Reflection: Adjustments to Practice Using Student Carbon Footprint Data to Connect to the Climate Change Debate (Day 1 of 2) - Section 3: The Classroom Flow: Compiling and Analyzing Personal Student Data


Once students have entered their data into the online calculator, they will each receive an email with feedback about their carbon footprint in each of the four categories discussed in their activity documents.  The website instructions tell students to email/share their individual summary with their teacher.  

There are additional instructions for the teacher to input each student's data into a spreadsheet so that the ISCFC staff can download student data onto their website and have it show on the carbon footprint world map on their homepage.  Students love seeing their city and data represented on such a public resource!  However, this felt a bit overwhelming for me as a teacher juggling many other responsibilities and limited prep time.  

In order to streamline the process on my end, this year I am going to experiment with inputting only one class' data into the official ISCFC spreadsheet for inclusion on the webpage.  Alternatively, I might pull a random and/or larger sample from all of my biology classes.  By reducing the number of data entries, I hope to be able to effectively use my planning time while maximizing the benefits my students reported getting from connecting both personally and internationally through the ISCFC website.  

  Managing the Teacher's Role in Data Sharing
  Adjustments to Practice: Managing the Teacher's Role in Data Sharing
Loading resource...

Using Student Carbon Footprint Data to Connect to the Climate Change Debate (Day 1 of 2)

Unit 3: Unit 3: Basic Chemistry in Biology
Lesson 1 of 12

Objective: Students will be able to analyze their own carbon footprint, share their data on an international website, and engage in conversations with students across the globe concerning the human impact on climate change.

Big Idea: Use a carbon footprint calculator and an online discussion forum to get your kids talking about climate change and how they can help!

  Print Lesson
22 teachers like this lesson
Biology / Life Science, Science, acid rain, Climate Change, Ecology, ocean, Chemistry, Carbon, climate change, carbon cycle, discussion norms/protocols, fossils, water, pH
  50 minutes
carbon footprint
Similar Lessons
Analyzing Diction, Anaphora And Rhetorical Strategies In Martin Luther King Jr.’s I Have A Dream Speech (1 of 2)
10th Grade ELA » Rule Makers And Rule Breakers
Big Idea: Can a text be so complex that it has multiple purposes directed toward diverse audiences?
Independence, MO
Environment: Suburban
Lindsay Thompson
Test Solution Project (#1 of 5)
High School Biology » 7) Ecology ("Population Interactions")
Big Idea: Natural resources are precious and finite. It is important for students to be aware of environmental issues in their own backyard and imagine feasible solutions to problems that threaten them.
Kent, WA
Environment: Suburban
Mitchell  Smith
Gathering Evidence to Write Arguments on Demand
9th Grade ELA » Writing Arguments
Big Idea: Students prepare to meet the demands of "on demand" argumentative writing
Bel Air, MD
Environment: Suburban
Paula Stanton, PhD
Something went wrong. See details for more info
Nothing to upload