Driving or Multi-dimensional Question:
What is the impact of my lifestyle on the planet, and what steps can I take to reduce my impact on the planet? Select a final student product/activity that will be assessed for content mastery.
1. Students complete in order the activities below.
2. Students will work in teams, in pairs and finally alone.
3. Students will research, create and spotlight designs in a Sustainability Showcase.
After students have determined their own area of carbon footprint impact (examples might include electricity use, fuel use, food waste, etc.), the culminating event will be a Sustainability Showcase.
For the Sustainability Showcase, students will repurpose something old into something new. They will share with each other if the event happens during the school day, or with parents if the event is at night. Students will create posters or slide shows detailing the before, after and during the process.
BIO1.LS2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.
A1.S.ID.A.1 Represent single or multiple data sets with dot plots, histograms, stem plots (stem and leaf) and box plots.
ELA and Other Standards:
9-10.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Created By: Sandi Bigham
Grade Level or Subject: Biology
Tennessee Academic Standards for Science Connection
Disciplinary Core Idea: Humans Impact Climate by Way of the Carbon Cycle
Science and Engineering Practices: Constructing Explanations and Designing Solutions
Cross Cutting Concepts: Students Design or Define Systems in Order to Evaluate a Specific Problem
21st Century Skills
- Critical Thinking
- Communication Skills
- Collaboration (Team Building)
- Creativity and Innovation
For more information on this lesson please see the Lesson Resources below
|Activities||Resources and Materials|
|Activity One||Growing/Changing Model on Wall||
This changing model is updated on the wall (like graffiti) using either chalk markers directly on the wall, or on large paper squares changed out as new concepts are learned. This model wall will start at the beginning of the PBL and be continued throughout the school year.
Concepts related to the model on the wall will include:
|Activity Two||Save the Penguins||
Save the Penguins Website:
(NOTE: materials list is fairly extensive)
|Activity Three||Human Involvement in the Carbon Cycle—BTB Solutions Lab||
|Activities Four & Five||Student Assessment of Personal Carbon Footprint||
Take-Home Assessment of Family’s Carbon Footprint:
Carbon Footprint Calculators:
Graph Data to Add to Wall
|Activity Six||Extension Activity||
For AP or Upper Students:
|Business Partner||Contribution to Learning Experience||Contact Information|
|Local Antique Dealers, Lumber Yards, Thrift SShops||Provide materials and ideas||Will vary by town/county|
|School Agriculture Department|
|Local Farmer’s Co-Op||Can provide fertilizer labels (some students may want to research their own farming techniques)||Will vary by town/county|
Students will present their carbon footprint data (graphs, photos, etc.) using their choice of poster presentation or slideshow presentation.
Students will showcase their reused products created from something old at the Sustainability Showcase event. They will present their posters showing the process, and be prepared to answer questions like, “How does this decrease your carbon footprint?”
- 6 Extension Activity
- Activity 2 Save the Penguins
- Activity 3 Human Involvement in the Carbon Cycle
- Activity 4-5 Calculating Your Carbon Footprint
- Calendar Overview - Human Impact on the Carbon Cycle
- Culminating Event-Sustainability Showcase
- Performance Based Rubric- Human Impact on the Carbon Cycle
- Performanced Based Rubric
- Overview Calendar