Strand PHIL.I Definitions of Philanthropy
Standard DP 01. Define Philanthropy
Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
Strand PHIL.II Philanthropy and Civil Society
Standard PCS 03. Philanthropy and Economics
Benchmark E.13 Describe limited resources and scarcity.
Benchmark E.5 Recognize the wise use of resources as <i>stewardship</i>.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark E.3 Define stewardship and give examples.
Benchmark E.4 Give an example of how citizens act for the common good.
Learners will use what they have learned in previous lessons to summarize why water conservation is essential, how it is an example of Environmental Stewardship and what they can do to make others more aware.
The learner will:
- define water conservation.
- discuss methods of water conservation.
- discuss potential problems due to lack of water.
- create informational posters to promote water conservation in the community.
- Book: Why Should I Save Water?
- Completed student homework from Lesson One
- Large chart paper
- Student drawing paper
- Student handwriting paper
- Markers/crayons/colored pencils
- Glue sticks
- Masking tape
- Green, Jen. Why Should I Save Water? (Why Should I? Books) Barron''s Educational Series (February 28, 2005) ISBN: 0764131575
Anticipatory Set: Ask learners the following questions:
- What do you like about water in our world? (swimming in lakes and pools, looking at waterfalls, wading in streams)
- What are things we do with the clean water that comes into our houses and school? What would change if the water wasn't clean and safe?
- How can we do our part to take care of the usable water in the world?
Read Why Should I Save Water? Emphasize the idea of water conservation. During reading, reflect on the concepts and connect to students' personal experiences.
Share homework from Lesson One in which learners brainstormed ways to conserve water. Use large chart paper to record their ideas. Ask learners if any of the home conservation ideas can be applied to school. Place a star by those ideas.
Use a new piece of chart paper to create a class list of water conservation methods. (e.g. turning off the water while washing hands) Post this in the classroom. You may choose to illustrate (cut out from a magazine) each method for ease of understanding. Be sure to include the list with your weekly classroom newsletter. Post this list where learners can see it in the classroom.
Have learners choose their favorite conservation method, or the conservation method they choose to try. Distribute drawing paper and or writing paper. Have learners illustrate and/or write about their method. Learners should share their methods with the class, as comfort level permits. Display illustrations in the hallway and distribute tothe community who wish to post them.
Teacher Note: For younger or differently able learners, allow them to draw a picture of ways to conserve water and then dictate their thoughts to the teacher or older student. Learners could use pictures from magazines to illustrate their method and then dictate to the teacher or older student what the picture illustrates.
Revisit the concept of water conservation often throughout the year.
Learners talk about and share with others the feasible methods in which they are able to conserve water. They create a visual and/or text commentary on how to conserve water.