Learning to Give, Curriculum Division of The LEAGUE
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Unit Overview:
Unit Purpose:
The purpose of this unit is to raise awareness about the impact of growth (commercial and residential) on the environment, specifically, how impervious surfaces impact the environment. The lessons evolve from engaging the learner’s interest, becoming aware of the issue in their community, and taking action in their community for the common good.
Population density and community development have political and environmental implications. The development of cities, towns, suburbs, and rural America share a common feature; buildings and a transportation system that relies on roadways, parking lots, and the use of concrete, brick and asphalt--all impervious surfaces. As towns and suburbs grow, the commercial and residential building “landscape footprint” can be harmful to the environment unless carefully planned. Learners become aware of the environmental impact of impervious surfaces and take action as environmental stewards.
The unit also illustrates how knowledge of science can inform our decisions and awareness as citizens.
While this unit is written specifically to address the "greening of New Jersey," it is adaptable to any community.
Focus Questions:
What is the relationship between community development and the environment?
What is my personal responsibility to the use of land?
Unit Objectives:
The learner will:
- define stewardship.
- write a personal mission statement about environmental stewardship.
- reflect on the advantages and disadvantages of pavement.
- define the term impervious surfaces.
- hypothesize about the effects of impervious surfaces on daily life.
- describe and interpret images, data, and maps of New Jersey.
- analyze the relationship between land development and the environment.
- go on a walking field trip around the school neighborhood.
- observe the behavior of water on different surfaces.
- report to the class information gathered in an article about human-environment interaction.
- identify the role that rights and responsibilities (and civic virtue) play in sustaining and improving life for the common good.
- measure and describe the percentage of impervious surfaces in the community.
- analyze the environment impact of impervious surfaces on their community.
- propose alternatives to impervious surfaces in the community.
- create a presentation to inform the community about the need to decrease impervious surfaces. Presentation may take the form of an oral report, presentation software, newspaper article, creative film, poster, or informational flyer.
- use his/her voice to plan a service project.
- reflect on service experience.
- demonstrate learning to the class, parents, and/or the community.
Service Experience:
- Learner teams will investigate a microcosm of their community for the purpose of identifying and recommending changes and alternatives to impervious surfaces.
- Learners act as advocates for the issue of pervious surfaces in the larger community. They design projects to increase permeable surfaces in the community and demonstrate their responsibility for the environment. They may choose to do one project with the entire class or groups may take on smaller projects.
Unit Assessment:
The final assessment for this unit will be the written and oral presentations to the “Planning commission” as well as their individual reflections on this project.
- Assess learners’ involvement in group discussion as well as cooperation in their corporate groups. Use the provided rubrics in Lesson Three to assess oral and written presentations.
- As a demonstration and assesment, have each student write an editorial, describing their project and the rational for environmental stewardship, and advocating for community action. Students may read examples of letters to the editor at the Star-Ledger and then send their completed letters to Star-Ledger to be published as letters to the editor.
Notes for Teaching:
Lesson One: prior to this lesson, obtain a recording of "This Land Is Your Land" by Woody Guthrie and "A Big Yellow Taxi" by Joni Mitchell.
This unit should be taught with learners having prior knowledge of the science vocabulary. If the students do not have this prior knowledge, the teacher will have to define the science vocabulary, as needed.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed and Piloted By:
Barbara Dillbeck
Curriculum Director
Learning to Give
Betsy Flikkema
The LEAGUE
Associate Curriculum Director
Grand Rapids
Michigan
Jerry Morris, Ph.D.
Curriculum Consultant
Learning to Give
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