Curriculum Integration Plans

Our Footprints, Our Future

Picture 3
Project Name: Our Footprints, Our Future
Age Level: 15-18 (Secondary)
Subject Areas: Mathematics, Science
Summary: Students create visual analysis of data as they calculate their carbon footprint. (COMMON CORE STATE STANDARDS ALIGNED.)


Our Footprints, Our Future

This plan was designed for the Our Footprints, Our Future project

Teacher Goals

Having students make a visual representation of mathematical data using
graphing skills in a spreadsheet.

Student Goals

  • Create visual analysis of data

Assessment Standard in the Curriculum

  • Organise, record and summarise information in
appropriate electronic formats.

Curriculum Standards

Common Core State Standards

Math-Building Functions: Build a function that models a relationship between two quantities

Math- Number and Quantity: Represent and model with vector quantities.


Math Statistics and Probability: Make inferences and justify conclusion from sample surveys, experiments and observational studies

Math Statistics and Probability: Understand independence and conditional probability and them to intrepret data

Reading 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Writing 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation

Writing 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Speaking and Listening 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Speaking and Listening 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.


Week 1 

  • Introduce learners to the concept of Carbon Footprint
  • Introduce learners to forum discussions.

Week 2

  • Create an introduction of our class to the other via picture or video.
  • Introduce learners to the Youth Carbon Footprint Calculator

Week 3 

  • Learners will start gathering data to be captured onto a spreadsheet
  • Graphs will be introduced and learners will create a graph out of their data

Week 4

  • Learners will analyse their data and make conclusions/recommendations
  • Learners will present the findings/recommendations to other participants in the project around the world.
Learners will work on the their project twice a week

Specific Lessons

  • Show learners a video/article about the effects that we bring about in our day to day lives to the carbon emissions into the atmosphere. Then show learners the introductory videos about iEARN. Then guide them to articulate their role in this project, which would be to recommend changes that we could make to our daily routine.

  • The data that comes in will lend itself to the use of spreadsheets and graphs. And using powerpoint to express ones findings and recommendations. 

  • The interest will come from the interaction with foreign learners on the discussion forum. Also they will be looking at what other learners came up with. Possibly also engage learners in a discussion of what the earth may look like in 50 years time, listing all the change factors to consider.

  • Learners will have to know a little about the carbon emissions and ts effect on the planet. They will also have to have some basic skills with the use of spreadsheets and presentation software.

Productivity of Work

Students will have to do research for their project as many are not very knowledgeable on the carbon footprint concept. A colleague on this course mentioned the video “an inconvenient truth”. This may be I nice place to start to get learners more aware of the effects of CO2 on our environment. It will then be a matter of guiding them to a few websites and other resources to get a better overview on the project
Ideally, for this kind of project, it will be best to organise them in groups of 4-6. This will allow them to field their thoughts with the group before any consolidation of ideas and concepts are donne. It will also help to breakdown a specific task into smaller parts apportioned to each member of the group. So each learner is very focused in their aspect of the task and the task will effectively be more meaningful when achieved.
Each group will have to elect a team leader to help to facilitate discussions within the group. The team leader will also be responsible for making all group communications on the forum and for bringing feedback to the group.
There must be a specific time allocated to the email exchanges as learners will often find the excitement of communicating with others often results in them losing time with other aspects of the project. Teacher will have to monitor this and set the relevant parameters around the usage of this kind of communication.


At least twice a week, learners should be able to correspond with other learners around the world on the iEARN project discussion forums. Possibly periods of 1 hour at a time should be sufficient. More time can be allocated depending on the nature of the discussions and at what stage the project is in.


A rubric will have to be developed in terms of how you are going to allocate marks to all the aspects of the project. It should be split into phases so that learners can get regular feedback.


Assess the research that the learner has done. Relevance and depth.


Has the learner effectively integrated the knowledge and research into the main problem at hand and is it relevant?


Does the findings answer the main problem and does the learner give clear recommendation or deductions.

Conclusion of Activity

When final marks are obtained, your involvement should stop at that point.
Students will make their final conclusions/findings/recommendations on the networking site and engage with other responses to their posts for about a week and then stop completely.


Internet access is a must. No need for specialized software as all hosting is done via the web. Certain topics based on very technical/practical subjects may have need of specialized software eg Mathematics programs or drawing programs.
Learners will also need some writing material for their general planning.