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Lesson Plan
I. Subject, Grade Level, Topic of Lesson:

Life Sciences High School

HS-LS2 Ecosystem Interactions and Dynamics Calculating an ecological footprint
and evaluating national and global averages

II. Curriculum Standard:

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics. Students who

demonstrate understanding can:

HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of
human activities on the environment and biodiversity. [Clarification Statement:
Examples of human activities can include urbanization, building dams, and
dissemination of invasive species] (New Jersey Student Learning Standards
2016).

III. Objectives and Assessments:

Learning Objectives Assessments

SWBAT measure their ecological
footprint using an online simulation
calculator and analyze their individual
impact relative to national or global
averages.
TWBAT assess students acquired
knowledge and use of empirical
evidence by observing them engage in
class discussions and scientific
simulation. In addition, TWBAT assess
students mastery of concepts by
grading a follow-up homework
assignment based on core concepts
learned in the lesson. Students with an
inability to use a computer device due to
any disability or injury may elect to take
the ecological footprint calculator
activity with a partner, or have another
student (or the teacher) help them fill
out their simulation. Students who
demonstrate a committed interest in the
topic may be challenged to explore other
ecological footprint calculators to
compare and contrast the different
platforms.

IV. Materials:
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Computer lab, laptop cart, or have students BYOT for activity

White board
Projector for Power Point
Expo markers
Pen/Pencil (students)
Notebook (students)

V. Pre-Lesson Assignments, Prior Knowledge, or Skills:

Students should have a strong understanding of scale, proportion, and quantity to be

able to evaluate the significance of a phenomenon based on orders of magnitude
(CCC HS-LS2-1, HS-LS2-2). This would be demonstrated by completion of earlier
lessons in systems of hierarchy in biology. For example, student would recognize the
cellular level as a larger scale than the molecular level. Students should recognize the
advantages and limitations of using mathematical or computer models to quantify
natural phenomena (CCC HS-LS2-5). For example, if students can understand that
statistical probabilities of error are built into models as simple as the weather
prediction services used daily by people, they will be sufficiently prepared. Lastly,
students should be able to describe how humans depend on the living world for the
resources and other benefits provided by biodiversity (DCI LS4.D). This would be
demonstrated by completion of earlier lessons in food chains and energy flow in an
ecosystem. Also, students would recognize that life requires things (water, air, etc)
not directly produced by the body. May ask students to gather facts about their
transportation, energy use, home size, and food habits prior to coming to class (not
crucial to completing the in-class activity).

VI. Lesson Beginnings/Hook:

Ask students to reflect on their two-way interactions with the environment and
ecosystem. As a do-now or class reflection, ask them to take out a pen/pencil and a
notebook. Have them create two lists: (1) ecosystem services (what the ecosystem
provides me) and (2) human impacts (what harms I/you cause the environment). Give
them at least 5 minutes to complete this part. Students who finish before the 5
minutes may share and discuss their responses with a neighbor. Students who seem
confused or stuck may be guided with follow-up questions such as: where does your
food come from? how do you get to school? what happens to your garbage? what are
biological necessities for staying alive? At the end of the 5 minutes ask the students
whether they listed more services or more impacts, and have them share a few that
they wrote down. As a transition, explain how todays lesson will give them an
opportunity to quantify their ecosystem impacts.

VII. Instructional Plan:

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1. Using the projector and power point, display an image of the Ecosystem Services
Wheel.
2. Give concrete definitions of (1) supporting, (2) cultural, (3) regulating, and (4)
provisioning services. Explain why economists, ecologists, biologists, and earth
scientists are interested in ecosystem services and human impacts on ecosystem
services.
3. Pause to ask students if there are any services listed that could have been included
but were not, or if there are any services that they dont understand functionally.
4. Give students a concrete definition of an ecological footprint. Ask students to
reflect on whether they think their ecological footprint is less than the average
American or more than the average American, and why.
5. Display the webpage for the ecological footprint calculator from Global Footprint
Network (http://www.footprintcalculator.org/).
6. Go through how to start the calculator simulation. Tell students they must enter
their email (school preferably), and walk them through how they can use the
sliders to answer the questions. Show them the Add Details to Improve
Accuracy link so that they can better refine their results. Tell them to use their
best judgement in situations where they do not know (for example: size of their
house in square feet), and to consider an average week for their answers.
7. Write the URL in big letters on the whiteboard in expo marker. Have students
start their computer, log on, and go the website. Give them at least 10 minutes to
finish the calculator simulation. Tell them to stop when they get to the results
screen. Walk around to clarify questions or trouble shoot computer problems.
Students unable to use a computer due to a physical disability or injury can join
another student or ask the teacher to help them fill out the simulation calculator.
8. After all students are done, have them reflect on their results section. Were they
surprised by how many earths their lifestyle required? What land type was the
most used? Compare their ecological versus carbon footprint.
9. Next, for 5 minutes, have them go back and try to get the lowest possible score for
number of earths required to support their lifestyle. Ask them to consider if this
would be possible to implement. How about for the highest possible score for
number of earths?
10. After sharing, have them navigate to this URL
(http://www.footprintnetwork.org/content/documents/ecological_footprint_nation
s/) to compare their results to national and global averages. Ask them if they
notice any geographic differences in ecological footprint between nations. Why
do you think this pattern exists?

VIII. Wrap Up/Conclusion:

Discuss as a class the results of their investigation. Ask them to consider the solutions
that were suggested by the simulation and what it took for students to get at or below
1.0 earth. Do you think you could implement these solutions in your own life? Why
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or why not? Ask about barriers to implementation. Ask about the difference between
individual and group-level changes. Which is more influential? Make sure to give
students time to ask any questions about any of the information discussed today.

IX. Follow-Up Activity:

As a homework activity, have students research one environmental or green solution

being implemented by an organization, town, or city outside the United States. Have
them list the costs, benefits, and challenges in implementation. Lastly, students must
describe if the solution would be feasible to implement at our school, why or why
not? Tell them this will be collected and graded, and should be a total of 1-2
paragraphs. Use the rubric in appendix section XI to grade the homework activity for
completion and content. Student should be given the rubric, so they may self-assess
their work and understand the parameters for grading.

X. References:

Global Footprint Network. (2003). Retrieved October 05, 2017, from

http://www.footprintnetwork.org/

United States, State of New Jersey Department of Education. (2016). New Jersey
Student Learning Standards. Retrieved October 5, 2017, from
http://www.nj.gov/education/cccs/2016/science/HS-LS2.pdf

XI. Appendix:

Homework Assessment Rubric

+ -
Exceeds Expectations Satisfactory Needs Improvement
Content Addresses all Addresses most of Addresses some of the
requirements. requirements with 1-2 requirements with 3 or
Content is accurate, pieces missing or more pieces missing.
comprehensive, and insufficient. Content is Content is inaccurate or
insightful. Considers accurate, but may lack writing is too vague to
multiple perspectives, sufficient details for comprehend. Work
theoretical vs. the reader to shows little effort and
realistic expectations, understand. Does not assignment directions
or effectiveness. attempt to go beyond are not followed.
Goes beyond minimum
minimum requirements.
requirements (e.g.
using examples from
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reading, class, or
daily life to illustrate
or develop answers).
Research Uses a scholarly Uses a reputable but Fails to use a reputable
source for research. not scholarly source source (e.g. blog or
Provides several facts (e.g. online science Wikipedia). Provides no
or statistics with magazine). Provides facts or statistics, or
MLA in-text some facts or does not attribute to
citations. Uses statistics, with source. Uses no content
content vocabulary incorrect or vocabulary or with
consistently and inconsistent MLA in- major inaccuracies.
accurately. text citations. Uses
some content
vocabulary with
adequate accuracy.
Structure, Few if any errors in Several grammatical Multiple errors in
Grammar, & spelling or or spelling errors, but spelling or grammar that
Mechanics punctuation. Exceeds they do not impair significantly detract
minimum paragraph readability. Meets from readability.
requirements. minimum paragraph Minimum paragraph
Matches writing to requirements. Writing requirements not met or
content discipline voice and style are paragraphs are
(e.g. follows formal and insufficiently developed
statements or appropriate. (at least 5-7 sentences).
opinions with factual Writing voice is
references). informal.