Ecological2
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The document discusses ecological footprints and how they can be integrated into primary school science curricula. It defines ecological footprint as a measure of human demand on Earth's resources compared to its capacity for regeneration. It notes that while developed countries pursue economic growth, this compromises environmental protection. The document then provides an example lesson plan for teaching students about ecological footprints. It involves activities like slicing an apple to represent Earth's limited land and resources. Students also take a quiz to measure their own footprint and discuss how to be more responsible. The goal is to empower students to take action on global environmental issues through developing critical thinking skills.
Ecological2
- 1. CTS0204 ISSUES IN CREATIVE TEACHING IN SCIENCE LECTURER : DR MAGESWARY A/P KARPUDEWAN
- 2. ECOLOGICAL FOOTPRINT BY : SITI ROHANI BT MAHBAT
- 3. Ecological Footprint is a measure of human demand on the Earth ecosystems. It is compares human demand with Earth’s ecological capacity to generate. It represents the amount of biologically productive land and sea area needed to generate the resources a human population consumers. Another word is that, Ecological Footprint means human demand on nature with the biosphere’s ability to regenerate resources and provide services.
- 4. The Ecological Footprint is a way of linking the health of our environment to our own unhealthy consumption patterns and the dangerous spread of global consumerism. The perceived need of developed countries to secure greater economic growth and access to resources has compromised several environment initiatives. Despite the growing need to protect the environment from further plunder, it is our economic system with its self-serving promotion of global consumerism, that is in fact protected.
- 5. Example how the Ecological Footprint has been integrated in primary school curriculum Education must empower the students towards action and social change. It is important not only to be well performed on the issues of global inequalities but also to appreciate how these events affect our own community and conversely how our community affects the world. ‘ ecological footprint’ is the area of land needed to support your lifestyle. If we need any more planets than just the one we have, then your lifestyle is not sustainable.
- 7. Teaching about global issues is a vital part of promoting good citizenship and responsibility in youth. It allows them to build the critical skills to examine and meaningfully participate in the world.
- 8. Below is the Science Year 6 syllabus which can be related to Ecological Footprint issues : suggest ways to prevent animals and plant extinction 1.3 Understanding the responsibility of human beings in protecting endangered species Interaction Among Living Things 1. Outcomes Objective Theme No
- 9. give example of environmental destruction caused by human explain how human activities cause environmental destruction. Predict what will happen to the Earth if human activities are not controlled knowing the impact of human activities on environment
- 10. Introduction To Ecological Footprint
- 11. Orientation (10 mins)- Engage Students will be divided to 6 in a group and form a circle. Each of them will be given a small ball. Ask them to think their favourite animal, plant, and natural feature (mountain, rivers, waterfall), * The pupils will take turn to introduce themselves by saying, “My name is …… and my favourite ……. is …….”.
- 12. When all the introductions have been done, ask everyone to lift their ball above their heads. * Tell the student that, everything that we consume, produce and throw out, comes from the Earth, and how human generate the resources will reverse back to our Earth. Then the pupil will throw the ball to someone else in the circle and make sure they get back their own ball.
- 13. Step 1 (10 mins)- Explore To have students appreciate the limited resources available on the planet, have them observe the Apple Analogy – an apple and a shape knife for each small group students. Students are asked to think of the apple as the Earth. One member of each group slice the apple into quarters and set aside 3 of the quarters. Three quarters of the Earth is occupied by the ocean of the world.
- 14. 2) Slice the remaining quarter in half and set aside one of the piece. The portion set aside represent the land areas that are too rocky, too hot, too cold, and too poor soil to produce food. 3) Then slice the last slice carefully in half. One little slice represent the urban, roads, shopping centres, school parks, factories, etc.
- 15. Finally, carefully peel the remaining slice. The skin represents all the Earth that remains to produce food. As they do this activity, they knew that the amount of land is limited. So, what will they do to improve their lifestyle. Discus it.
- 16. Step 2 (15 mins)-Explain 1. Students watch a video about “Save Our World” and asked them what message that they get from that videos. 2. Students will explain in more detail about the impact of human activities to the ecosystem and to other living things.
- 17. Step 3 (20 mins)- elaborate 1. Students measure their own impact on the environment by completing the Ecological Footprint Quiz. (Sheet B). 2. Based on the quiz, what could you do? Are we being responsible?
- 18. Closure (10 mins)- evaluate Discussing any questions that have not already been discussed. Encourage students to research these and related issues such as globalization, fair trade, global warming etc from the internet for their projects. End the lesson by sing along “We are the World”.