• Although this resource provides interesting information to students, it does not explicitly teach specific skills to students.

• Economic implications related to reducing ones Eco-footprint

• Preserving paper is not an important way to reduce your Eco-footprint

• This resource should be used as a piece of a larger unit of study on minimizing ones Eco-footprint
• Students should participate in authentic action experiences
• A personal affinity with the Earth should be encouraged
• Diverse types of learning experiences should be provided for students

• Relevant and specific case studies should be provided for students
• Interdisciplinary methods of teaching should be utilized.
• Students should be empowered to choose some elements of their own programming

• Information provided is clear and concise
• Information relating to different points of view is limited.

• The resource begins to address the multiple dimensions of problems and solutions including environmental and social dimensions

• The complexity of problems is not fully explored within this resource

Poor

• There is limited emphasis placed on action experiences.
• Students do not take part in authentic action experiences.

• Students are provided with an abundance of background information
• Students are not explicitly taught skills necessary to take effective action

• Students are encouraged to cooperate and reflect on their own behaviours and actions.
• The idea of empathy and respect for all humans is not fully explored.

• The resource does not effectively encourage a personal affinity with non-humans and the Earth
• All of the activities within this resource take place indoors

• While the issues addressed within this resource are pertinent to all students, they are not presented in a way that is locally focused for students

• Students are not given the opportunity to fully develop an understanding of the past within this resource

• Majority of activities are teacher directed.
• Students are provided with activities where they will discover the key concepts presented by the teacher

• Opportunities for interdisciplinary teaching are present, but are not fully explored.

Poor

• The majority of activities within this resource are paper pencil tasks
• Students are not asked to reflect on varying questions that presented to them

Poor

• Students are not explicitly given an opportunity to clarify their own values

• Different learning opportunities are provided for students with diverse learning styles
• Opportunities for adaptations and differentiated instruction are not provided for students or teachers.

• Students do work in groups and take part in group activities, but are not explicitly taught cooperative learning skills.

• Opportunities for assessment and evaluation are present, but are not explicitly described within this resource.

• Incidental teaching arises through group activities

Poor

• No relevant or specific case studies are provided for students or teachers

Poor

• The majority of activities are teacher directed, and students do not have opportunities to choose elements of their own programming.