The Lifestyle Project
This activity was selected for the On the Cutting Edge Exemplary Teaching Collection
Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
- This activity has been selected for inclusion in the CLEAN collection.
This activity has been extensively reviewed for inclusion in the Climate Literacy and Energy Awareness Network's collection of educational resources. For information the process and the collection, see http://cleanet.org/clean/about/selected_by_CLEAN.
This activity was developed along with a set of web pages about a pedagogic technique.
This activity was developed along with a set of web pages about a pedagogic technique. Both the activity and the supporting web pages were peer reviewed by two reviewers prior to being made available to the public. To learn more about the review criteria for this process, see http://serc.carleton.edu/sp/howto/design.html.
This page first made public: Jun 1, 2007
This material is replicated on a number of sites as part of the SERC Pedagogic Service Project
- 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 can and cannot be recycled in their community
- Simple ways to reduce garbage output
- Simple ways to reduce water consumption
- The connection between food production and energy use
Context for Use
it is important to introduce the project 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. The outcome of these preparatory activities should be that students begin to question their own environmental impacts and that they are motivated to alter their personal behavior. The Lifestyle Project teaching notes page contains some specific ideas for introducing the project.
The project begins when the class discusses energy resources during a lecture or lab period. There is usually one week of introduction, baseline calculations, and time for everyone to choose their categories. After that the project runs for three weeks. Some planning must be done to allow the project to fit into the rest of the course schedule. When the project runs into things like Thanksgiving or Spring Break, it can actually be a good thing because it gives students a chance to try out the project "on the road" and they gain even more insight. It is important that the project is not strictly mandatory, because students can't be forced into making lifestyle changes. Thus, the project should be optional, with the other option being a 5+ page research paper. I have found that if the project is introduced in a way that sets up an interesting challenge, the majority of students will choose to participate.
- 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) This can be used to determine pre-project usage patterns
- Simple worksheet (Microsoft Word 43kB Dec23 05) Students can 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)
- BTU calculation assignment (Microsoft Word 43kB Dec23 05)
- Eco-Quiz A fun and qualitative way to assess the "eco-rating" of each student. There are several examples of this quiz, adapted for use at different campuses.
- Rubric for journal assessment (Microsoft Word 30kB Oct27 10)
Teaching Notes and Tips
References and Resources
The project was described in two articles in the Journal of Geoscience Education. The first article is by the project creators and the second article is a response from one of the Journal editors after he had used the project in his course.
- Kirk, K.B., and Thomas, J.J., The Lifestyle Project, Journal of Geoscience Education, v.51 no. 5, Nov. 2003, p. 496-499
-Dexter Perkins, Associate Editor, Journal of Geoscience Education
Other Examples of the Lifestyle Project
- The Lifestyle Project at the University of Redlands
- The Lifestyle Project at West Chester University of Pennsylvania
- The Lifestyle Project at Malaspina University-College, British Columbia
- The Lifestyle Project at the University of North Dakota
Resources for the Lifestyle Project
- 100 Days Without Oil - This blog recounts a lifestyle experiment to live 100 days without oil. It is a highly advanced version of the lifestyle project, but involves the same decisions, actions and calculations.
- Carbon Footprint Exercise from Iowa State University
- Comparison of Carbon Calculators (pdf file) by JP, Padgett et al, Environmental Impact Assessment Review 28 (2008) 106–115. This paper examines the similarities and differences among ten US-based carbon calculators.
- EarthScore: Your Personal Environmental Audit and Guide This booklet can be used as the foundation for a lifestyle-based environmental project. Summary of the book
- Ecological Footprint Calculators (more info)
- Ecological Footprint Quiz (more info)
- Carbon footprint calculator ( This site may be offline. )
- Carbon Footprint (more info)
- Campus Greenhouse Gas Emissions Inventories from various universities. The site includes links to reports and methodologies on how to calculate greenhouse emissions. From the Association for the Advancement of Sustainability in Higher Education.
- Diet, Energy, and Global Warming by Gidon Eshel and Pamela A. Martin, University of Chicago