Strand PHIL.II Philanthropy and Civil Society
Standard PCS 03. Philanthropy and Economics
Benchmark HS.5 Give examples of stewardship decisions throughout history and in current events.
Strand PHIL.III Philanthropy and the Individual
Standard PI 01. Reasons for Individual Philanthropy
Benchmark HS.1 Define and give examples of motivations for giving and serving.
Benchmark HS.4 Cite historical examples of citizen actions that affected the common good.
Strand PHIL.IV Volunteering and Service
Standard VS 01. Needs Assessment
Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
Standard VS 02. Service and Learning
Benchmark HS.1 Select a service project based on interests, abilities, and research.
Students read about and discuss issues related to pollution, waste management, and recycling. They collect and analyze physical data about the type and amount of litter in a neighborhood park or region. They are challenged to come up with a plan to reduce the amount of litter in their neighborhood.
The learner will:
- participate in a classroom and/or neighborhood clean-up project
- quantify and describe the results of their clean-up efforts
- discuss the effect of human waste on their environment, and assess their own impact
- assess local recycling resources at the classroom and neighborhood level, and make suggestions to decrease waste and increase recycling
- Plastic grocery bags (reused, may be brought in by students from their homes)
- Box of rubber gloves (one pair for each student, plus extras)
- Old newspapers
- Scale for weighing bags of collected litter
- Paper, pencil,and clipboards for collecting data at the field trip site
- Student copies of Handout 1: Environmental Stewardship
Display the handout "Environmental Stewardship" that shows a variety of headlines. Discuss some of the global environmental disasters highlighted here, and extend the conversation with more recent environmental news, such as oil spills and natural disasters. Discuss what it means to be a good steward of the environment.
Ask the students to define pollution and give examples (auto emissions, industrial waste, household chemicals, and litter). Identify garbage and litter as significant sources of pollution, especially in urban environments where there are many people living close together. Ask students to explain why too much garbage is a problem for our local, national, and world environments.
Share basic “trash facts” relevant to the national and local environments:
- Americans create about 4.5 pounds of garbage per person each day.
- Americans recycle about 1.5 pounds per person per day.
- Landfilling facts on the EPA site
Help the students understand that addressing a big issue like garbage pollution starts small with individuals taking personal responsibility in their local environment. Ask them to identify significant efforts in history of environmental stewardship and then reflect on their personal role in reducing pollution. Ask what impact a small group of young people can have.
The first step to solving a problemis identifying the needs, so the following steps describe how students can collect local data to explore the issue of litter in their neighborhood. After that, they can discuss how to act.
- Choose an area for “pollution reduction” (this can be the building, the block, or another defined area such as a nearby park or playground). Instruct students to collect as much garbage as possible in a predetermined time period (10-20 minutes). Identify the search parameters and types of litter that they may collect (cigarette butts, plastic, paper, Styrofoam) Be sure students know not to pick up broken glass or other sharp objects.
- Go to the designated area with plastic grocery bags (reused) and gloves for all students and adult helpers. Move the students into work groups of two to five students. Have them collect as much garbage as they can in a designated time (10-20 minutes).
- At the end of the allotted time period, have students meet in a designated area where the trash can be weighed, counted, and sorted. Have one or more students keep track of the data on paper.
- After weighing each group’s bag, have students dump the trash onto old newspapers for sorting. Have students sort the trash by type. Have them estimate the percentage of each type of trash (e.g., paper, plastic, food) noting which types are most common and separating out any items that can be recycled.
- Bag the separate piles of trash and recyclables and weigh each type to determine the “worst offenders” by weight.
- Have students record the types of trash and the amounts/weights.
- Back in class each student group creates a graph or chart of the data, showing how much and what types of garbage were collected.
Have students write a reflection, including a description of what they found, the impact of excessive trash on the environment, and proposed solutions for the litter problem. Tell them to include a definition of environmental stewardship and reflect on personal responsibility for the care of the land.
Locate a recycling bin and have students sort the recyclable items properly. If there is not one available, ask students to propose solutions to the problem. They may contact the community waste management department to find out the proceedures for setting up recycling in an area.
Support the students as they make a plan to reduce the amount of garbage in their homes, school, neighborhood, city, or county.
Ask youth to imagine what their world would look like with less trash. Youth can draw a picture or write a statement or poem. Ask them to reflect on what would be different and share at least one difference with the group.