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Litter and Environmental Stewardship (8th Grade)

Lesson 1:

From Unit Litter and Environmental Stewardship (8th Grade)

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

ELA:	Journaling
PHIL:	4 lesson genOn; Common Good; Environmental Stewardship; Philanthropic Act; Problem Solving; Responsibility; Time/Talent/Treasure; Volunteer
SCI:	Conservation; Environment; Natural Resources

Focus Question(s):

What is each person's responsibility for environmental stewardship?

NOTE: Prior to this lesson, use the Blue Sky Activity in which students envision a better world. If you already have a Blue Sky display, revisit it before beginning this lesson.

Purpose:

Learners identify the issues related to trash and litter and determine each person's role and responsibility for environmental stewardship.

Duration:

One 50 Minute Class Period

Objectives:

The learner will:

identify areas where trash and litter seem to accumulate.
identify reasons people litter.
articulate his/her attitude toward and reaction to litter.
define and explain what it means to be an environmental steward.
explain the connection between being an environmental steward and performing philanthropic acts.
plan an environmental stewardship activity for Earth Day.

Materials:

Photos of litter and trash in the community or internet access to pictures of litter (pollution pictures may be found at Golden State Images
Student journals
Printout for each student or projected copy of Why Do People Litter?
Printout for each student or projected copy of Why Should You Care?
(Optional for Extensions) disposable or digital cameras

Teacher Preparation:

In advance, take photos of litter dropped in areas of the community or school campus. Have the pictures ready to display at the beginning of this lesson. You may assign this job to a few students as extra credit. As an alternative, use photos taken in other areas to show types of litter and pollution (see Materials).

Note: Anytime students are touching trash, they should be wearing gloves for their own safety.

Instructional Procedure(s):

Anticipatory Set:
Display pictures of trash and litter on the projection screen. (See Materials.) Encourage the students to look closely at these pictures and think about what the lesson will be about today.

Ask the learners to tell where they have seen evidence of trash and litter, especially around the school building and in the local community. List these locations on the display board.
Pose the question, "Why do you think people litter?" Record student responses on the display board.
After they have exhausted their ideas, distribute copies of Why Do People Litter? (See Materials.)
Discuss this handout by asking the learners which of these reasons might be more typical of an adult and which of these reasons might be more typical of people their own age. Are the reasons for littering the same for any age? Why or why not?
Have the learners write in their journals about how they feel about litter. Have them respond to the following prompt: "When I see litter or trash on the floors of our school or on the grounds around our school, I am most likely to _________ because _________."
After students have a chance to form their own opinions in their journals, discuss how people might feel about picking up litter left by others and why. Encourage them to think about all sides of the issue. Why would some people be hesitant to pick up someone else's trash? Why would another person be willing to pick up another person's trash?
Write the word environmental stewardship on the display board. Ask the learners what they know about the word stewardship. (Defined as "the careful and responsible management of something entrusted to one's care.") Then have them hypothesize the definition of environmental stewardship. (Defined as "the careful and responsible management of the environment and its natural resources entrusted to human kind.") Tell the students that litter is a form of pollution, and it harms the environment in many ways. In addition, littering is a waste of resources. Many of the items people throw on the ground could be recycled, reused, or composted. Environmental stewardship includes the concept of protecting natural resources, such as air, water, and soil from the harmful effects of pollution and waste. Distribute copies of Why Should You Care? (See Materials.)
Have the learners return to their journals to respond to the following prompt: "If an environmental steward saw litter inside or on the grounds around our school, that person would most likely _________ because _________.
Encourage students to share their responses with the class. Discuss whether it is our responsibility to be environmental stewards. Discuss how the students might positively influence other people who choose to litter (keeping in mind why people litter).
Point to the list, already on the display board, of areas where the learners have seen evidence of trash and litter. Ask the students which area(s) they think are most in need of cleaning up and why?" Lead the students to making a commitment to environmental stewardship on the school grounds.
Define philanthropy as giving time, talent, or treasure for the common good. Ask students to explain why being an environmental steward is an example of philanthropy. (Acting as an environmental steward is a philanthropic act because picking up trash and caring for the environment takes time, talent, and/or treasure and promotes the common good.)
Have the class propose ways they can be environmental stewards on Earth Day. Begin to develop a plan for implementation.

Assessment:

The assessment of this lesson is based on learner participation in the group discussions and journal entries.

Learning Link(s): (click to view)

Have an idea for a Learning Link?

Submit your idea here.

If your Link is accepted for publication on the Web site you will be credited with your name, school, and city.

These Learning Links provide ten quick-and-easy, five-minute mini-lessons to promote student thought and dialogue about service and civic engagement. You may use as many of them as you wish, and in whatever order best meets your needs and the interest of your students. The purpose of these mini-lessons is to provide a deeper understanding of philanthropy (the giving of time, talent, and treasure for the common good) and to reinforce the lesson focus. These Learning Links also promote the development of character traits, civic engagement, and student leadership. As appropriate to your grade level, it is recommended that students play an active leadership role in presenting these mini-lessons to their classmates.

1. READ: Where does litter come from? Sources say that most litter is dropped by males between the ages of 18 and 34. People especially prone to littering are those who drive a lot, who eat lots of fast food, who smoke, and who go out a lot for entertainment (such as movies, concerts, etc.). People can also litter without realizing it or doing it intentionally. Sometimes they leave the lid of their garbage can open or the back of their truck uncovered, and litter blows out. If people were aware of the unintended consequences of their actions, they might be more careful.
DISCUSS: It is important for us all to be informed so that we aren't even unintentionally littering. What are we doing during our Earth Day event that will keep the public informed of the consequences of their actions, whether negative or positive?
(If you have access to the Internet, show the photo on this Web page—www.greenecoservices.com/littering-facts-and-statistics/. Can you see how something that may not have been intended as litter had drastic consequences?)

2. READ: Jimmy Carter, former president of the United States said, “We must adjust to changing times and still hold to unchanging principles.”
DISCUSS: Why do you think it is hard for people to change their habits, especially regarding littering and throwing away trash? How does this quote relate to environmental stewardship? What unchanging principles should we have that will motivate our Earth Day project?

3. READ: Richard Broom, a man who lives in Britain, was so disgusted by all the trash he saw alongside British highways that he decided to start photographing the trash. He posted the photos on his blog, hoping to make an impact on law makers in his country and to draw others' attention to the unsightly problem. Soon, people from all over the world were asking Mr. Broom for his photos, sometimes to display in their homes as art. His efforts are an example of how one person can become an environmental steward and make a difference in others’ lives.
DISCUSS: Why do you think some people would want to hang photos of trash on their walls? Why do you think Mr. Broom might have been surprised by the success of his project? Is there a way for us to publish the results of our Earth Day event in the impactful way?
(www.telegraph.co.uk/culture/art/art-news/7319996/Litter-campaign-becomes-a-work-of-art.html)

4. READ: Somewhere in the Pacific Ocean there is a gigantic floating blob of plastic. Scientists and others who travel this waterway have discovered that certain areas of the Pacific Ocean tend to collect all the plastic garbage that has ended up in the ocean. Scientists estimate one patch of garbage is greater in size than the country of France!
Plastic is a form of litter that decomposes very slowly, if it does at all. It can be broken down by sun exposure and by the erosion of the water it is in, but all that does is break large pieces of plastic into smaller ones. This plastic is eaten by whales, exposing them to harmful chemicals and posing the risk of death. As well, plastic waste that drags along the sea floor can smother seabed animals such as coral, shellfish, and other small marine animals. It can also scrape and tear the seabed, which is an important marine habitat.
Part of the problem of these floating cities of plastic in the ocean is that often they exist in what is called “international waters.” No one owns or takes responsibility for these parts of the world; they belong to all of us. And that means there are no laws governing them. There are no direct consequences for people who pollute in these areas.
DISCUSS: How does what you read inform your opinion of the element of personal responsibility in environmental stewardship? How will we be meeting this responsibility during our Earth Day event?
(www.telegraph.co.uk/earth/environment/5208645/Drowning-in-plastic-The-Great-Pacific-Garbage-Patch-is-twice-the-size-of-France.html)
(www.unep.org/regionalseas/marinelitter/)

5. READ: Environmental stewardship is the careful and responsible management of the environment and its natural resources entrusted to human kind. The whole point of Earth Day is to remind us of our responsibility for what is entrusted to us. So, whose responsibility is it? According to the definition above, natural resources are entrusted to all of human kind. Does that include kids, teens, and adults? People in wealthy and not-so-wealthy countries? You bet it does. Everyone is responsible, and everyone can help take care of the environment in a unique way.
And what are we responsible for? Have you ever thought of the environment needing “management,” as the definition above states? As the Earth’s population grows, managing our use of the environment and its resources becomes more important, especially if we want those resources to be around for much longer.
DISCUSS: What are some ways that we can show environmental stewardship in our school, at home, and in the community? Think about all parts of the environment—the air inside and outside, water, land, animals, plants, etc.
(If you need help brainstorming, go to www.epa.gov/stewardship/ for some ideas.)

6. READ: To raise awareness about the Great Pacific Ocean Garbage Patch, a man named David de Rothschild built a boat made of recycled materials, including hundreds of reused plastic bottles filled with carbon dioxide. The gas-filled bottles help the 60-foot catamaran stay afloat. De Rothschild hopes to sail his boat from San Francisco, California, to Sydney, Australia. The name of the boat is Plastiki, and the 11,000 mile trip should take 3 months to make. De Rothschild hopes to show how we can make use of our waste, instead of letting it litter our planet.
DISCUSS: The story of this boat was featured on ABC News, in part because the man who built it is wealthy. Why is it important for those with lots of resources (mostly money) and those with celebrity (famous people) to make their efforts toward environmental stewardship known? What do they have that ordinary people do not have that can make what they do seem a little more significant?
(www.mnn.com/transportation/shipping/videos/boat-made-from-plastic-bottles-sets-sail)

7. READ: Actor and activist Brad Pitt has started an organization called “Make It Right” to help New Orleans neighborhoods rebuild after Hurricane Katrina. The flood resulting from this hurricane in 2005 destroyed some of the poorest parts of the city of New Orleans, Louisiana. Make It Right builds homes using “green” architecture and building techniques. The organization not only provides storm-safe homes for those in need but also does so in an environmentally conscious way. The products and building methods used are all chosen to make these homes as safe as possible for the people living there. For example, the materials that make up carpets, fabrics, and other types of flooring are usually made using recycled materials and do not give off harmful chemical gases into the air of the home, as some ordinary products do. Make It Right has currently provided green homes for 14 families, and another 19 homes are being constructed.
In the wake of a devastating hurricane, environmental stewardship was probably the last thing on the minds of families struggling to find a place to live and food to feed themselves. That's why it took people outside the situation and with many resources to help them and to think of how rebuilding a city could be part of their own environmental stewardship.
DISCUSS: How have Brad Pitt and the Make It Right organization shown environmental stewardship? During our Earth Day event, how can we help those who do not have the resources to be environmental stewards?
(www.makeitrightnola.org)

8. READ: Plastic grocery bags are one common form of litter in any neighborhood. Because they are handed out in so many places, such as fast food restaurants, grocery stores, and other stores, there are simply billions of plastic bags out there. People use 500 billion to 1 trillion plastic bags yearly, worldwide. Plastic bags are often reused, but Americans also throw away 100 billion of them every year. These bags can take up to 1,000 years to decompose. Plastic bags are often the source of unintended litter. They are so light they can float out of trash cans or even people's hands in a gust of wind. Plastic bags are often found stuck in trees or in high places where they have landed.
One way to reduce the amount of plastic-bag litter is to recycle. But, people can also help by using paper bags, which are a renewable material and decompose faster. Or, even better, they can use reusable cloth bags whenever they shop. You can make the pledge yourself or help your family pledge to stop using plastic grocery bags. Bring your own bags with you whenever you go shopping.
DISCUSS: Making a difference in the amount of waste we create can take just one small step, like using reusable bags. But, it may be hard for people to make changes like this because it takes some extra effort, or they may fear what other people will think of them. What could we say to people to get them to understand their own responsibilities for environmental stewardship?
(To find out the facts and to sign the pledge to stop using plastic bags, go to Leonardo DiCaprio's website at www.leonardodicaprio.org/pledge/.)

9. READ: In a speech on Earth Day in 2000, environmental activist and actor, Leonardo DiCaprio said, “Enough is enough. We must set an example now and move environmentalism from being the philosophy of a passionate minority like everyone here at Earth Day to a way of life that automatically integrates ecology into governmental policy and normal living standards.”
DISCUSS: The online encyclopedia Wikipedia defines environmentalism as “a broad philosophy and social movement regarding concerns for environmental conservation and improvement of the state of the environment.” How does this definition back up what DiCaprio says about environmentalism currently being for a “passionate minority”? How do you think we can make people understand that “environmentalism” must be a new way of life instead of a social movement? Are we doing anything for our Earth Day event that will help with this?
(www.leonardodicaprio.org/aboutus/speecharchive/earthday2000)
(www.wikipedia.org/wiki/Environmentalism)

10. READ: One part of our environment seriously affected by litter, especially any plastic litter, is our oceans. Ocean animals regularly mistake plastic litter for food. Plastic bags and balloons look like jellyfish to turtles. A tasty treat, but can you imagine what a balloon would do to the inside of a turtle if eaten?
Have you ever been to a celebration or sporting event where balloons are released into the air? It looks pretty, but it's really harmful to marine life. People often choose to ignore this fact because they want to keep doing what others have done, even though our society is much better informed about environmental issues than it was in the past. But, if you have ever walked along a beach you have probably seen evidence of the problems balloons present. Beaches are littered with deflated balloons attached to colorful ribbons that have washed on shore.
Instead of releasing balloons outside to celebrate or mark a special occasion, try these alternatives: blow bubbles, use noisemakers, wave banners, throw birdseed, plant a tree, or take donations for a specific cause … the possibilities are endless.
DISCUSS: In order to be environmental stewards, we need to make conscious decisions to change our behavior. Why do you think it is so difficult for some people to change? What are we doing during our Earth Day event that represents or promotes a conscious decision to change?
(www.marineparks.wa.gov.au/marine-park-protectors/how-litter-affects-marine-animals.html)
(www.adoptabeach.org.uk/pages/page.php?cust_id=33)
(www.longwood.edu/cleanva/balloons.htm)

Cross-Curriculum Extensions:

Have the learners make a picture book documenting their experiences in the Earth Day event. Before the event, assign the learners to small groups and give each group a disposable camera to take pictures at the event. Students make a book using photos, drawings, and text to tell their stories. Donate or share the books with an elementary school in the district. Have the learners propose how this book could help kids learn how to be environmental stewards.
For more lessons on litter and trash, see Learning to Give units Global Garbage and One Person's Trash, and Truth, Trash and Treasure

Reflection: (click to view)

Reflection plays a very important role in promoting student learning. The following suggested activities are ways to help students reflect on their learning after they have participated in a service event. Choose one or more of the activities most appropriate to the service event and your students.

ACTIVITY ONE: Give each student 10-12 small sticky notes. Have the students write a word or phrase on each sticky note that comes to mind as they think about their involvement with the event. Allow 2-4 minutes for their writing. (NOTE: Be prepared to hand students additional sticky notes if they ask for them.) As the students are writing place a four-column grid on the display board and label the columns: Feelings, Activities, Affects/Effects, and Misc. At the end of 2-4 minutes, have the students decide which column their words or phrases best fit and then have them place their sticky notes under the proper heading. When all of the notes have been posted, read the notes under each column to the students. Have them look for similar comments in order to synthesize and condense the number of sticky notes and eliminate duplication. Lead students to draw some conclusions about their service experiences based on this activity.

ACTIVITY TWO: Have each student draw a Venn Diagram. In the circle on the left have them place single words that come to mind when they think about how they were feeling during this event in which they were just involved. In the circle on the right have the students place single words that come to mind when they think about how they were feeling during earlier events or involved in similar philanthropic activities that they were part of at an earlier time. Have the students look for those words that appear in both circles and have them place those words in the “overlap” of the two circles. Have each of the students, in turn, call out the words found in their “overlap” and place these on the display board for all to see. Ask the students, “What conclusions might one be able to make about being involved in philanthropic activities as a result of completing this exercise?”

ACTIVITY THREE: Tell the students that they have been selected by a major toy company to come up with a design for an “Action Hero/Heroine” or mascot to be used to “promote” this event next year. Ask the students, when coming up with their “Action Hero/Heroine” or mascot, to consider what it takes for someone to be involved in an event like the one they just completed and what types of personal characteristics/ attitudes would it be helpful for someone to be involved in events like these. Working in pairs, have the students design and draw their “Action Hero/Heroine” or mascot. When finished, have each group share their idea for their “Action Hero/Heroine” or mascot. Display the Action Heroes/Heroines or Mascots under the heading “Our Action Heroes/Heroines” or “Our Mascot” or, etc.

ACTIVITY FOUR: Provide each student with three shiny coins (pennies). Play (or tell them) about the song entitled “Three Coins in the Fountain”. Share the lyrics of the first verse.
http://www.lyricsfreak.com/f/frank-sinatra/55254.html.

Ask the students what they know about wishing wells. Ask for volunteers to share how they were involved in this service project: what activity (-ies) they performed, how they felt about this service project, what impact they felt this service project had on those involved, etc. Challenge the students as a class to determine how tossing three coins into a fountain might be a lot like participating in this service project using the following prompts:

Discuss how the author of this song might have felt as he tossed his three coins in the fountain and have the students compare his feelings with their feelings about getting involved in this service project.

Discuss what the author of this song might have been hoping would result from his tossing the coins into the fountain and have the students compare his hopes with their hopes for what might result from their involvement in this service project.

Discuss how the author of this song might have felt as he walked away from the fountain after having tossed his coins into it and have the students compare his feelings with their feelings after having been involved in this service project.

Finally, ask the students if they think they will ever know the end results/impact of what they did during this service project. Have them share why or why not. Tell the students, if they would like, they could make a wish and drop their three coins into a “wishing well” (box) placed on your desk. Tell them if they prefer not to make a wish and put their three pennies in the “wishing well,” that your wish for them is that they will put the three pennies to good use.