Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Purpose:
This lesson will serve as the final learning piece, and the accumulated knowledge will be used to assist the learners in utilizing a role play scenario to come to a consensus plan of action that moves “their community” toward compliance with Air Quality Standards (AQI).This unit is also intended to inspire personal or group action plan for promoting the common good. Academic service learning options will be made available for the learners to plan how to be engaged in direct service, indirect service or take an advocacy position that addresses concerns about air quality.
Duration:
Two Forty-Five Minute Class Periods
Objectives:
The learner will:
- respond to literature orally in group discussion.
- make text-to-text and text-to-world connections.
- use critical thinking skills to engage in brainstorming, problem solving and decision making.
- use speaking and dialogue skills to present and respond to ideas.
- use consensus or voting to recommend a final plan of action intended to move “their community” into compliance with Air Quality Standards.
- be encouraged to develop a personal plan of action to improve the quality of air for the common good.
Service Experience:
Allow learner interest and passuib to lead in choosing one or more of the following Academic Serving Learning opportunities to ensure maximum participation and successful outcomes.
The learners can work in “service groups” and report back to peers about progress.
Direct Service Options:
- Engage in Air Quality Testing (the EPA, Departments of Environmental Quality and Meteorological Stations can be an excellent resource)
- Participate in Ozone Action Days (inform the community – get the word out, take surveys about how and how frequently individuals participate)
- Check the AQI daily
- Contact a local garden club or other environmental organization to plant trees and shrubs.
- Raise money and plant trees and shrubs in a local beautification project (school or community based)
- Start an educational campaign about open burning (dos and don’ts)
- Start a composting project within the school or local community
www.dnr.state.wi.us/org/caer/ce/eek/
earth/recycle/wormcomp.htm.Indirect Service Options:
- Follow environmental air quality issues in local, state and national publications. In response, learners can write letters to the editor and/or state representatives regarding air quality.
- Raise Money to Donate to Environmental Groups/Causes such as:
- Diane Fossey Gorilla
- Fund World Wildlife Fund
- Earth Trust
- Sierra Club
- Friends of the Earth International
- National Wildlife Federation
- National Geographic
- National Audubon Society
- Greenpeace International
or countless others.
- Learners can research the cause and engage in a decision making process about which addresses air quality in the most effective manner.
Advocacy Options:
- The learners can create posters or flyers to promote fifty things people can do to reduce air pollution in their communities and then contact the local businesses to display them www.arb.ca.gov/html/brochure/50things.htm.
Materials:
- The Lorax by Dr. Seuss (book or video)
- Recording Sheet for Strategic Planning (Attachment One)
- Decision Making Discussion or Model (Attachment Two)
- Reflective Feedback (Attachment Three)
- Formative Reflection – What Do I Think? (Attachment Four)
Instructional Procedure(s):
Anticipatory Set:
Read The Lorax by Dr. Seuss (or show it on VHS). After “It all started way back...such a long, long time back...”
Ask learners to predict events that caused the Lorax to disappear.
Ask learners to identify the common resources (Truffala Tree, Brown Bar-ba-loots, Hummin-Sish, rippulous pond, clean clouds, fresh morning breeze, green grass) enjoyed by the community.
Ask learners what they think of the statement, “And business must grow regardless of crummies in tummies, you know.”
Ask them how the two opposing forces could both work for the common good and guarantee that the right to the pursuit of happiness could be ensured (accept all reasonable answers).
As learners identify the consequences of pollution (smog/smoke; Gluppity-Glupp, Schloppity-Schlopp; gummed gills; lack of trees).
Encourage learners to make text-to-text and text-to-world connections between the ideas in this book and those discovered in Lesson One and Lesson Two of this Unit..
Day One:
- Use the compelling and prophetic words of The Lorax as a theme for this final lesson that will lead into the Academic Service Learning Component (experiential learning) and compel learner action:
“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”- Complete the strategic planning meeting started in Lesson Two. Learners have selected and clarified their roles and narrowed their priorities as regulatory/legal OR voluntary measures AND transportation OR point and non-point sources of pollution.
- Distribute the Recording Sheet for Strategic Planning (Attachment One) for the strategic planning meeting. Although learners will work in small groups (of their same numbered diverse group members), each learner should have a recording sheet for individual follow-up reflection.
- Once learner groups have reached consensus about a multi-faceted plan, they should circle or highlight their consensus ideas to develop a proposal for voting. Distribute the Decision Making Discussion or Model (Attachment Two) for recording.
- Provide chart papers, computer presentation software, overhead, or other means of visual presentation in which learner groups may share their proposals for consideration.
Day Two:
- While groups are presenting, learners can record reflective feedback for consideration on the Reflective Feedback (Attachment Three) form.
- Upon the completion of the presentations, engage the learners in a consensus building (or voting) activity that narrows the potential service projects to one or two. (See also “extension” ideas for this final step. The class and/or classroom guests may vote on a plan that has the most benefits.)
Assessment:
Examine the learners’ recording of ideas and thinking on the Recording Sheet for Strategic Planning (Attachment One), Decision Making Discussion or Model (Attachment Two), and Reflective Feedback (Attachment Three). The final assessment for this unit will be to have the learners reflect on their learning by completing the Formative Reflection – What Do I Think? (Attachment Four) For grading purposes, take into consideration the complexity, completeness, and depth of understanding reflected in these written responses.
Cross-Curriculum Extensions:
To enhance authenticity of the lesson, community members such as Chamber of Commerce, Planning Commissions, County Office Members and Environmental Groups may be invited to give feedback on learner proposals.
Learners can be encouraged to enact their service project either as a group or individually; either as an extension of this unit or as a part of other units emphasizing service project planning and implementation. (Found at www.learningtogive.org)
Bibliographical References:
- The Lorax, Seuss, Dr. ISBN 0-394-82377-0, Random House, NY, 1971
- The Lorax, Seuss, Dr. VHS 1972. Director: Hawley Starring: Harlen Carraher and Bob Holt
- For Additional Related Units/Lessons: www.learningtogive.org
Lesson Developed By:
Lisa LudwigCedar Springs Public Schools
Cedar Springs Middle School
Cedar Springs, MI 49319
Handouts:
Handout 1Print Handout 1
Recording Sheet for Strategic Planning Meeting
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INTERVENTION IDEA Regulatory/Legal OR Voluntary Transportation OR Point & Non-Point Sources |
REASON(S) |
MY GROUP(S) INPUT (benefits and drawbacks) |
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Handout 2Print Handout 2
Decision Making Discussion
Decision Making Discussion
Step One: Have we discussed all possibilities thoroughly and with an open mind?
Step Two: Which benefits and drawbacks and critical?
Step Three: Which ideas seem to best address the problem of air quality/pollution?
Step Four: Cross out/add detail/clarify to the ideas you have narrowed to include in your plan/proposal.
Step Five: Is each member prepared to share his/her perspective/ideas/contribution to the solution? Write up your proposal and clearly, simply and completely as possible.
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Decision-Making Model
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Brainstorm action ideas.Brainstorm with learners using a separate space on the board or overhead. List all their suggestions. Through discussion, reduce the list if possible to three to five alternatives or choices. Transfer these choices to the left column of the Decision Making Model grid.
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Talk about some of the issues that should be considered as they evaluate their choices. What things (criteria) are important to the class?
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Explain that we need to have some criteria, or important things to consider, when making the best decision out of the various action ideas (choices) brainstormed by the class. It must be a decision that as many of the class as possible can support. Fill in the top row of the decision making model with some of the criteria, and/or use additional criteria important to the learners.Try to arrive at least four meaningful criteria so learners can see the benefits of the model. (It may be helpful to use a question format on the grid itself)
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Evaluate each action idea (alternative) with the class, one criteria at a time. Have them raise their hands and take a tally after you ask each question. Write that number in the appropriate box.
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Remind learners of opportunity cost being the next best alternative we give up when we make a choice, and that thinking about what they are giving up in each decision actually helps them make better decisions.
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Evaluate the number of positive responses for each criteria chosen corresponding to each idea or choice. Compare and discuss the results. If some criteria are more important than others, give them more “weight” when calculating the impact. Make a consensus decision together based on the highest number of positive responses and the relative importance of certain criteria over others. The alternative with the highest number of total votes should be the first choice. Explain that the opportunity cost for choosing the first choice is not being able to do the second best choice on the list of alternatives.
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Action Ideas or Choices
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What’s Important to Us? |
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Handout 3Print Handout 3
Reflective Feedback
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Group Number |
Plan/Proposal |
Benefits |
Drawbacks |
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Handout 4Print Handout 4
Formative Reflection “What Do I Think?”
1. This is what I like about our group’s plan:
2. This is what I would change about the plan:
3. I am: _____ for ______ neutral about _____ against (check one) the plan because:
4. In my group, my role was______________________ and I can work for the common good, by doing my part in the plan, which would be to
5. I think the plan provides for clean air for the common good by (consider contributions of time, talent and treasure)
6. The members of my team who seemed to work really hard on developing this plan were_______________________because they_________________________________________________
7. I think the positive effect (s) of our plan will impact air pollutants in the following ways:
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Common Air Pollutant |
Source(s) |
Effect(s) |
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8. Something I plan to do, as an individual, to positively impact the air that will be of benefit to the common good is
Unit Contents:
Overview:Our Air: The Quest for Quality Summary
Lessons:
- 1.
- Clean Air – Our Health Matters
- 2.
- Airing Our Concerns – I Can See Clearly Now
- 3.
- Concern + Action = Clean Air Solutions
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
