1. For this activity, if it is going to be done in the classroom, it would be best to go to a computer lab.  All students would need to access this site: http://earthday.net/footprint/flash.html.  It could also entirely be assigned as homework.
2. The ecological footprint worksheet (see attachment) can be used as a whole assignment for students to go through as they navigate the website or the teacher can pick and chose topics to have the students complete as they work through their individual footprint calculation. If photocopying is a concern, a class set could be made for students to record their work on binder paper or in a notebook.
3. Topic 6 (think about it) and topic 7 (family extension) can be assigned as homework.
4. Once students complete their individual ecological footprint compare the data the students got in a class discussion.  The following day, discuss as a class the topic 6 questions.

1. Pass out to students guided notes handout (see attachment).
2. In a lecture format, show the students the PowerPoint notes.
3. Take time for class discussion during examples and open ended topics.

1. Refer to attachment (Matching Game) for teacher set up directions and also student directions.
2. Students should each complete a data sheet (see attachment) during play.  The data sheet could be shown as an overhead for students to copy down or they could each have their own copy.
3. Collect data sheets at end of play on the second day.

Students will evaluate data gathered using a life cycle assessment approach to product choices.  Student teams will pick an issue either at school or in the community to focus on.  They may, for example, choose to focus on water bottle consumption and purchase during gym class.  The group will pick two product choices around that topic (plastic water bottles or a large container with paper cups).  They will then research what the products are made of, the manufacturing processes involved, transportation used, and how it is disposed of.  Based on this information, they will determine which choice is less impactful to the environment and purpose an action plan.  (fifty minutes each day).

1. Students will divide into groups and pick a topic to focus on.
2. Students wil set aside time for web based research. Day 5 and 6 could be spent in the computer lab or library giving students an opportunity to investigate their topics.  Giving students more time to continue research outside of class would allow for more indepth findings.  Students may need to contact companies to determine specifics about the products they are looking at.
3. Give students work time in class to put together their projects.
4. See attachment for specific directions and handouts (LCA Group Project)