Strand PHIL.I Definitions of Philanthropy
Standard DP 02. Roles of Government, Business, and Philanthropy
Benchmark MS.6 Identify significant contributions to society that come from the civil society sector.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark MS.11 Identify a corporation's responsibilities to its community.
Learners will become familiar with business, governmental, nonprofit and/or individual efforts to keep our water supply clean and promote the common good. Through art they will illustrate techniques for water conservation that everyone can use.
The learner will:
- identify the work and mission of four agencies in business, government, or the nonprofit sector related to clean water efforts.
- promote safe, clean water practices by creating a poster for school or community use.
- Poster Boards (light colors only)
- Unlined paper for draft of poster
- Pencils and colored markers
- Internet access
- magazine and newspaper articles related to clean water efforts
- Learner copies of The Rouge River Project (see Handout One)
- Learner copies of It's Up to Us (see Handout Two) Delete the answers for the first example before printing the worksheet.
- Teacher's Reference Sheet (see Handout Three)
- Learner copies of Quick Things You Can Do! (see Handout Four)
- Learner copies of Using Water Efficiently: Ideas for Residences (see Handout Five)
- Three glasses of water with food coloring and straws
- Plastic bags with the following items: sand, dirt, vegetable oil that has been colored brown or orange using food coloring, grass, pebbles, small pieces of paper to place into glasses of water
- Environmental Protection Agency "Drinking water." https://www.epa.gov/ground-water-and-drinking-water
- Environmental Protection Agency website, "United States Office of Water" https://www.epa.gov/ow/index.html
- Website of "The Rouge River Project" http://www.rougeriver.com/
Present three learners with a glass of water. Ask, "What do you see? Would you drink this glass of water?" Say, "Before you do, I would like to change it for you." Add combinations of the items from the plastic bags or bottles to each glass. Take out straws and use as stirrers. Ask again, , "What do you see? Would you drink this glass of water?" Ask what made the original glass of water more appealing. Why did they change their mind after the alteration? Allow no more than two minutes for this discussion.
Day One: Explain that when things get into the water supply, something has to be done to make it safe for usage or consumption. What are some of the things you think have to be done to make this happen? What do you think indigenous people (Native Americans) did in the past to assure clean water? Do you think people need to monitor water quality to make this happen? Why or why not?
Distribute The Rouge River Project (Handout One). Read the article together and fill in the first row of It's Up to Us (Handout Two) with information from the article.
Explain that learners will work in groups of two or three using the computer and/or other available resources to find information on clean water efforts. Limit searches to businesses, governmental agencies, nonprofit organizations and individuals. Learners will fill in It's Up to Us (Handout Two). Go over the Chart Rubric (see Assessment) with the learners so they will understand the requirements of the task.[Teacher’s Option: If access to the Internet is not readily available, see Teacher's Reference Sheet (Handout Three) for other sources of information for learner use.]
Day Two: Begin the day by asking learners to share one fact that their group learned from the previous day's work. Explain that the groups and individuals who are working to provide clean water are doing an act of philanthropy to provide for the common good of the community.
To half of the learners distribute copies of Quick Things You Can Do! (Handout Four) and to the other half distribute Using Water Efficiently: Ideas for Residences (Handout Five). Go over the information on the sheets. Tell the learners that each group should draw a poster to heighten the awareness of clean water safety using one of the ideas on their information sheet. The posters, promoting Clean Water Safety, will be used to heighten awareness of clean water in the school or community.
The research chart and Clean Water Safety poster will be used as assessments of learning.
1 Point: Completes all components in the chart for one Business, Government Agency, Nonprofit or Individual.
2 Points: Completes all components in the chart for two Businesses, Government Agencies, Nonprofits or Individuals.
3 Points: Completes all components in the chart for three Businesses, Government Agencies, Nonprofits or Individuals.
4 Points: Completes all components in the chart for four Businesses, Government Agencies, Nonprofits or Individuals.