Learning to Give, Philanthropy education resources that teach giving and civic engagement
generationOn
and Forms for Poetic Reflection
Purpose:
The teacher and/or a representative from the Lake Michigan Federation will help prepare the class for their philanthropic project of volunteering their time and effort by participating in the International Coastal Cleanup for the common good. This should be accomplished a day or two before the event.
Duration:
One 45 Minute Class Period (Introduction and Training) and One 30 Minute Class Period (Explanation of the Poetry and Art that will be done at the beach)
Objectives:
The learner will:
- classify items into categories.
- explain the importance of acting safely.
- summarize the importance of philanthropic behavior and working for the common good.
- write a haiku and cinquain poem.
Materials:
- Bag of debris from the beach (some garbage and some driftwood, feathers, bones, etc. that belong there). NOTE: Be prepared in case you find some "unpleasant" items on the day of the visit such as tampons, condoms, syringes, etc.
- One pair of rubber gloves
- Paper and pencils
- Forms for Poetic Reflection (Attachment One)
- International Coastal Cleanup Data Sheet (Attachment Two)
Instructional Procedure(s):
Anticipatory Set:
Say to the class, "I took a walk on the beach yesterday, and I collected some things in this bag. What do you suppose I found?" Give the learners an opportunity to respond.
- Review philanthropy as "the volunteering of our time, talent, or treasure for the common good." Ask, "Which element(s) will we use in cleaning the beach?"
- Distribute International Coastal Cleanup Data Sheet (see Attachment Two) and review the categories briefly. Review how to mark four lines and then cross through it with a slash to record in groups of five for easier counting and tabulating at the end.
- Begin pulling out different items one at a time and have students identify whether or not each item belongs on the beach. If it is trash, categorize and tally it. (Use overhead or board to demonstrate.)
- Ask why we would have to go clean the beach at the park. (It can't clean itself.) Ask what safety measures students should take when they go to the beach for the clean-up.
- Ask how we can be like Walter in Just a Dream which was read yesterday.
- Divide the class into groups of three or four in preparation for the project. (Picking numbered sticks out of a can that correspond with student numbers works well). Students one and two can pick up garbage while student three records on the tally sheet. Student four can hold the garbage bag and help locate items on the tally sheet. (These jobs may be rotated every ten minutes if desired.)
- Distribute Forms for Poetic Reflection (see Attachment One) and present the different types of poetry to be written at the park: haiku and cinquain. Write an example of each type together to be sure students understand. When you go to the beach, you may want a print-out of the form for students to follow.
- Inform students that they will also be drawing a sketch of a dune scene at the park. They must have their drawing tools ready (pencil, crayons, or colored pencils).
Assessment:
- Categorizing activity
- Tally sheets
Lesson Developed By:
Kathleen VeenstraReeths-Puffer Schools
Central Elementary School
Muskegon, MI 49445
Handouts:
Handout 1Print Handout 1
Forms for Poetic Reflection
A haiku poem is a "picture poem" that doesn't rhyme, and it has three lines with 17 beats:
- Line 1 has 5 beats
- Line 2 has 7 beats
- Line 3 has 5 beats
Sample:
Lake Michigan Dunes
by Kathy Veenstra
Huge, rolling sand dunes
Formed by glaciers on the move
Held in place by grass.
Forms for Poetic Reflection
A cinquain is a five-line poem that does not rhyme and is set up like this:
- Line 1 is a single word (usually a noun)
- Line 2 has two words (usually 2 adjectives)
- Line 3 has three words (usually verbs ending in -ing)
- Line 4 has a descriptive 4-word phrase
- Line 5 is a single word (usually a synonym for the first word or repeats it)
Sample:
A Type of Grass
by Alex Huntoon
Grass
Green, brown
Swaying, growing, poking
Helps keep dune sand
Dune Grass
Up and Down the Dunes
by Ryan Kantola
Dunes
Sandy, warm
Sitting, growing, collapsing
Made by different rocks
Sandy hills
Handout 2Print Handout 2
International Coastal Cleanup Data Sheet
ITEMS COLLECTED
You may find it helpful to work with a buddy as you clean the area, one of you picking up trash and the other taking notes. An easy way to keep track of the items you find is by making tally marks. The box is for total items. See sample below.
Example:
|
|
Total |
|
Total |
| egg cartons | Cardboard (sheets, pieces, packing) | ||
| Bags: | Cigarette butts | ||
|
Cigarette lighters (disposable) | ||
Food bags & wrappers (plastic) |
Clothing/cloth | ||
|
Condoms | ||
|
Crates | ||
|
Cups, plates, utensils: | ||
|
Cups, plates (foamed plastic) |
||
| Balloons (rubber) |
Cups, plates (paper) |
||
| Bottles: |
Cups, plates, utensils (plastic) |
||
Beverage bottles, 2 liters & less (plastic) |
Diapers (disposable) | ||
Beverage bottles, greater than 2 liters including gallon jugs (plastic) |
Drums-55 gallon (metal) | ||
Beverage bottles (glass) |
Egg cartons (foamed plastic) | ||
Bleach, cleaning solution bottles |
Fast food containers (foamed plastic) | ||
Oil, lube bottles |
Fishing line | ||
Bottle caps (metal) |
Fishing lures, floats (plastic) | ||
Other bottles & jars (glass) |
Fluorescent light tubes | ||
Other bottles & jars (plastic) |
Gloves (rubber) | ||
| Buoys, floats (foamed plastic) | Hard hats | ||
| Boxes/Cartons (paper) | Light bulbs | ||
| Buckets | Light sticks | ||
| Cans: | Meat trays (foamed plastic ) | ||
Aerosol cans (metal ) |
Nets-Fishing | ||
Beverage cans (metal) |
Newspaper/magazines | ||
Food cans (metal ) |
Packing material (foamed plastic) | ||
Other metal cans |
Pallets | ||
| Caps, lids (plastic ) | Pipe thread protector | ||
| Pieces: | |||
Foamed plastic pieces |
|||
Glass pieces |
|||
Metal pieces |
|||
Paper pieces |
|||
Plastic pieces |
|||
Rubber pieces |
|||
Wood pieces & lumber |
|||
| Pull tabs | |||
| Rope (plastic) | |||
| Sheeting 2 ft or shorter (plastic) | |||
| Sheeting longer than 2 ft (plastic) | |||
| Six-pack holders | |||
| Strapping bands | |||
| Straws/stirrers (plastic) | |||
| Syringes | |||
| Tampon applicators | |||
| Tires | |||
| Toys (plastic) | |||
| Traps: | |||
Traps-crab/lobster (metal) |
|||
Traps-crab/Lobster (wood) |
|||
| Wire | |||
| Write Protection Rings | |||
| Other Items (items not listed above): | |||
Foamed plastic items |
|||
Metal items |
|||
Paper items |
|||
Plastic items |
|||
Rubber items |
|||
Wood items |
Unit Contents:
Overview:Philanthropy—A Day at the Beach Summary
Lessons:
- 1.
- Why Should We Clean the Beach?
- 2.
- Preparation-The Right Way to Help
and Forms for Poetic Reflection - 3.
- Let's Clean the Beach!
- 4.
- Philanthropy—Why Did We Do It?
- 5.
- Advocacy: Going a Step Further—Convince Someone!
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
Comments
(A positive aspect of this lesson was) it was a great hands-on lesson that increased their enthusiasm for cleaning the beach.
(A positive aspect of this lesson was) good feelings by doing a community service project that the children can relate to.
(A positive aspect of this lesson was) teaching kids that helping if for the good of all.