The Lifestyle Project
Montana State University
Used this activity? Share your experiences and modifications
This three-week project challenges students to learn about environmental alternatives by modifying their own lifestyles. Throughout the project, students reduce their impacts on the environment by changing the way in which they live from day to day.
I have used this project in introductory courses in environmental geology, environmental science and physical geology. Although it could be used in almost any course with some modifications. For example, in an upper-level course the students could be asked to be more quantitative and provide more in-depth calculations of their energy and water use.
Skills and concepts that students must have mastered
There are no skill or conceptual prerequisites, but the project must be introduced in such a way
that the students are poised to take on an unusual challenge. This can be accomplished by
conducting an in-class discussion on the challenges of our energy consumption, and/or by giving a
quiz about environmental habits or the students' ecological footprint (linked in the references
How the activity is situated in the course
The project begins when we are discussing energy resources in class. Then there is usually one week
of introduction, baseline calculations and time for everyone to decide which categories they will
do. Then the project runs for three weeks. Some planning must be done to fit that into the course
schedule. When the project runs into things like Thanksgiving or Spring Break, it can be a good
thing, as students get to try out the project "on the road" and they gain more insights.
It is important that the project is not made strictly mandatory, because you can't force
lifestyle changes on anyone. I make the project optional, with the other option being a 5+ page
research paper. If the project is introduced in a way that sets up an interesting challenge for
the students, I have found that the majority will opt to do the project.
Content/concepts goals for this activity
I expect the students to learn the following:
-which everyday tasks require large inputs of energy
-which everyday tasks do not require a lot of energy
-simple ways to reduce energy use
-the details of what is and is not recyclable in our community
-simple ways to reduce waste output
-simple ways to reduce water consumption
-the connection between food production and energy use
Higher order thinking skills goals for this activity
Students will hopefully come to understand that they do indeed play a role in the big picture.
While it is easy to blame others for environmental problems, I'd like to see students come away
with an understanding that they are part of the problem and part of the solution. Students should
also realize that taking on some changes to their lifestyles is not difficult and they can change
their personal environmental impacts for the better.
Other skills goals for this activity
Students write journals for this project, so journal-writing may be a new skill for them.
Description of the activity/assignment
The Lifestyle Project is a way for students to learn about environmental alternatives by modifying their own lifestyles. It is a three-week exercise for students to reduce their impact on the environment by changing the way in which they live from day to day. The project has fairly rigid parameters, allowing students to achieve a gradual but definitive change in their everyday habits. Students choose three categories from a list of six: heat, garbage, electricity and water, driving, eating, and activism. For each category the rules are clearly defined, such as turning down the heat three degrees or eliminating the use of the car. Each week the project becomes more rigorous, because students will have to meet the requirements more frequently. They write about their experiences in journals, which are incredibly insightful, illustrating just how profoundly the project affects them.
Determining whether students have met the goals
The journals are the basis for grading the lifestyle project. For each week of the project the journals are graded out of 10 points. The weekly grade is based on the quality of the journal and the degree to which the student is adhering to the project. It is difficult to assign a letter grade for something so subjective, but some criteria include the effort the student puts forth, the depth to which the students describe the details of their project, their sincerity and the commitment they demonstrate.More information about assessment tools and techniques.
If there is a homework assignment added to the project each week, such as calculating the BTUs for shower use or computer time, then that is graded separately.
Teaching materials and tips
Lifestyle Project (Microsoft Word 43kB Oct27 10)
(dates and specifics will need to be changed to fit your course)
Baseline data collection (Microsoft Word 100kB Jan10 06)
to determine pre-project usage patterns
Simple worksheet (Microsoft Word 43kB Dec23 05)
for students to calculate the energy use of various tasks (similar to the handout above, but shorter)
Excel spreadsheet (Excel 27kB Jan10 06)
for calculating energy use
The same spreadsheet, filled in to use as an example (Excel 27kB Jan10 06)
Handouts for introducing the project
Eco-quiz (Microsoft Word 39kB Nov2 07)
a fun and qualitative way to assess the "eco-rating" of each student
(some specifics will need to be changed to fit your campus)
- Kirk, K.B., and Thomas, J.J., The Lifestyle Project, Journal of Geoscience Education, v.51 no. 5, Nov. 2003, p. 496-499
Perkins, D., Comments on the Lifestyle Project, Journal of Geoscience Education, v.52 no. 2, Mar. 2004, p. 197