Making a Map of Opportunity,P2 ACTIVITIES: 1. Read your chosen article/s 2. Tour the school building and grounds. If your class is large, you could split them up into teams. You may choose to expand the area the learners investigate to gather their data, such as the neighborhood the school resides in or transporting them to a di昀昀erent locale such as a park or a multi-use development. Additionally, you could involve outside community resources such as forest rangers and experts from your city who are involved in maintaining the health of the community’s water supply. Literally, the 昀椀eld is open regarding who you choose to involve in this unit, as long as they are engaging and can assist the learners in growing their understanding of the ecosystem that is their community. 3. Draw and label a map of the school or alternative chosen area. Learners indicate on their map: ʦ 2 carbon sinks (note: a carbon sink could be as small as a violet growing on the desk of the principal’s admin, or a weed growing up through a break in the playground asphalt); ʦ 3 places on the school property that generate greenhouse gases, ʦ identify 3 types of living things, and ʦ indicate beside each of the 3 living things if they use or transform carbon or add to the carbon footprint. ASSESSMENT: ʦ Learners present their maps to the classmates and make recommendations that would decrease the carbon footprint in the areas listed below: ʦ in the classroom, ʦ the school building as a whole, ʦ or the school grounds • (Optional) Under your guidance, the learners pull together a “Reduction in the Carbon Footprint” proposal and make a formal presentation using their maps and suggesting changes (to their classroom or the entire school) to the: ʦ The principal and/or ʦ School board or supervisory council T RESOURCES: • The Carbon Almanac - Here’s What’s True: What is Carbon, p.40/ 011 • The Carbon Almanac - Here’s What’s True: Temperature Change on Earth, p.50/ 366 • The Carbon Almanac - Here’s What’s True: Carbon Inequality, Climate Change, and Class, p.81/ 357 • The Carbon Almanac - Impacts: Water Stress, p.126/ 587 • The Carbon Almanac - Solutions: Using Soil to Store Carbon, p.234/ 254 • The Carbon Almanac - Solutions: Footprints and Labels, p.216/ 212 • The Carbon Almanac - Whose Job Is it?: Indigenous Youth Represent Their Culture to Demand Action, p. 242/ 120 • The Carbon Almanac - Whose Job Is it?: Wealth and Greenhouse Gases, p.259/ 132 • The Carbon Almanac - Whose Job Is it?: Individual Carbon Footprint And Collective Action, p.260/ 119 • Pencils and erasers • Blank paper, or a notebook dedicated to this project 58