artist communicates a plan with other group members, artist draws ideas on poster. Researcher: Determine viable solutions to lower your group’s environmental impact to record on the poster. |
Materials: |
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Assessment |
PIGS FaceS |
1. Positive Interdependence: Each group member is given a role and is working towards a common goal of creating solutions to lower their carbon footprint.
2. Individual and Group Accountability: Each team member is responsible for determining their own carbon footprint activity,the completion of their graphic organizer, and brainstorm of solutions before sharing with the group. 3. Group Processing: Following the activity, students will complete a peer reflection in which each team member reflects on how well each team member fulfilled their role and worked well with the team. The teacher also monitors in-class cooperation and teamwork. 4. Social Skills: Students must agree upon their solutions to the problem in order to create the poster. They must also communicate when sharing data and deciding who will say what during the presentation. Lastly, leadership is built when assigning and carrying out group roles. 5. Face-to-face Interaction: Student desks are arranged in groups of four so homogenous groups are able to face each other and effectively communicate. 6. Specific Task: The agenda, instructions for the activity, and group roles are clearly defined and outlined in the Powerpoint created for the activity to be projected for all students to refer back to. |