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  • Lesson Plan
    • Subject: Science/ Environment
    • Driving Question: How can we reduce our carbon footprints?
    • Pedagogical Method: Project-Based Learning / 5E
    • Grade Level: 7, 8, 9
    • Duration: 5-6 periods
    • Delivery Method: Blended
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    NASA's Climate Time Machine Basic Carbon Footprint Calculator Advanced Carbon Footprint Calculator Worksheet I Explore Images Reducing Carbon Footprint Worksheet I Explore


















  • In this project, by applying the 5E instructional model, students will be able to calculate their carbon footprint, explore its impact on the environment, and develop a plan to reduce its value.

    • Materials: laptops/tablets
    Also find attached the necessary resources in the Files section
  • By the end of this lesson, students should be able to 

    • Calculate their carbon footprints.

    • Compare the value of their carbon footprints with the average value of carbon footprint in Lebanon and the world's target.

    • Explore the impact of their carbon footprints on the environment.

    • Set a plan to reduce their carbon footprints.

    Keywords: carbon footprint, climate change, carbon dioxide, environmental awareness, greenhouse effect, greenhouse gases.
    • In this phase, students engage in activities that aim to activate their prior knowledge and inspire them to explore the world around them. Encourage them to be curious and ask meaningful questions!

    • Show students the phenomena in the attached collage of images or let them engage in the warming up activity of the Reducing Your Carbon Footprint module on Tabshoura platform where they see the images on their screens. Ask them about their observations and the possible cause of the observed phenomena. Then, ask them whether they see themselves as contributors to these phenomena.

    Guide students to realize that each one of us is somehow contributing to climate change as we are producing greenhouse gases, mainly carbon dioxide, from our basic daily activities such as driving a car! Tell them that the amount of carbon dioxide gas that each one of us produces as a result of his/her activities is called: a carbon footprint. Then, ask them whether they think that their carbon footprints are big and pose the driving question of the lesson: How can we reduce our carbon footprints?
  • This phase consists of three parts: Observation, Research, and Discussion.

    • Observation

    To explore the impact of human activities on the environment, have students manipulate NASA's climate time machine and record their observations on the I Explore worksheet.

    •  Research-Based Learning

    Ask students to search the web to answer the following questions:

    1. What is a carbon footprint?
    2. How might one’s carbon footprint impact the environment? (Hint: Relate your carbon footprint to the amplified Greenhouse effect.)
    3. What are some methods to reduce one's carbon footprint?
    • Discussion

    Invite students to discuss the results of their research in groups and write their answers on their copybooks or save them on a word file. 

    After that, foster a rich whole-class discussion about students' observations and research results.


    • In this phase, students identify more linkages among the discussed concepts as they engage in a set of interactive activities. E-learning is based on discovery, play, and instant feedback.
    • Ask students to go to the E-Learn section of the Reducing Your Carbon Footprint module on the Tabshoura Platform. Encourage students to be autonomous learners and have them e-learn autonomously on the platform.
    • After students complete the module, foster a whole-class discussion to ensure that all the students have well mastered the concepts included in the interactive activities. You can also solve one of the activities of the E-Learn section with the whole class to emphasize a particular concept or skill.
    • In this phase, students get to develop a more in-depth understanding of the topic. Guide them to apply what they have learned and extend their knowledge. 

    Individual Work
    • Tell students that their carbon footprint can be calculated. However, to calculate one's carbon footprint, one has to gather data about his own transportation, energy consumption, as well as lifestyle. He may need to ask his parents or elder siblings to help him collect this data.

    New image

    Group Work
    • Encourage students to discuss their results with their group members and answer the following questions:

    1. Compare your carbon footprint with the average carbon footprint value in Lebanon, and the average worldwide carbon footprint value in the world.

    2. How may your carbon footprint impact the environment?

    3. On average, every tree absorbs 0.07 tons of CO2 annually. How many trees are required to offset your carbon footprint?

    4. Develop a plan to reduce your carbon footprint.

    • Have each group of students present their answers to the above questions in any way they choose, such as a poster, report, podcast, video, PowerPoint presentation, cartoon strip, etc. 

    Motivate students to increase public awareness and share their knowledge with the world. The easiest and most trendy method might be the use of social media e.g., creating a Facebook page, tweeting about their learning, developing their environmental avatars, etc. The following quote might motivate students to perform this task, "Share your knowledge. It’s a way to achieve immortality", Dalai Lama. 
    • In this phase, students evaluate their work through self-assessment and peer assessment and/or reflect on their learning. 

    • Have students individually reflect on their learning by responding to the following prompts. 

    1. Do you feel that your plan is applicable? What was the feedback of your teacher and classmates regarding your plan and presentation? How can you improve your plan and presentation?

    2. Have you changed any ideas you used to have / behaviors you used to do as a result of the learning you acquired in this unit? Explain.

    3. Do you feel that you, as one person, can make a difference in this world? Relate your answer to what you have learned in this unit.

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