Learning to Give, Philanthropy education resources that teach giving and civic engagement
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Unit Purpose:
The purpose of this unit is for students to expand their awareness of the earth through the study of some traditional Native American beliefs about the concept of “mother earth.” They will discover the need to protect the environment and their responsibility to do that for the common good through action and advocacy. They will learn about pollution through scientific investigation and how to demonstrate environmental stewardship by protecting the environment through reusing, reducing and recycling. They will make a personal commitment to the environment through planning and implementing a service learning project. They will brainstorm strategies to protect the environment and carry out a service learning project to enhance the environment for the common good.
Focus Questions:
- How do humans and the natural world interact?
- What makes a good citizen?
- Can one person make a difference?
Unit Objectives:
The learner will:
- describe and illustrate the Native American traditional beliefs of “Mother Earth.”
- interpret the words of Chief Seattle.
- define vocabulary of environmentalism and apply to the past and present.
- cite examples of personal virtue and good character from the past and present.
- recognize the interconnectedness of earth and life.
- read and interpret contemporary Native-American literature.
- write an original haiku poem.
- conduct scientific experiments to determine the effects of air, water and land pollution.
- work cooperatively with peers.
- predict and observe outcomes.
- read facts about air, water and land pollution.
- recognize the importance of environmental monitoring.
- recognize humans' influence on the environment, as individuals and in community.
- brainstorm how he/she as a student can affect the environment in a positive way.
- give examples and explain the benefits of reusing, reducing and recycling.
- gather and record data.
- analyze data against prior knowledge.
- apply techniques of comparison and critical thinking.
- create interview questions and interview people in his/her school.
- brainstorm ways in which pollution control can be enhanced in his/her school/home/community.
- create and carry out a plan to reduce pollution and increase awareness of the issue.
- work cooperatively, listen respectfully, share and come to consensus on an issue
Service Experience:
Lesson Six: Let's Make a Plan! – the students will select a service learning project and an advocacy strategy to carry out as a class to reduce pollution and increase awareness of the issue in the community.
Unit Assessment:
- Teacher observation of participation and understanding of concepts during class discussions.
- Teacher observations of cooperative group interactions.
- Teacher-created vocabulary quizzes.
- A completed Haiku poem and illustration.
- Predictions and conclusions based on the science experiments using the Recording Results forms (see Attachment Three, Lesson Three: Let's Experiment! ).
- A culminating letter to families describing the service project(s) – rubric included (see Assessment , Lesson Six: Let's Make a Plan! ).
School/Home Connection:
- Lesson Three: Let's Experiment! - Send home copies of Lesson Three, Attachment Five: Homework . The students answer the questions with the help of their families and return the questions the following day.
- Lesson Four: Reduce, Reuse, Recycle! - Ask students to bring a variety of items from home that were destined for the trash but could be reused or recycled or reduced. Students should be prepared to explain how each item could have been reduced, reused or recycled as they attach it to the Slobosaurus outline. The final product will be a large, class collage. Be sure students ask an adult's permission to bring the items to school.
- Lesson Six: Let's Make a Plan! - The students write a letter to their family about the agreed-upon project.
Notes for Teaching:
It will be helpful for students to have a folder in which to keep all the information for this unit. The service project is deliberately not specified to allow for student voice. It may cover a very short time span or may be extended into a semester or year-long focus on the environment and responsibility for the common good.
State Curriculum and Philanthropy Theme Frameworks:
See individual lessons for benchmark detail.
Lessons Developed By:
Barbara Dillbeck
Director
Learning to Give
All rights reserved. Permission is granted to freely use this information for nonprofit (noncommercial), educational purposes only. Copyright must be acknowledged on all copies.
