Unit 4 - Our Eco-Footprint Reading and Assignment Guide
Driving Question: Living in modern society, how can an individual become more environmentally, socially, and economically sustainable?
Overview Your role in this unit will be as an efficiency expert examining wasteful practices in your family. Remember to examine sustainability through all 3 lenses: environment, culture and society, and economic.
Details
We will begin by examining your own family’s generation of household waste and CO2 from automobiles and air-travel, and use of electricity and water. The first project assignment will be a proposal to your family on how to reduce your eco-footprint. The recommendations will follow a detailed audit of your current practices.
Your ultimate goal in this unit is to raise awareness within your family and improve your sustainable practices when it comes to waste, water, electricity and transportation.
Project Assignments There will be 2 INDIVIDUAL Project Assignments this unit. Detailed assignment descriptions are included in this packet.
1) Detailed observations, diagrams, notes, data collection and analysis of your family’s waste, water, electricity, and transportation
2) Proposal to your family on how to reduce your eco-footprint. This is an individual assignment and will be worth ~45 pts.
Other Assessments and Assignments - In class assignments and labs may or may not be collected for credit. All need to be completed in
preparation for the Unit Test and projects - 10 in 10 quiz on vocabulary, people, and institutions - Unit test – 1 FRQ and ~ 30 MCQ’s
o 2 FRQ’s will be released 1 week before the test – only one will be on your test o There will be corrections for the MCQ’s
Textbook You will be using your textbook as a resource in this unit. This means that there will be very little reading from cover to cover in any chapter; rather you will be examining information specific to your investigation. Expect nightly HW assignments that ask you to delve into a specific section of your textbook and/or to do some external research to find specific examples highlighting concepts covered.
Parts of the following chapters will be addressed (although information from any chapter may be used for research):
Chapter 1 – Science and Sustainability: An Introduction to Environmental Science
Chapter 6 – Environmental Ethics and Economics: Values and Choices
Chapter 15 – Freshwater systems and Resources
Chapter 19 – Fossil Fuels, Their Impacts, and Energy Conservation
Chapter 22 – Managing Our Waste
Chapter 24 – Sustainable Solutions
Vocabulary
Chapter 1 Ecological footprint Environment Natural resources
Nonrenewable natural resources Overshoot Renewable natural resources
Chapter 15 – Freshwater Systems and Resources Aquifers Artesian aquifer Confined aquifer Consumptive use Watershed Fresh water Groundwater
Irrigation Nonconsumptive use Reservoir Sinkholes Surface water Unconfined aquifer Water table
Chapter 19 – Fossil Fuels, Their Impacts, and Energy Conservation Aerobic Anaerobic Electricity Energy conservation
Energy efficiency Fossil fuels Net energy Peak oil/Hubbart’s peak
Chapter 22 – Managing Our Waste Composting Electronic waste (e-waste) Hazardous waste Incineration Industrial solid waste Landfill gas Leachate Materials recovery facilities (MRFs) Municipal solid waste
Recovery Recycling Sanitary landfills Source reduction Waste Waste management Waste stream Waste-to-energy (WTE)
Chapter 6 – Environnemental Ethics and Economics Afluenza Ecolabeling
Economic growth Environmental ethics
Timeline This gives you a general idea about the timing of this unit, but not individual assignments. Note that the project and unit test are VERY CLOSE in time – the project is always intended to help you review concepts and synthesize information for the test.
Monday Tuesday Wednesday Thursday Friday
1st
Eco-Footprint Unit Start
In class: Which is more sustainable? And Country comparisons
HW: Eco-footprint Calculation
2nd
Due: Eco-Footprint HW
In class: Eco-footprint and sustainability discussion
Calculations w/o calculators
HW: Practice Calculations, Reading Guide
3rd
/4th
In class:
Electricity Basics and Poster Activity
Electricity Lab
5th
Due: Practice Calculations
In-class:
Water Basics
Waste, Recycling, Compost Basics
HW: Audits!
8th
Due: Electricity Audit Data
In-class: Audit calculations and research
HW: Finish audit calculations and research
9th
Due: Water and Mobility Data
In-class: Audit calculations and research
HW: Finish audit calculations and research
10th
/11st
**10 in 10 Quiz**
Due: Waste/Recycling/Compost Data
In-class: Audit calculations and research
HW: Finish audit calculations and research
12th
In-class:
Analysis and comparison of class and individual data
Wrap-up discussions
HW: Work on Family Fact Sheets, complete any lab report components
15th
Due: Lab Report with INDIVIDUAL and CLASS data
In-class: Discussion of economic and social impacts
HW: Family Fact Sheet
16th
In-class:
Comparison to the world
Discussion of large and small changes
Environmental Law and Policies
17th
/18th
**Unit Test** -
Due: Family Fact Sheets
In-class: Finishing touches on Family Fact Sheets
19th
(1-h early release)
Test corrections and Sustainable Holiday Party (bring a treat to share, but only if it home-made, and waste free)
The Power of One Family Due: Finished Project and Feedback from your Family are due on Monday, January 5
Self-grade your proposal, I will double check your assessment
What will you do for this task?
Produce a way to present the changes that you propose to your family (for the waste, electricity, transportation, and water audit that you did).
The presentation can take many forms. Some examples of possible presentations are:
- Fact sheets you make to have at a family discussion - A poster you construct and present - A video you produce - A Prezi, Power Point, or other computer based presentation
What are the requirements?
You will be graded on the 5 components in your proposal.
1) General appearance and formatting of the presentation, inclusion of information sources and discussion of your family’s eco-footprint
2) Discussion of your family’s WATER use 3) Discussion of your family’s ELECTRICITY use 4) Discussion of your family’s TRANSPORTATION/CO2 production 5) Discussion of your family’s WASTE production. Waste includes recycling, compost, and anything that
goes to landfill or other trash destinations
For the water, electricity, transportation, and waste you will need to use your audit data to:
- Show how much is produced/used for daily and annual use (e.g. we use 135 gal water everyday, this is 5475 gal each year!)
- Correct units must be included - You must use a subset of your overall data to highlight ONE problem for your family (e.g. Mom gets too
many mail order catalogs which result in 132kg of recyclables each year! Or brother takes hour-long showers which results in 1567 gal water wasted each year!)
- You must make a comparison between class and/or national data to highlight the problem with your family (e.g. Our family use 5475 gal water /year, whereas the class average was only 4500 gal/year. We are using 21% more water than our class average)
- A graph depicting the comparison is included
And then write a convincing argument on why your family needs to change its ways for each of the water, electricity, transportation, and waste audits:
- An economic explanation to convince family to reduce its use (see rubric) - An environmental explanation to convince family to reduce use (see rubric) - A social explanation to convince family to reduce use (see rubric) - Present a solution that addresses the family’s excess use (e.g. Mom should get off the mailing lists and
do more online shopping. This would eliminate 132 kg of recyclable paper each year) - One solution presented is easily achievable for the family - One solution presented is ambitious and would be a stretch for the family (e.g. solar panels, replace a
car with an electric vehicle)
Name _______________________________________________ Period _______
The Power of One Family Proposal 70 pts.
Overview, Format and Appearance
____/10 pts.
___ Aesthetically pleasing project that is in the form of a presentation, letter, film, poster, or other approved medium (0-4 pts.)
___ Presentation of your family’s eco-footprint and what this means (0-3 pts.)
___ Sources of information cited correctly and bibliography included (1 pt. for in-text correctly formatted, 1 pt. for bibliography included, 1 pt. for bibliography correct)
Electricity
____/15 pts.
___ Values shown for daily and annual use (1 pt.)
___ Units are included and correct (1 pt.)
___ Specific subset of data used to highlight the problem for your family (1 pt.)
___ Comparison made between class and/or national data (1 pt.)
___ Graph showing comparison included (1 pt.)
___ Economic explanation to convince family to reduce use (1 pt. if only use your calculation, 2 pts. If use your calculations AND figure from outside source)
___ Environmental explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Social explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Solution presented addresses the family’s excess use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ One solution presented is easily achievable for the family (1 pt.)
___ One solution presented is ambitious and would be a stretch for the family (1 pt.)
Water
____/15 pts.
___ Values shown for daily and annual use (1 pt.)
___ Units are included and correct (1 pt.)
___ Specific subset of data used to highlight the problem for your family (1 pt.)
___ Comparison made between class and/or national data (1 pt.)
___ Graph showing comparison included (1 pt.)
___ Economic explanation to convince family to reduce use (1 pt. if only use your calculation, 2 pts. If use your calculations AND figure from outside source)
___ Environmental explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Social explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Solution presented addresses the family’s excess use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ One solution presented is easily achievable for the family (1 pt.)
___ One solution presented is ambitious and would be a stretch for the family (1 pt.)
*** Rubric continues on the second page***
Transportation
____/15 pts.
___ Values shown for daily and annual use (1 pt.)
___ Units are included and correct (1 pt.)
___ Specific subset of data used to highlight the problem for your family (1 pt.)
___ Comparison made between class and/or national data (1 pt.)
___ Graph showing comparison included (1 pt.)
___ Economic explanation to convince family to reduce use (1 pt. if only use your calculation, 2 pts. If use your calculations AND figure from outside source)
___ Environmental explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Social explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Solution presented addresses the family’s excess use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ One solution presented is easily achievable for the family (1 pt.)
___ One solution presented is ambitious and would be a stretch for the family (1 pt.)
Waste (includes compost, recycling,
and trash)
____/15 pts.
___ Values shown for daily and annual use (1 pt.)
___ Units are included and correct (1 pt.)
___ Specific subset of data used to highlight the problem for your family (1 pt.)
___ Comparison made between class and/or national data (1 pt.)
___ Graph showing comparison included (1 pt.)
___ Economic explanation to convince family to reduce use (1 pt. if only use your calculation, 2 pts. If use your calculations AND figure from outside source)
___ Environmental explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Social explanation to convince family to reduce use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ Solution presented addresses the family’s excess use (1 pt. if only use textbook, 2 pts. If use textbook and outside source)
___ One solution presented is easily achievable for the family (1 pt.)
___ One solution presented is ambitious and would be a stretch for the family (1 pt.)
Total Points
_____/70 pts.
Comments:
Name: ___________________________________________ Per. _________
Eco-footprint Presentation Grade
Dear APES Family – Thanks for being willing to hear your student’s presentation on your eco footprint and the changes that could be made to decrease your impact on the Earth. I’m asking for your help in evaluating the presentation since you got to hear and see the real deal! Could you rate the presentation in the following ways? Your feedback will go into helping me understand whether the information you heard was useful, compelling, and convincing. Many thanks, Rachel Finley APES Teacher
Which family members were present for the presentation?
Who completed this evaluation?
Please rank the presentation on the following 5 categories. Feel free to comment on the presentation on the back of this form.
1. Understanding the problems
Circle the category that best describes what you heard in the proposal
I still don’t know what an Eco Footprint is!
I understand the concept of eco footprint, but don’t know our family’s footprint
I understand the concept of eco footprint, and know a few specific reasons why our family’s is large or small.
I understand the concept of eco footprint, and know at least 4 specific reasons where our family ranks in comparison to the world.
2. All 4 areas of the eco footprint were addressed: waste, electricity use, driving cars and flying
on airplanes, water use.
Circle the category that best describes what you heard in the proposal
I heard mostly general information but nothing too specific.
I heard mostly general information but nothing too specific. And There was some info about our daily use (e.g. we use a lot of water, instead of 10 gallons)
I heard detailed information on only a few categories. Or There was mostly info (few #’s) about our daily/annual use
I heard detailed information on all 4 categories including numbers of how much we use on a daily and annual basis.
3. It was clear that the solutions proposed would decrease your family’s Eco Footprint
Circle the category that best describes what you heard in the proposal
I can’t see the connection I can see a connection between our problem our eco footprint, but I don’t see how the proposed change will decrease the size of the footprint
There is a clear connection between our problem and our eco footprint, and the proposed change will clearly decrease the size of the footprint.
4. The solutions proposed are appropriate for our family
Circle the category that best describes what you heard in the proposal
The solutions seem too easy. Will this really make a difference?
The solutions were small, but realistic. We feel comfortable doing what was suggested.
There were both realistic, comfortable solutions presented, as well as big changes that may be more challenging (but sill achievable)
5. My student did a good job of convincing me why we should make a change as a whole family
Circle the category that best describes what you heard in the proposal
I remain unconvinced that these changes are something our whole family should do.
I can definitely see how this will save me money; but the environmental reason why we should change is not convincing.
I can see how our family’s changes will make an impact financially, environmentally, and socially.
Please comment on the presentation or give feedback on the assignment!
Home Audit Data and Calculation – Lab Report 45 pts
Due: Monday, December 15 You will take data on your family’s water and electricity use, as well as transportation/CO2 and waste generation.
It will be necessary to keep detailed data tables and perform all calculations in your journal.
Minimum Requirements: - Original, not copied from a colleague
- Completed in a self-copying notebook [Copy will be turned in]
- Linear – space is dedicated to each section with adequate room for annotating and during the audit
process
More information on how to collect the data and organize your data tables will be presented in class
Sections: 1) Electricity use in your household
a. Data tables for all electronics in your house for a 2 day period (data will be collected as
homework)
b. Electricity calculations (will be started/done in class)
c. Class comparison data (will be done in class at end of unit – make sure to leave space)
d. Notes on issues and the sources of your information (e.g. textbook, reading, other)
2) Water use in your household
a. Data tables for all water used in your house in a 2 day period (data will be collected as
homework)
b. Water calculations (will be started/done in class)
c. Class comparison data (will be done in class at end of unit – make sure to leave space)
d. Notes on issues and the sources of your information (e.g. textbook, reading, other)
3) Transportation data and CO2 generation for your household
a. Data tables for vehicles in a 2 day period and all flights in the past year (data will be collected as
homework)
b. CO2 calculations (will be started/done in class)
c. Class comparison data (will be done in class at end of unit – make sure to leave space)
d. Notes on issues and the sources of your information (e.g. textbook, reading, other)
4) Waste generation for your household
a. Data tables for trash, recycling, compost collected in your house for a 2 day period (data will be
collected as homework).
b. Calculations (will be started/done in class)
c. Class comparison data (will be done in class at end of unit – make sure to leave space)
d. Notes on issues and the sources of your information (e.g. textbook, reading, other)
Name: _____________________________________________________________________ Per. ___________
Lab Report Grading Rubric 45 pts.
You will use this checklist to self-asses your lab-report.
Make notes (in red) on your lab report to show evidence of why you gave yourself that grade.
I will take double points away if you don’t self-assess yourself critically (i.e. you give yourself full credit
and it is clearly not warranted!
Category / Points
Formatting/General
Your score: _________/5pts
Give yourself 5 points if
o If your report clearly looks different from your colleagues
o AND there are clear headings for each sections without everything squished together
Take off 1/2 point for each criteria that is not met, or a 0 if this was not completed Give yourself only 1 point if:
o Is NOT in a self-copying notebook
Electricity Audit
Your score: _________/10 pts
Check each of the following and add up the points: ____Data tables for all electronics in your house for a 2 day period (2 pts)
____Electricity calculations showing all calculations required in class (2 pts)
____Class comparison data (2 pts)
____Notes on issues and the sources of your information (e.g. textbook, reading, other) (2 pts)
____Tables are well organized, laid out logically, labeled, and all necessary information is included
Water Audit Your score:
_________/10 pts
Check each of the following and add up the points: ____Data tables for all water use in your house for a 2 day period (2 pts)
____Water calculations showing all calculations required in class (2 pts)
____Class comparison data (2 pts)
____Notes on issues and the sources of your information (e.g. textbook, reading, other) (2 pts)
____Tables are well organized, laid out logically, labeled, and all necessary information is included
Transportation/CO2 Audit
Your score: _________/10 pts
Check each of the following and add up the points: ____Data tables for all auto and plane transportation in your house for a 2 day period (2 pts)
____Transportation calculations showing all calculations required in class (2 pts)
____Class comparison data (2 pts)
____Notes on issues and the sources of your information (e.g. textbook, reading, other) (2 pts)
____Tables are well organized, laid out logically, labeled, and all necessary information is included
Waste Audit Your score:
_________/10 pts
Check each of the following and add up the points: ____Data tables for all wastes in your house for a 2 day period (2 pts)
____Waste calculations showing all calculations required in class (2 pts)
____Class comparison data (2 pts)
____Notes on issues and the sources of your information (e.g. textbook, reading, other) (2 pts)
____Tables are well organized, laid out logically, labeled, and all necessary information is included
Total Score
_________/45pts
