Contagious Respect for Property

3, 4, 5

After learning about the definition of respect toward self and others, we explore the idea of respect for property or the environment. 

PrintOne 30-45 Minute Session

The learner will:

  • identify what respect for property or the environment looks like.


  1. Anticipatory Set:

    Ask the learners to envision a space that is just theirs, whether it is a bedroom, a spot in the woods, or a classroom desk. Tell them to reflect on how they make it their own and how they feel when others invade that private space or disrupt its order or feel. It is nice to have our own spaces that we can maintain just how we like them. 

  2. Discuss how they can treat things/property with respect. What does it look like to respect property around school or the community? Also discuss the concept of boundaries: what is okay and what is a violation of someone else's space/property?

  3. We have many shared spaces, such as the home we share with family, the school we share with other students, and the community or local natural areas we share with others. Since we all feel like it is our space and it is shared with others, how do we treat it with respect so everyone can feel like it is theirs?

    Just as we made group agreements for working together in the previous lesson, discuss "group agreements" for how we agree to treat shared spaces, including the natural world and the environment in general. 

  4. Optional service project: Meet in small groups to identify an area they would like to clean and beautify and what they think the effect will be. Provide the groups 10 minutes to do this and then share with the whole group in order to choose the area for them to focus on.

  5. Tell the learners that when they share their time to make something better for the community, they are acting as philanthropists. What they are doing helps everyone because they are making a shared space better. 

  6. Following the stages of service-learning (see handout below), plan and carry out a project to show respect toward shared property and build community pride and a sense of responsibility.

Cross Curriculum 

Students select an area within the school to maintain/keep clean.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark E.1 Define philanthropy as the giving and sharing of time, talent, or treasure intended for the common good.
      2. Benchmark E.3 Recognize that citizens have a responsibility for the common good as defined by democratic principles.
    2. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark E.3 Identify ways that trust is important in all communities.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 02. Service and Learning
      1. Benchmark E.1 Select a service project based on interests, abilities, and research.
    2. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.3 Describe the task and the student role.
    3. Standard VS 04. Raising Private Resources
      1. Benchmark E.3 Describe a service plan.
    4. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.3 Identify outcomes from the service.