Mapping the Impact

In this ESD classroom resource students work in small groups to create novel web diagrams that illustrate the array of environmental, social and economic impacts related to the consumption of everyday items such as cell phones, t-shirts or athletic shoes. The activity expands the biospheric impact concept of 'ecological footprint' (i.e. cutting rain forest for beef cattle grazing land) to include impacts of consumer product choices on people and societies (i.e. over consumption of hamburgers leading to obesity). Students develop ideas to and promote sustainable consumption and reduce their ecological footprint related to everyday items.

Each student group subsequently presents to the larger group its web diagrams and creative solutions for improving the manufacture and use of specific consumer products. Poignent reflection questions are then provided to stimulate thinking further about the sustainability of lifestyle, manufacturing and business practices.

What skills does this resource explicitly teach?

Analyzing the social and ecological impacts of manufacturing processes and consumption activities while considering more sustainable alternatives.

Strengths

This discovery learning resource is easy to use. There are good tools to orient students to the web graphic work which teachers can assess;
The central purpose of the activities are clear throughout and the content is interesting;
The resource encourages systems thinking (especiallly about the relationship between ecological and social impacts) through an integrated approach that blurs subject boundaries;
The activities enable students to arrive at their own answers;
The work provides a strong sense of the present and a positive vision for the future on reducing the social impacts of manufacturing and consumption.

Weaknesses

Empathy and respect for humans, values clarification and social justice principles are relevant but not considered directly;
Direct, authentic experiences are absent; action experiences are provided as extension activities;
Students are not provided with opportunities to choose the medium in which they wish to work;
Although web resources are suggested and helpful teaching hints are provided, there are no humans to contact for support.

Recommendation of how and where to use it

Can be used in social studies, geography, business and environmental studies classes.

Involves small group work and bringing that understanding to share with full class. The orientation period involves introducing ideas from a case study to the full class and then breaking off into small groups.

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Citizenship (2)
- Ecological Footprint
- Sustainable Consumption

Human Health & Environment (1)
- Environmental Justice

Waste Management (1)
- Rethink, Reduce, Reuse, Recycle

Principle	Rating	Explanation
Consideration of Alternative Perspectives	Good	Students are asked to take on the perspectives of economists, sociologists, materials and industrial process specialists, environmental and social impact analysts.
Consideration of Alternative Perspectives: Satisfactory: absence of bias towards any one point of view Good: students consider different points of view regarding issues, problems discussed Very good: based on the consideration of different views, students form opinions and take an informed position
Multiple Dimensions of Problems & Solutions	Very Good	Positive and negative ecological, economic and social consequences are effectively addressed.
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored. Satisfactory: resource supports the examination of these dimensions Good: resource explicitly examines the interplay of these dimensions Very Good: a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity	Very Good
Respects Complexity: The complexity of the problems/issues being discussed is respected.
Acting on Learning	Satisfactory	Action opportunities are extensions.
Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet Satisfactory: action opportunities are included as extensions Good: action opportunities are core components of the resource Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education	Poor/Not considered	Poor, not considered.
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
Empathy & Respect for Humans	Poor/Not considered	Poor,not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth	Satisfactory	The attention the days 1 and 2 activities gives to environmental impacts provides some sense of affinity for the natural world.
Personal Affinity with Earth: Encourages a personal affinity with -the natural world. Satisfactory: connection is made to the natural world Good: fosters appreciation/concern for the natural world Very Good: fosters stewardship though practical and respectful experiences out-of-doors
Locally-Focused Learning	Good	The use of a hamburger (and very personal items later) to help illustrate the concept involved here does a good job of encouraging learning that is relevant to the lives of the learners.
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community. Satisfactory: learning is made relevant to the lives of the learners Good: learning is made relevant and has a local focus Very Good: learning is made relevant, local and takes place ‘outside’ , in the community
Past, Present & Future	Good	Students are asked to consider existing manufacturing practices, consumption and their impacts as well as alternative manufacturing practices and products and better ways of using products whose impacts they are evaluating.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Principle	Rating	Explanation
Open-Ended Instruction	Good
Open-Ended Instruction : Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Integrated Learning	Very Good
Integrated Learning: Learning brings together content and skills from more than one subject area Satisfactory: content from a number of different subject areas is readily identifiable Good: resource is appropriate for use in more than one subject area Very Good: the lines between subjects are blurred
Inquiry Learning	Good
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address. Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions. Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions. Sometimes referred to as Guided Inquiry Very Good: students generate the questions and assume much of the responsibility for how to solve them. . Sometimes referred to as self-directed learning.
Differentiated Instruction	Satisfactory	There is lots of analysis as well as web diagramming. The resource teaches only to cognitive domains.
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness. Satisfactory: includes a variety of instructional approaches Good: addresses the needs of visual, auditory & kinesthetic learners Very Good: also includes strategies for learners with difficulties
Experiential Learning	Satisfactory	The simulation exercises satisfy the learning objectives which require lots of student analysis.
Experiential Learning: Authentic learning experiences are provided Satisfactory: learning takes place through ‘hands-on’ experience or simulation Good: learning involves direct experience in a ‘real world context’ Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning	Satisfactory	Satisfactory, students work in groups.
Cooperative Learning: Group and cooperative learning strategies are a priority. Satisfactory: students work in groups Good: cooperative learning skills are explicitly taught and practiced Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation	Good	There are chart with substantive information and criteria to help students organize their thoughts.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching	Satisfactory	Satisfactory, incidental teaching that arises from cooperative learning, presentations, etc..
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors. Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc. Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply â€˜presenting')
Case Studies	Good	The case study is called "Hamburger, Fries and Cola. What Did it Take to Produce This American Meal"?"
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
Locus of Control	Satisfactory	The students do select their own consumer items and are given freedom in the design of their webs. Students are not offered a choice about the medium in which they work.
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

Mapping the Impact

From "Buy, Use, Toss"

Secondary, Middle

Description

General Assessment

What skills does this resource explicitly teach?

Strengths

Weaknesses

Recommendation of how and where to use it

Relevant Curriculum Units

Themes Addressed

Citizenship (2)

Human Health & Environment (1)

Waste Management (1)

Sustainability Education Principles

Pedagogical Approaches

Resource Information

Organization:

Compilation:

Year Published:

Available languages:

A/V Component:

Additional Resources Required

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