Activity
My Environmental Footprint
Social Studies:
Curriculum for Excellence (CfE) Outcomes and Experiences
SOC 2-08a: I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way.
SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact
Science:
SCN 2-02a: I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs
SCN 3-02a: I can demonstrate my understanding of why plants are vital to sustaining life on Earth.
SCN 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things.
Duration
Materials 20 min
Copy of A Window Outdoors pages 40 - 43
Large sheet of paper (A3) per group/pair
Pencils, coloured pencils, or pens
Activity Instructions
1 Introduction: “Today, we're going to talk about forests. Who can tell me what a forest is?"
2 "What words come to mind when you think about a forest? What things do forests do for us and the environment?" Note down their ideas and guide the discussion to cover:
Oxygen Production: "They breathe out what we breathe in!"
Habitat for Animals: "Homes for so many creatures!"
Climate Regulation: "They help keep our planet cool and soak up carbon dioxide."
Water Filtration: "Forests help clean our water."
Resources: "They give us wood for building, paper, even some medicines." (Show pictures of products if you have them).
3 “Let's think about our 'footprints' on the forest. How do humans interact with forests? What things do we do that affect them, both good and bad?"
4.Activity: My Environmental Footprint. Split the class into pairs or small groups. Give each pair/group a large piece of paper
5.Instructions:
Ask them to draw a large tree in the middle of it. On either side of the tree ask them to draw around a person in their group’s foot so that there is the shape of a footprint on either side of the tree. "On one footprint, write down good ways we interact with forests (e.g., planting trees, recycling paper, protecting wildlife). On the other footprint, write down the bad ways (e.g., cutting down too many trees, littering, starting forest fires)."
6 Get the groups to share what they wrote.
Examples of good: Planting trees, sustainable logging, creating national parks, recycling.
Examples of bad: Deforestation for farming/development, illegal logging, pollution, forest fires, littering.
7."We've talked about the good and the bad. So, how can we be better?” Ask the groups to write in their tree things we can do to make our forests more sustainable. Guide them to think about:
Replanting: For every tree cut down, new ones are planted.
Protecting Biodiversity: Making sure animal habitats are safe.
Responsible Sourcing: Choosing products that come from sustainably managed forests
Reducing Waste: Using less paper, recycling.
8.Wrap-Up: Explain that sustainable forestry is about using forest resources wisely so they are still there for future generations.