http://serc.carleton.edu/introgeo/enviroprojects/lifestyle.html
Karin Kirk, John J. Thomas, SERC - Starting Point Collection
This is a multi-week project that can either be done as a project assignment outside the classroom or adapted to be carried out over a shorter time scale.
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity
supports the Next Generation Science Standards»Middle School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts, 9 Science and Engineering Practices
High School: 1 Performance Expectation, 2 Disciplinary Core Ideas, 5 Cross Cutting Concepts, 10 Science and Engineering Practices
Topics
Grade Level
Project can be adapted to a variety of age ranges.
Climate Literacy
About Teaching Climate Literacy
GPe 
GPeEnergy Literacy
1.7 Units of energy.
5.1 Energy decisions are made at many levels.
6.2 Conserving energy.
6.6 Behavior and design.
6.8 Calculating and monitoring energy use.
3.4 Energy flows through food webs.
Excellence in Environmental Education Guidelines
Other materials addressing:
B) Recognizing citizens' rightrs and responsiblities.
Other materials addressing:
D) Accepting personal responsibility.
Other materials addressing:
D) Global Connections.
Other materials addressing:
A) Human/environment interactions.
Other materials addressing:
C) Resources.
Other materials addressing:
D) Technology.
Other materials addressing:
E) Environmental Issues.
Other materials addressing:
A) Identifying and investigating issues.
Other materials addressing:
B) Sorting out the consequences of issues.
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.
Other materials addressing:
C) Planning and taking action.
Other materials addressing:
D) Evaluating the results of actions.
Other materials addressing:
B) Evaluating the need for citizen action.
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
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Teaching Tips | Science | Pedagogy |
Technical Details
Teaching Tips
- Requires educator buy-in and active promotion throughout the run of the project.
- Parts of the Eco-Quiz will have to be changed to reflect the educator’s geographical location since some questions deal with conditions (water supply, etc.) in northern New York.
- Can be used in a distance learning setting.
- Although this is a multi-week project, it can be used over a shorter time scale and adapted to a variety of topics and age ranges. Project can run in the background of a course, so it does not require 3 weeks of actual class time.
About the Science
- Connects personal actions to the larger-scale problems of energy use.
- Allows for quantified approach to students' energy use and waste output.
- Solid background materials for educator.
About the Pedagogy
- An original approach to getting students involved personally in energy use and climate change.
- Project is very relevant to students’ lives.
- Many ways to approach the project and the exact categories are up to each student.
- Use of an eJournal is a good tool to monitor student progress.
- Strong plan for assessment (evaluating eJournals, having embedded questions in the eJournal, and provides ancillary assignments).
- Interesting alternate assignments provided.
- Very good advice on how to kick off the project and also how to maintain student motivation through the project.
- Includes introductory quiz, calculators, and exercises for measuring energy use.
Next Generation Science Standards See how this Activity supports:
Middle School
Performance Expectations: 1
MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Disciplinary Core Ideas: 2
MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Cross Cutting Concepts: 3
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
MS-C2.3:Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
MS-C3.4:Scientific relationships can be represented through the use of algebraic expressions and equations.
Science and Engineering Practices: 9
MS-P3.4:Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions
MS-P4.8:Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success.
MS-P5.2:Use mathematical representations to describe and/or support scientific conclusions and design solutions
MS-P5.4:Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.
MS-P6.7:Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints
MS-P6.8:Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.
MS-P7.3:Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
MS-P8.5:Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
MS-P1.8:Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.
High School
Performance Expectations: 1
HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Disciplinary Core Ideas: 2
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C1:The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.
Cross Cutting Concepts: 5
HS-C1.4: Mathematical representations are needed to identify some patterns.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C2.4:Changes in systems may have various causes that may not have equal effects.
HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
HS-C7.4:Systems can be designed for greater or lesser stability.
Science and Engineering Practices: 10
HS-P1.8:Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations. 
HS-P3.6:Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables.
HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
HS-P4.6: Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
HS-P5.5:Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
HS-P5.2:Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
HS-P5.3:Apply techniques of algebra and functions to represent and solve scientific and engineering problems.
HS-P6.3:Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).
