Before beginning the main activity, write the following words on the board:

• Need

• Waste

• Consumption

• Production

Discuss these concepts briefly with the students, asking them for examples from daily life. Emphasize the meanings and how they relate to how we live and use resources.

2. Visual Representation
Draw three Earths on the board or prepare a large poster with three planet images. Ask students to make a list of the basic things they need for daily life (e.g. air, water, food, shelter, clothing).

Explain that:

We use many of these resources, but some are wasted.

While we use resources, we also pollute the Earth, for example, by releasing carbon (toxic gases) into the atmosphere. 

• Distribute footprint cutouts to the students.

• Tell students that for every five basic needs/resources on their

• list, they should add two waste footprints to the Earth.
  Example: If a student lists ten basic needs, they add four waste footprints.

Ask students to paste their footprints onto the first Earth image on the board or poster.

 Visual Impact and Discussion

• When the first Earth is filled with footprints, move on to the second and then the third.

• Explain that if we consume resources like the average North American, one Earth is not enough—we would need three Earths to sustain our lifestyle.

• This helps simulate overconsumption and environmental strain.

• Could the concept of an ecological footprint be a measure of the impact we leave on nature—like a footprint left in the sand?

• Do you remember the questions you answered on the computer at the beginning of the course? What were they about?

• What did the numerical value you received tell you?

Reflect and discuss:

• Is a large footprint good or bad?

• What does a small footprint mean?

• What behaviors can increase or reduce our ecological footprint?

Encourage students to identify the components of the ecological footprint (carbon, food, housing, transport, etc.) and connect them to their own habits.

Ecological footprint calculator 

Before beginning the research, each student completed the questionnaire in the web-based ecological footprint calculator available at https://www.footprintnetwork.org using their computer or smartphone. 

The ecological footprint can be calculated at various levels, including individuals, institutions, cities, and countries (Wackernagel & Rees, 1996). An individual’s ecological footprint is primarily determined by their personal consumption habits and use of goods and services such as food, transportation, energy, and consumer products, all of which are influenced by their lifestyle and preferences.

Carbon Footprint

The carbon footprint is the largest and most significant component of the ecological footprint (Özdemir, 2017). It represents the amount of greenhouse gases—particularly carbon dioxide (CO₂)—released into the atmosphere due to human activities such as:

• Energy production

• Agricultural practices

• The use of fossil fuels for transportation and industry

Greenhouse gases have the capacity to trap heat in the atmosphere, a natural process known as the greenhouse effect. This effect is essential for life on Earth, as it maintains a stable surface temperature by preventing the sunlit side of the planet from overheating and the dark side from becoming too cold.

However, carbon dioxide has a much greater heat-retaining capacity than most other gases. When the concentration of CO₂ in the atmosphere increases beyond the Earth's natural renewal capacity, largely due to human activity, it enhances the greenhouse effect, leading to global warming.

This excessive warming has escalated into serious environmental issues often described by terms such as the climate crisis (Bahçeci, 2020), manifesting in more frequent and severe climate-related disasters, ecosystem imbalances, and threats to biodiversity. 

Forests provide essential resources such as raw wood and firewood. In addition to meeting these material needs, forests are considered biologically productive areas because they absorb carbon dioxide (CO₂) from the atmosphere, helping to reduce atmospheric CO₂ levels and mitigate the effects of climate change (Wackernagel et al., 2005). 

The grassland footprint refers to the area of grassland required to produce animal-based products such as meat, milk, dairy products, eggs, and leather. It also includes the carbon emissions generated during the production of these goods. Among these, meat production has one of the highest environmental impacts due to its resource-intensive nature.

However, the issue is not solely environmental. Another critical concern is that livestock competes with humans for food resources (Ceyhan, 2020). Large-scale livestock farming often requires vast quantities of crops for animal feed, which could otherwise be used to feed people directly. This has raised ethical and sustainability concerns.

In response to these challenges, researchers have increasingly focused on the environmental impacts of dietary choices, leading to the emergence of the concept of sustainable nutrition. This approach encourages the consumption of foods that have a lower ecological footprint while still meeting nutritional needs and promoting human health.

The fishing ground footprint includes oceans and territorial waters and encompasses all marine life forms used for human consumption and resource extraction (Wackernagel et al., 2005). It measures the biological capacity of marine ecosystems to provide seafood and absorb the impacts of fishing activities.

According to the Living Planet Report (2008), the global population is expected to reach 9 billion by the 2050s. This rapid population growth will likely lead to a significant increase in the demand for food, shelter, and other natural resources, placing additional strain on the environment. It is projected that, if current trends continue, up to 90% of marine ecosystems and global fish stocks may collapse or disappear by mid-century.

In addition to overfishing, climate change is accelerating the degradation of ocean health. Since the industrial revolution, oceans have become warmer, more acidic, and are experiencing reduced oxygen levels—a phenomenon known as ocean deoxygenation. These changes are directly linked to human-induced greenhouse gas emissions, and are expected to continue throughout the 21st century if significant mitigation actions are not taken (WWF Living Planet Report, 2020).

The agricultural land footprint represents the area of land required to produce food, fibres, and industrial crops for human consumption (WWF-Turkey, 2012). It includes land used for growing cereals, fruits, vegetables, oilseeds, and crops for textile or biofuel production.

According to the Food and Agriculture Organization (FAO) and Wackernagel et al. (2005), there are approximately 1.5 billion global hectares of agricultural land worldwide. Of this total, about 1.3 billion global hectares are actively cultivated, while 0.2 billion global hectares remain uncultivated but still form part of the global agricultural land base.

This footprint is a key component of the ecological footprint, as it directly reflects the impact of human dietary choices and land-use practices on the planet’s biologically productive areas.

The built area footprint refers to the total surface area occupied by human-made structures such as transportation networks, residential buildings, industrial facilities, and hydroelectric power plants (WWF-Turkey, 2012). This component of the ecological footprint reflects the physical space humans alter or convert for urbanization and infrastructure development. 

Gases That Heat the Earth

Materials Needed:

• Chalk (or tape, if indoors)

• A large open space (classroom floor, gym, or outdoor area)

Preparation:

1. Draw two large circles on the floor:

   • One labeled "Sun"

   • One labeled "Earth"

2. Ensure there is enough space between the two circles for students to move around freely.

Instructions:

1. Divide the class into two groups:

   • Sun rays (representing solar energy)

   • Greenhouse gases (such as carbon dioxide, methane, etc.)

2. Assign positions:

   • Sun rays start inside the Sun circle.

   • Gases spread out on and around the Earth circle.

3. How the game works:

   • When the teacher gives the signal ("Sunshine!"), the sun rays run from the Sun toward the Earth, trying to enter and escape again.

   • Gases try to “catch” the sun rays by tagging or hugging them as they try to leave the Earth.

   • Any sun ray that is caught stays on the Earth and cannot return to the Sun.

4. Once a gas catches a sun ray, both must stay on the Earth.

5. The game continues until all sun rays are trapped on the Earth.

• What happened in the game?

• What did the gases do?

• What happened to the sun rays that couldn’t escape?

The Sun sends energy to the Earth. Some of this energy gets trapped by greenhouse gases (like carbon dioxide) in the atmosphere. Today we played a game that helped us understand how gases can trap heat and warm our planet. This is called the greenhouse effect, and it's one of the main reasons for global warming.

You are organizing a Climate Day event to help others understand climate change. Each group will create a product to exhibit and present at the event.

Preparation and Group Setup

• Students are divided into four groups.

• Each group should ideally include four students, each choosing one of the following professions:

  • Engineer - Greenhouse gas effect model (diorama)

  • Climate Activist - Informative and visual poster

  • Musician - Song/poem

  • Writer - Story

Note: Before grouping students, explain the task and the different roles and responsibilities for each group clearly. After grouping, provide task instructions and materials, and go around to clarify instructions individually.

• Be aligned with instructions provided.

• Include original and creative design elements.
  Be completed within the time given.

• Show evidence of collaborative group work.

• Be presented as a group at the event.

Group 1: Diorama Design Product: A 3D model (diorama) of the greenhouse gas effect.Materials: Play dough, recycled/waste materials, cardboard, etc. Visually model the Sun, Earth, atmosphere, and greenhouse gases, showing how heat is trapped and causes warming.

Group 2: Digital Poster Design Product: A digital or printed poster created using a computer.Show how the increase in greenhouse gases leads to climate change. Include impactful visuals and informative text.

Group 3: Song Composition Product: A poem or song. Objective: Compose a creative and emotional piece that illustrates the connection between global warming and climate change.

Group 4: Story Writing Product: A short story.Objective: Write a fictional or realistic story that shows the impact of human activity on global warming and climate change.

To explain that the greenhouse gas effect is a primary cause of global climate change.

At the end of the unit or theme:

• All group products will be displayed in the school corridor or designated exhibition area.

• Students will present their work during the Climate Day event.

• The teacher will document the process with photos and videos.

Card Game: "I Have... Who Has?"

Objective: To reinforce key concepts related to climate change, greenhouse gases, and ecological awareness through an engaging, vocabulary-based card game.

Materials Needed:

• One set of 12 cards per group

• Each set should be printed and cut out in advance

Preparation:

• Make enough copies of the 12-card set for the number of student groups in the class.

• Divide students into small groups (ideally 4–6 students per group).

• Distribute the cards evenly among group members. Some students may have more than one card depending on group size.

Instructions:

The game begins with the student holding the card that says:

"I have the first card. Who has...?"

That student reads their card aloud.Example:
"I have carbon dioxide. Who has a gas that traps heat in the atmosphere?"

1. The student who has the matching answer card responds:
   "I have a gas that traps heat in the atmosphere. Who has...?"

2. This process continues in sequence until the group reaches the last card, which should complete the loop.

3. The game ends when all cards have been matched and read in the correct order, forming a complete circle of questions and answers.

Before the activity, the teacher prepares a Curiosity Board titled:

“How Can We Reduce the Ecological Footprint?”

The board is divided into three columns:

What do I know?

What do I want to know?

What have I learnt?

Student Reflection

• Each student receives a small sheet of paper or sticky notes.

• They write down their thoughts and place them on the board under the first two columns:

  • “What do I know?” – Things they already understand about reducing their footprint.

  • “What do I want to know?” – Questions or curiosities they have.

Allow time for everyone to contribute. Then, the teacher stands by the board and spends about 5 minutes reading and discussing the responses with the class.

Group Discussion & Activity

• Using the board responses as a starting point, the teacher leads a whole-class discussion focused on practical actions in each category:

  • Food: Eat less processed food, reduce food waste, grow your own veggies

  • Energy: Turn off lights, unplug devices, use energy-saving appliances

  • Water: Take shorter showers, fix leaks, collect rainwater

  • Transport: Walk, bike, carpool, use public transport

• Waste: Reuse items, recycle, refuse unnecessary packaging

• Social: Talk to others, join eco groups, lead by example

 Step 4: What Have I Learnt?

• At the end of the activity, students return to the board and fill in the final column:

  • “What have I learnt?”

• They reflect on new information, insights, or ideas for personal action.

Station Activity: Understanding Our Ecological Footprint

This interactive group work helps students explore their consumption habits, reflect on their impact on the planet, and discover solutions for a more sustainable lifestyle.

1. Form Main Groups
   The teacher distributes word cards with the following concepts:
   Water – Electricity – Food – Waste – Transport – Social Dimension 

2. Students choose one and form groups based on their card.
   These are the main groups.

3. Form Expert Groups
   Now, all students with the same word (e.g. all who chose "Water") form a new expert group.
   Each expert group moves to its designated station:

Station

Topic

1 Water

2 Electricity / Energy

3 Food

4 Waste / Recycling

5 Transport

6 Social Dimension

At each station, students receive:

• A short info text about their topic

• A concept map with key terms and guiding questions

Instructions:

• Read the info text individually.

• Discuss answers with your group using the concept map.

• Write down your group’s answers and suggestions clearly.

• Use the internet if allowed, for extra research.

Time is set by the teacher based on class dynamics.

Back to Original Groups

After completing the expert task:

• Students return to their original (main) groups

• Each expert teaches their topic to the others using the concept map

• Groups walk around the room to examine all the completed maps

What Solutions Should Appear?

• Food: Eat seasonal, local, plant-based, avoid food waste

• Energy: Insulate homes, use renewable energy, smart tech

• Transport: Walk, bike, use public transport

• Waste: Reduce, reuse, recycle, change buying habits

• Water: Save water, collect rainwater, reuse greywater

• Social: Join eco-activities, share info, take initiative

This study helps students explore their consumption habits and encourages sustainable lifestyle choices. The ecological footprint shows us how much we take from nature—and is a great tool to teach children about their impact on the environment. Since habits form early, it's important to start sustainability education in childhood.

Protect Nature and Biodiversity

Children learn best by doing. Families can:

• Visit natural areas and take photos instead of picking plants.

• Research together why those plants or animals matter.

• Feed animals, build small shelters, or put out water bowls.

• Plant native trees and plants, protect green areas, and make compost together.

Reduce Food Footprint

Families can:

• Talk about where food comes from and how it gets to the table.

• Walk to local markets and buy local, seasonal produce.

• Avoid food waste by using imperfect fruits and veggies.

• Grow herbs or vegetables at home or school.

• Eat more vegetables, less processed and packaged food.

 Save Energy and Water Together

Saving becomes a shared habit when the whole family joins in:

• Watch a film about water or energy, then list ways to save at home.

• Turn off lights and appliances when not in use.

• Use machines only when full, and take shorter showers.

• Collect rainwater for plants.

• Compare electricity and water bills before and after making changes.

• Walk, bike, or use public transport instead of the car.

Reduce Waste and Reuse More

Teach children to think before they buy:

• Ask: “Do I really need this?” or “Can I use something I already have?”

• Repair broken items instead of replacing them.

• Turn jars into crayon holders, reuse gift wrap, or make crafts from packaging.

• Show them how to sort recycling, and do it together.

By making small changes at home, families teach children how to care for the Earth. These everyday actions help build a future that is greener, fairer, and more sustainable for everyone.