Module Level 4: Built environments “Ecological footprints”

Core learning outcomes:

Teachers choose most or all of the following learning outcomes depending on their selection
of activities.

Time, continuity and change:

TCC 4.4 Students critique information sources to show the positive and negative effects of a
change or continuity on different groups.

Place and Space

PS 4.1 Students make justifiable links between ecological and economic factors and the
production and consumption of a familiar resource.

PS 4. 2 Students predict the impact of changes on environments by comparing evidence.

PS 4.3 Students participate in a field study to recommend the most effective ways to care for
a place.

PS 4.5 Students explain whether personal, family and school decisions about resource use
and management balance local and global considerations.

Purpose and overview

Activities in this module aim to develop understandings about human consumption of

resources and how this shapes the built and natural environments in which we live. In this
module, students work through phases of an inquiry, constructing meaning from a range of
experiences and sources including field studies, maps, statistics, opinion surveys, web
searches, criteria lists, pictures and proverbs, to develop inquiry and critical skills.

Students explore human consumption of resources at a global level by identifying the

ecological footprints of themselves, cities and developed and developing nations. They then
investigate how cities consume resources.

Students reflect on the global and social justice implications of local and personal
consumption of resources. They analyse ecologically sustainable practices in the design and
management of their built environment, by conducting a field study to evaluate their built
environment and their own home’s eco-compatibility.

Students reflect on their position to make a difference by developing and enacting a social
action plan that influences value and stewardship for the environment at a local level.

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Level 4 module: Built environments “Ecological Footprints”
 Phases Activities Core Assessment opportunities
learning
outcomes
1. Getting Students use a range of sources (maps, TCC 4.4 Working towards all learning
started: graphs and statistics) to explore information outcomes.
PS 4.1
Sewing seeds about global resource consumption.
PS 4.2 Students create
representation/s that shows
PS 4.3 main ideas from Activity 2
PS 4.5 (TCC 4.4, PS 4.1).

2. Finding out: Students explore the concept of an TCC 4.4 The following activities can
‘ecological footprint’ of a person, city and provide assessment
Footprints nation, and calculate their own ecological PS 4.1 information on the indicated
footprint using a web quiz. learning outcomes:
PS 4.2
They compare footprints of developed and Students’ discussion ideas
PS 4.5 may provide initial evidence of
developing nations. They assist in creating a
consequence wheel that shows social justice all learning outcomes.
and ecological consequences of global
resource consumption.

3. Going Students explore the idea of a city as a living
further: thing by identifying human-made systems and
City life developing a concept map to organise
information about things that go ‘in’ to a city
and ‘out’ of a city. They relate inputs and
outputs to sustainability.
PS 4.1 Students create a ‘Y’ chart
that shows predictions and
PS 4.2 inferences about the impact of
human resource consumption
PS 4.5 on Planet Earth’s (PS 4.1,
PS 4.2).

4. Making Students use criteria for a ‘healthy’ built TCC 4.4 Students develop and use
connections environment to develop a simple field study of field study information
and evaluating their own built environment. They evaluate PS 4.1 gathering techniques and
Ecoplis how ecologically sustainable the local area analyse collected information
and home may be. PS 4.2 (TCC 4.4, PS 4.3).
PS 4.3 Students design a
Students create a collage of a preferred built
environment based on the ecological criteria representation of an
PS 4.5
and their filed study information. Ecopolis based on field study
information and given criteria
(PS 4.1, PS 4.2, PS 4.3,
PS 4.5).

5. Reflecting Students develop and enact a plan that aims TCC 4.4 The following activities can
and acting: to influence ecologically sustainable practice provide assessment
PS 4.1
Ecocitizen in their local environment. information on the indicated
PS 4.2 learning outcomes:
Groups analyse the meanings of quotes and PS 4.3 Students show ‘green’ aspects
proverbs to show their understanding about of their home and family
the interrelationship between the built and PS 4.5
behaviour in an annotated
natural environment, and provide examples to diagram (PS 4.1, PS 4.5).
which they might apply.
Students develop and enact a
plan to influence local eco-
behaviour (PS 4.1, PS 4.2, PS
4.3, PS 4.5).
Student create a
representation of proverbs
and quotes in the context of
the module (TCC 4.4, PS 4.1,
PS 4.2, PS 4.5).

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Level 4 module: Built environments “Ecological Footprints”
Phase 1: Getting started – Sewing seeds

Focus question: What do I know about environments?

Activity 1
In pairs, students match meanings to words (Resource 1) to become familiar with concepts
that are important to this module. Discuss where students may have used or studied these
words in the past. Challenge students to create meaning from some word combinations e.g.
resource consumption, finite resources.

Activity 2
Resources 2 to 8 can be completed as guided whole class activities or provided to groups
according to ability. The Resources develop knowledge about global resource consumption
and involve mathematical information and processes.
Assist students to develop conclusions from the information through discussion.
Assessment opportunity: see overview.

Phase 2: Finding out – Footprints on the Earth

Focus question: What ecological impact do I have on the earth?

Activity 3
Explain the concept of an ‘ecological footprint’ of a person, city and nation. This is the amount
of the Earth’s resources that are used each day by a person, a city or a nation. Resources
include air, water, sunlight, animals, plants and minerals.

Ask students to brainstorm all of the resources associated with the “production” of a familiar
resource such as a lead pencil, plastic wrapper, paper and electricity. For example, electricity
requires a power source such as water, coal, oil, uranium or wind; and to access these
requires resources such as minerals (metal machines) and to distribute electricity requires
resources such as metal cables (minerals) and plastic appliances (oil).

Information could be progressively presented on a consequence wheel, as a teacher

demonstration (Resource 9).

Discuss “waste”. Explain how energy use (“consumption”) also creates waste such as
greenhouse gases, ash and possible chemical waste. Waste needs to be managed and this
requires resources. For example, chemical waste may need to be transported by trucks or
pipes to special places, the transport requires metal vehicles and petrol, and other chemicals
might be used to make them less toxic.

Activity 4
Explain to students that they can calculate their personal ecological footprint by using a web
quiz and calculator. Present the 13 point quiz found at:
www.rprogress.org/programs/sustainability/ef/ on OHT and discuss the information. Provide
students with a print version of this page to record one day’s personal resource consumption.
Throughout the week, have students calculate their ecological footprint by inputing their
information on the website quiz. As an extension or enrichment activity, the spreadsheets on
this site can be used to track family consumption over a month or more.

Have students compare and contrast their ecological footprints. Use a mean, mode or median
formula to calculate an average ecological footprint for the class.

Activity 5
Compare footprints of developed and developing nations using Resource 8. Assist students to
make conclusions about:
• What nations consume most / least resources
• The Australia’s biological footprint in comparison to other nations

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Level 4 module: Built environments “Ecological Footprints”
 • Definitions of “developed” and “developing” nations where most people are poor /
wealthy (i.e. surviving / not surviving from day to day)
• relationships between population and wealth.

Activity 6
Discuss how developing nations can be rich in resources however, because they are not yet
developed, have many people who are poor. These nations overuse their resources or sell
their resources cheaply. Present a consequence wheel (Resource 9) that shows an example
of social justice and ecological consequences associated with Indonesian rainforest logging
as an example. Add further possible consequences offered by students.

Assessment opportunity: see overview.

Phase 3: Going further – City life

Focus question: How is a city an environment?

Activity 7
Issue pictures of aspects of a city to groups. Groups brainstorm “systems” that they can see,
for example, roadways, waterways, powerlines, weather features as part of a system. These
systems can be natural, human-made or social e.g. rules and laws. Groups share the
systems they identified.
Activity 8
Using student input, model the creation of a concept map based on the ‘inputs’ and ‘outputs’
of a city. Place a picture of a city or large town in the centre of the board, overhead
transparency or large paper. Ask students to reflect on personal experiences, literature and
other sources to brainstorm the things that people in an urban area USE. These INPUTS can
be written on the chart with arrows facing in to the city picture and in one colour. As students
offer ideas, brainstorm associated inputs for example, if a student suggest ‘roads’, discuss
how roads are made of tar, rocks, metal signs, paint chemicals etc. This might be represented
in the following way;

tar
roads petrol
city cars
rocks glass

metal
Inputs would include elements of the environment such as sunlight, temperature, energy,
packaging, transport, animals and plants, health and communication. Any aspect of the
natural and built environment can be considered, for example, sand brought in for dune
erosion, horses for tourists, food for survival and ballast water from foreign ships in port.

Repeat the activity by brainstorming the OUTPUTS of a city, represented by arrows going
outwards and in a contrasting colour. Outputs should include waste. Some waste is
transformed into useful outputs such as compost and recycled paper and other waste
becomes pollution (air, soil, water and noise). Children might say garbage, animal manure,
pollution, car fumes and greenhouse gases. Some of these elements will already be on the
concept map. Draw the arrows from these to the ‘output’ words.

Discuss the ‘web’ and the connectedness that is created by inputs and outputs. Conclude that
cities, like all living things, use resources and make waste. Ask if cities could survive if things
did not come in from the outside or things could not be taken away.
Activity 9
Discuss “sustainability” – the balance between using and replacing resources in our
ecosystems. Review the examples of unsustainability from the previous activity and other
examples e.g. loss of species, growing population in poor countries, global warming. Advise
students that they are learning about the environment so that they can understand their
planet, create solutions and act on the, to be optimistic rather than pessimistic.

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Level 4 module: Built environments “Ecological Footprints”
Explain that nature provides humans with an average of 5 acres of space that is productive. If
all humans on earth lived as the average Australian, it would take 3 earths to sustain us all.
(reference: www.rprogress/org/programs/sustainability/ef/).
Issue groups with butchers’ paper on which they draw a ‘Y’ chart to show how Planet Earth, if
human, would express it’s concerns. This can reveal students ability to predict the impact of
changes on environments (PS 4.2).

Y Chart Feels like…

Looks like… Planet Earth Sounds like…

says about
human
consumption

Assessment opportunity: see overview.

Phase 4: Making connections and evaluating – Ecopolis

Focus question: How does our local area rate ecologically?

Activity 10
This activity involves students in a field study of their local built environment. Built
environments include rural environments. Any modification to a natural place, such as roads,
artesian bores, powerlines, contour banking and introduced species represent elements of the
built environment.

Present students with Resource 10, a criteria list describing healthy built environments. Ask
students how they might investigate how their built environment rates against the criteria.
Assist students to plan a simple field study by framing some questions to be answered and
using information-gathering techniques. Information might be gathered from an observation
checklist, sketching, photographs, council brochures about enhancement programs, local
area websites, questions designed for local residents and / or interviewing a guest speaker.
The field study must be done in the field, that is, students must go into the local area to collect
information, using one or more of their information gathering techniques.
Assessment opportunity: see overview.

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Level 4 module: Built environments “Ecological Footprints”
Activity 11
Students analyse their field study data and discuss how they rate the environmental health of
their local area and provide a justification for this. Groups then express their understanding of
one of the criteria (or eco-principals) by collaboratively creating and sharing:
• creating a collage based on one of the criteria, with annotated of positive and
negative features of their environment based on their field study information.
• Designing an Ecopolis based on the principles, for example, a model, drawing or
collage.
Assessment opportunity: see overview.

Activity 12
As an extension or alternative, students might research eco-principles associated with:
• “green” house design
• eco-resorts
• eco-communes
• local environmental laws and regulations
• local environmental campaigns associated with a new housing estate
• a local government development
• the points of view of guest speakers representing ‘for’ and ‘against’ arguments about
a local development.

Phase 5: Reflecting and Acting – Eco-citizen

Focus question: How can I make a difference to global ecological sustainability?

Activity 13
Ask students to use Resource 11 to investigate ecological aspects of their home’s design.
Students present their information as an annotated diagram. Students then investigate
“green” behaviours such as eco-shopping and recycling, re-using and reducing resource use,
and list these on their diagram.

Assessment opportunity: see overview.

Activity 14
Assist students to use their new knowledge to develop and enact plans that influence local
eco- behaviour:
• share with their family a report which evaluates the ecological impact that their home
or family practices may have on the environment
• design and publicly present their own eco-home of the future based on the criteria list,
using any medium and a Technology design process
• design and enact a personal eco-plan that reflects modified personal or family
behaviour, creates public awareness, improves eco-quality of the home, or other
social action
• design a personal eco-plan that evaluates the environmental or heritage quality of a
local built feature, and ask an influential group to improve its care
• collaborate on a dramatic performance with an eco-message for younger students.

Assessment opportunity: see overview.

Activity 15
Groups interpret and represent the meanings of quotes and proverbs (Resource 12) to show
their understanding about the interrelationship between the built and natural environment.
Representations could include dramatic performance, visual art piece, a model, poster,
cartoon or logo.
Assessment opportunity: see overview.

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Level 4 module: Built environments “Ecological Footprints”
Resource 1 Word match

With a partner, match the words to their meanings:

Built environment The process or act of using, using up, buying or eating
consume A situation where things depend on each other, things need
each other
Consumption Able to last without running out, being in balance with nature
Ecological The act of making something
Ecosystem To use, use up, buy or eat.
Finite Has a limit, has an end, opposite of infinite
Interdependence Describes things that are related to ecosystems
Produce The living and non-living things that are connected to each
other to form a system
Production Things we make and use to meet our needs and wants
Resources An environment which has parts that are introduced, made or
changed by humans e.g. exotic species, buildings, farming
dams, pollution
Sustainable To make

Resource 2 World population

Use your atlas to locate a map showing the distribution (the spread) of population around the
world.
• Make a list of 10 countries showing most populated to the least populated.
• Make a list of 10 countries showing the largest land area to the smallest land area.
• Make a list of 5 countries with little land and high population, and 5 counties with
much land and a small population.

Resource 3 Australia’s city life

80% of Australians live in cities.

 80% can be shown in a number of ways:
 80 out of 100
 8 out of 10
 8: 10
 8/10
 0.8

• Australia’s population is approximately 20 million people. How many Australians live

in cities? Write a mathematical statement to help you calculate the answer.

• On a map of Australia, look for cities. Where are most of Australia’s cities?

Resource 4 Fuel resource use around the world

Nearly half the world’s population uses 95% of the world’s energy for cooking, heat and light.

1. Draw a box that is 10 cm X 1 cm. Divide the box into 10 parts. Show 95% and 5% of the
box and label the parts that show energy use by half the world’s population.

2. Most developing nations rely on bio-fuels, that is fuels that are biodegradable, such as
wood and animal dung. Developed nations mostly use fossil fuels such as coal, oil and gas.
These produce much pollution when burned.

3. Create a pie graph that shows the types of fuel people use around the world. Use your
compass and protractor to make it accurate, using the table of information below. Label each
part of the pie graph with the fuel and the %.

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Level 4 module: Built environments “Ecological Footprints”
 Fuel type % of world Degrees on your protractor to create
population each part of the pie graph
Oil 37% 134*
Coal 28% 100*
Natural gas 21% 76*
Nuclear 5% 18*
Bio fuels 5% 18*
Hydro (water power for 2% 7*
electricity)
Solar, wind and other power 2% 7*

* Note to layout designer: The degrees column needs degrees symbol beside each number.

Source: Parker, S. 1997, Fuels for the future, Wayland, England, p. 25.

Resource 5 Carbon dioxide produced per person per year

Fuel is what is needed to create heat, light and energy. When many types of fuel are burned,
they produce carbon dioxide, a greenhouse gas which warms the atmosphere.

Create a vertical bar graph by placing the statistics accurately on the graph, to compare how
people some nations rate in their carbon dioxide pollution.

20 USA: 18 tonnes per person

Australia 14 tonnes
Russia 13 tonnes
Japan 8 tonnes
China 2 tonnes
Nigeria 0.4 tonnes
Tonnes

Nation

Source: Parker, S. 1997, Fuels for the future, Wayland, England, p. 27.

Resource 6 How many kilojoules does it take to go 3 km to school?

Create a horizontal bar graph by following the instructions:

1. Create a Y axis (the vertical line) that is 6 cm high. Label it “Transport and energy”.
2. Create an X axis (the horizontal line) 18 cm long. Label it “KiloJoules”.
3. On the Y axis, mark every 1 centimetre.
4. On the X axis, mark every 3 centimetres. Number these marks from 0, 5000, 10 000,
15 000 and every 5000 to 30 000.
5. Use the information below to create horizontal bars that are 1 centimetre thick.
6. Label the horizontal bars as you make the.

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Level 4 module: Built environments “Ecological Footprints”
 Information:

Bicycle 130 kJ 1 apple

Walk 250 kJ 1 slice of bread
Bus 500kJ 1/100 of a litre of diesel fuel if 50 passengers
Electric train 800 kJ power station activity shared by all
passengers
Car 6500 kJ petrol for one passenger
Jet plane 300 000 kJ a lot of jet fuel!!!

How can you show 300 000 kJ if you run out of X axis space?

Source: Parker, S. 1997, Fuels for the future, Wayland, England, p. 5.

Resource 7 The global imbalance of resources

Consider this information about the imbalance of resources for groups of people in our global
village:

If we shrink the earth’s population to a village of 100 people, based on current statistics, it
would look a bit like this:
• 57 Asians
• 21 Europeans
• 14 people from the Pacific, Australia and Americas
• 8 Africans
• 30 would be Christian
• 70 would be non-Christian
• 6 would own more than half of the entire world’s wealth, and all of these people would
be from the USA
• 80 would live in substandard housing
• 70 would be unable to read
• 50 would suffer from malnutrition
• 1 would be near death
• 1 would be near birth
• only 1 would have a university education
• only 1 would own a computer

Which groups in the world do you fit into?

Resource 8 Ecological footprints of some nations

Nation Ecologic population Developed or developing

al
footprint
Argentina 3.9 35, 405,000 Developed
Australia 9.0 18, 550,000 Developed
Bangladesh 0.5 125,898,000 Developing
Brazil 3.1 167,046,000 Developing
Canada 7.7 30,101,000 Developed
China 1.2 1,247,315,000 Developing
Denmark 5.9 5,194,000 Developed
Ethiopia 0.8 58,414,000 Developing
France 4.1 58,433,000 Developed
Germany 5.3 81,845,00 Developed
Iceland 7.4 274,000 Developed
India o.8 970,230,000 Developing

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Level 4 module: Built environments “Ecological Footprints”
 Indonesia 1.4 203,631,000 Developing
Italy 4.2 57,247,000 Developed
Japan 4.2 125,672,000 Developed
New Zealand 7.6 3,654,000 Developed
Pakistan 0.8 148,686,000 Developing
Philippines 1.5 70,375,000 Developing
Turkey 2.1 64,293,000 Developing
United Kingdom of Britain 5.2 58,587,000 Developed
United States of America 10.3 268,189,000 developed
World Average 2.8 5,892,480,000

Source: http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/ (Click on ‘ranking the

ecological impact of nations’).

Resource 9 Consequence wheel

Cheap timber products

for developed
countries

Fewer trees means less

oxygen to combat
greenhouse effect

Cheap wages to
Sunlight coming workers keeps
in to rainforest is timber cheap
destroying low Indonesian
cover plants environmental laws
not enforced

Indigenous
No trees causing Rainforest Rainforest people forced to
topsoil to be ecosystem being
washed away destroyed
logging in leave their
homelands
Indonesia

Indigenous
Loss of Jobs for poor people losing
species people their way of life in Indigenous
the forest people
becoming poor

Jobs poorly paid Bad working conditions

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Level 4 module: Built environments “Ecological Footprints”
Resource 10 Criteria list: An ecologically healthy city

Which climate zone are you in? How does your urban area rate?

• In a hot dry climate (such as Western Queensland), we need shade and pale
surfaces to reflect the sun's glare. Eaves and pale surfaces can reduce glare and reflect
heat from buildings. So can shading from verandahs and plants. Many trees mean more
moisture entering the air. Dust and noise can also be filtered through trees.

• In a warm humid climate (such as coastal Queensland), we need air movement to

keep us comfortable. Streets and buildings are angled to catch the breezes. Building
heights are varied to help air ventilation. Vegetation (plants) must not impede air
movement so best trees are those with branches far from the ground. Because there can
be heavy rains, roads and paths need to be made of a material that can absorb excess
water, to reduce the amount of stormwater which carries pollution into waterways.

• In a temperate climate, where summer can be very hot and winters can be very cold
(such as Queenslands’ southern highlands), wind direction changes with the season so
street layout needs to block the winter wind yet allow summer breezes through the city.

• In cooler temperate climates (such as in southern parts of Australia), cities that are
not protected by mountains need wind breaks, such as trees zones, buildings of the same
height close together, tree shelter belts, and main streets angled against the wind).

Urban places should be safe, healthy, friendly, comfortable, energy efficient places to live.
They should value nature and heritage.
 Buildings make the temperature comfortable
 There is a balance of built and natural features in the landscape
 The natural environment is kept where possible when areas are developed
 There is a balance between green spaces and dense built areas.
 Energy comes from local systems such as solar, wind and other systems rather than
power stations
 The city / town recycles wasted power from factories for its own energy needs
 Street and road patterns follow the shape of the land.
 Local government recycles much waste material
 There are natural environment improvement programs
 Large areas of natural environment are preserved to keep some original ecosystems
 Drains cope with heavy rains
 River banks are not ruined, so soil erosion does not occur and the river ecosystems are
preserved
 Building designs value the character of the local area and its history
 People cooperate to keep a happy and eco-friendly environment
 Building styles suit the climate to limit the power and materials consumed
 There are life spaces for people, animals and plants
 Ugly spots are being managed
 It is attractive to the eye

Are there other factors besides these?

Resource 11 Criteria list: An ecologically healthy home

Homes should be safe, healthy, friendly, comfortable, energy efficient places to live. They
should fit harmoniously with other built and natural features of their local area. How does your
home rate?
 Space in the house is just right; people are not crowded but no wasted space (so no
wasted building materials)
 Deep eaves to protect walls and windows from carrying in heat
 Number, size and location of windows allows air to ventilate the house and carry out bad
air

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Level 4 module: Built environments “Ecological Footprints”
 Timber materials come from sustainable forest plantations
 Timber furniture come from sustainable forest plantations
 Compost is made from food scraps
 Non–toxic paints are used
 Building materials are from recycled sources where possible
 Trees outside windows, blinds, plant trellises, thick walls and ceiling insulation protect the
house from extremes in temperature
 use of cement is limited to allow building and land to breathe
 cement is made from non-toxic chemicals
 building the house was especially done to meet eco-friendly ideals
 the house when built abided by environmental rules and laws
 mechanical fans are in the roof, not electric fans in ceiling, to ventilate the house
 toilets have a half flush button
 waste water is collected and used in the garden and for non-drinking ourposes
 natural fertilisers are used in the Gardens
 ‘green’ power is used rather than from a power station
 rubbish is reused, recycled and reduced.

There are many more features. Can you identify any?

Resource 12 Quotes and proverbs

On sustainability:
• At first I thought I was fighting to save rubber trees, then I thought I was fighting to
save the Amazon. Now I realise I am fighting for humanity.” Chico Mendes, rubber
workers’ leader, South America
• If all human beings on the planet were to die tomorrow, most of the trees and other
living things are likely to survive, if not flourish. If all the trees on the planet were to
die tomorrow, most of not all humans would die shortly after.
• If you are thinking a year ahead, sow a seed.
If you are thinking 10 years ahead, plant a tree.
If you are thinking 100 years ahead, educate people. (from Korea)
• Earth is not a gift, it is a loan from our children. (from Kenya)
• The frog does not drink up the pond in which it lives. (from China).
• Don’t bite the hand that feeds you. (from Britain).
• Only when the last tree has gone, the last river dried up and the last fish died, will you
see that we can’t eat money. (from American Indians)

On environmental action:
• If we cannot see it, it’s not a problem. (anonymous)
• When spiders unite, they can fire up a lion. (from Africa)
• If you think you are too small to be effective, you have not been in bed with a
mosquito. (Anita Roddick, The Body shop)

Support materials and references

Print
Department of Education Queensland. 1996, Resources for studying ethics in primary school,
Brisbane.

Fien, J. (Ed.). 1993, Teaching for a sustainable world: Environmental and development
education project for teacher education, Australian Association for Environmental Education,
Brisbane.

Hicks, D. 1994, Educating for the future: A practical classroom guide, WWF UK (World Wide
Fund for Nature), UK.
Parker, S. 1997, Fuels for the future, Wayland, England.

Seager, J. 1995, The state of the environment atlas: The international visual survey, Penguin,
London.

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Level 4 module: Built environments “Ecological Footprints”
Slaughter, R. 1995, Futures tools and techniques, Futures Study Centre and DDM Media
Group, Melbourne.

The State of Queensland (Department of Natural Resources and Mines). 2002, Natural
resource management catalogue 2002, Brisbane. (sent to all schools)
Websites:

Earth Council and IISD, Rio+5

http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/

Global Development Research Centre:

http://www.gdrc.org
A very comprehensive and navigable site about urban environments and development

Redefining Progress
http://www.rprogress.org/programs/sustainability/ef/
Personal ecological footprint quiz and calculator

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Level 4 module: Built environments “Ecological Footprints”