Jump to this Activity »
Ecological Footprint
http://www.ctenergyeducation.com//lesson.htm?id=fqe4v3ol

Connecticut Energy Education

Students explore their own Ecological Footprint in the context of how many Earths it would take if everyone used the same amount of resources they did. They compare this to the Ecological Footprint of individuals in other parts of the world and to the Ecological footprint of a family member when they were the student's age.

Activity takes about two to four class periods but part of the activity can also be assigned as homework.

Discuss this Resource»
Learn more about Teaching Climate Literacy and Energy Awareness»

Climate Literacy
About Teaching Climate Literacy

A combination of strategies is needed to reduce greenhouse gas emissions. The most immediate strategy is conservation of oil, gas, and coal, which we rely on as fuels for most of our transportation, heating, cooling, agriculture, and electricity. Short-term strategies involve switching from carbon-intensive to renewable energy sources, which also requires building new infrastructure for alternative energy sources. Long-term strategies involve innovative research and a fundamental change in the way humans use energy.
About Teaching the Guiding Principle
Other materials addressing GPe
Actions taken by individuals, communities, states, and countries all influence climate. Practices and policies followed in homes, schools, businesses, and governments can affect climate. Climate-related decisions made by one generation can provide opportunities as well as limit the range of possibilities open to the next generation. Steps toward reducing the impact of climate change may influence the present generation by providing other benefits such as improved public health infrastructure and sustainable built environments.
About Teaching the Guiding Principle
Other materials addressing GPg

Energy Literacy

Some populations are more vulnerable to impacts of energy choices than others.
Other materials addressing:
7.6 Vulnerable populations.
The quality of life of individuals and societies is affected by energy choices.
Other materials addressing:
Energy affects quality of life .
Human demand for energy is increasing.
Other materials addressing:
6.3 Demand for energy is increasing.
Other materials addressing:
Human use of energy.

Excellence in Environmental Education Guidelines

4. Personal and Civic Responsibility:D) Accepting personal responsibility
Other materials addressing:
D) Accepting personal responsibility.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:A) Human/environment interactions
Other materials addressing:
A) Human/environment interactions.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:C) Resources
Other materials addressing:
C) Resources.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.
3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills:B) Evaluating the need for citizen action
Other materials addressing:
B) Evaluating the need for citizen action.

Benchmarks for Science Literacy
Learn more about the Benchmarks

Decisions to slow the depletion of energy resources can be made at many levels, from personal to national, and they always involve trade-offs involving economic costs and social values.
Explore the map of concepts related to this benchmark

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • For younger students, the last several steps could be considered extension activities or project-based assessment.
  • Some students, especially those who struggle with reading or math, may need additional scaffolding or instruction.
  • Educators should explain that the calculation assumes that everyone on Earth uses the same amount of resources. It does not mean that an individual uses one or two Earths by themselves.
  • It is suggested that the PowerPoint not be done in class but be assigned to be viewed as homework.
  • The reviewers were concerned that collecting personal data to be shared might make some students uncomfortable. However, the lower income students will probably be shown to be the “good guys.” In any case, educators should be sensitive to this and adjust how they conduct the activity in their classes appropriately.
  • Comment from expert scientist: The discussion on limited arable land could also bring up topics such as fertilizer overuse and other means that people use to grow more on the same amount of land.

About the Science

  • The lesson begins with the educator using an apple to represent Earth while identifying usable farmland on Earth. The apple analogy is probably the right order of magnitude, but some numbers given are not correct; and it should be stressed that the apple-Earth analogy is very crude: Oceans are actually ~70% of the Earth's surface, not 75%. Educator might have to review if 50% of land surface is desert and of the 50% remaining how much is cold, steep, or rocky? The skin of the apple is described as representing the crust. If it does represent the crust, then it represents the soil plus the rock below. The thickness of the top soil, on the scale of the apple, would be invisible to the human eye.
  • The Ecological Footprint calculator is a black box. It is not clear how the calculator comes up with the number of Earths for an individual. Also, it should be made clear that it is not the student that is using, for example, 7 Earths, 7 Earths would be used if everyone lived like that student did.

About the Pedagogy

  • This is a high-interest activity that makes the learning relevant.
  • The students are collecting their own data for this activity.
  • The activity provides students with a global perspective of energy use as well as a comparison with their parents and grandparents when they were the student's age.
  • The online calculator is likely difficult for younger students.
  • The game and PowerPoint supports the lesson.
  • The layout is good.

Technical Details/Ease of Use

  • The educator must register and log in to website to access the lesson plan and associated links. This is free and should not hinder the access or use of the activity.
  • All necessary materials are available on the website.
  • Activity requires little preparation.

Jump to this Activity »



Have you used these materials with your students? Do you have insights to share with other educators about their use? Please share with the community by adding a comment below.

Please use this space only for discussion about teaching with these particular materials.
For more general discussion about teaching climate literacy please use our general discussion boards.
To report a problem or direct a comment to the CLEAN project team please use our feedback form (or the feedback link at the bottom of every page).
Off-topic posts will be deleted.

Join the Discussion


Log in to reply