1— Introduce the unit with ideas for collaborative learning
Cooperative and collaborative learning processes provide a model for students to use when considering action on issues important to them. Throughout the unit, students will be required to work with four collaboratively developed retrieval devices.
Explain and discuss the use of these devices.
- A map of the world. Students may maintain a map individually as well as the class map on display.
- A labelled continuum onto which notes will be attached.
- Popplets — popplets are web based collaborative mind maps. Students could create mind maps on paper if suitable technology isn’t available.
- A class wiki — wikis are simple web pages that students and teachers can edit together. Students could use chart paper and sticky notes if suitable technology isn’t available.
Provide students with the following definitions for sustainable futures and ecological footprint:
Sustainable futures is an understanding of the ways in which we can meet our current needs without diminishing the quality of the environment or reducing the capacity of future generations to meet their own needs. See Global Perspectives: A framework for global education in Australian schools page 5(.pdf 3 MB)
Ecological footprint is a measure of the consumption of renewable natural resources by a human population. A population’s ecological footprint is the total area of productive land or sea needed to produce all the crops, meat, seafood, wood and fibre it consumes, to meet its energy consumption, to give space for its infrastructure and to absorb its wastes. The ecological footprint can be compared with the biologically productive capacity of the available land and sea to see if the population is sustainable in the long term. The measure can be applied to an individual, a family, a school, a community, a country or the whole world.
In this unit, the terms global footprint and ecological footprint are used interchangeably.