Three-Four Forty-five Minute Class Periods
The learner will:
- identify organizations established to halt deforestation.
- identify possible avenues for becoming involved in efforts to halt deforestation.
- define stewardship.
Generating funds to be donated to a non-profit rainforest organization.
Pose this question: "How would you feel if you witnessed someone mistreating an animal?" Ask for volunteers to share their responses. Then pose this next question; “What would your reaction be? Would you want to take action, if so what might you do?” Give the learners a few minutes to think and create a response. Ask for volunteers to share their thoughts. Be careful not to let this go too far. After a few angry responses, verbally recognize that the learners sound as if they were extremely angry. Ask if any one has a different type of reaction. Next pose the question; “How do you think you would feel if this went on for weeks and months, even years? Do you think you would become less apt to react?” Share responses. Discuss how over time, we often tolerate injustice and/or feel powerless. Remind learners that day after day many plants are destroyed and animals lose their homes/habitats due to human wants and needs. Ask what, if any, personal feelings they have regarding that.
- Distribute a copy of Responsible (Attachment One) to each learner. Assign the learners to teams of four and hand one of the members in each team a small tree branch. Read through the instructions together. If your learners are unfamiliar with this type of activity, be sure to do some “guided practice” or modeling of the correct procedures. (Spend a few minutes discussing what it means to “politely disagree”.) Tell learners you will be “observing” while they are working and you may come and sit with their team. Remind them that you are not there as an active member of the team and your task is to gather mental notes rather than make comments or become involved. Allow teams time to work through each of the questions.
- Distribute a copy Rainforest Action (Attachment Two) and have the teams read through the article.
- Distribute a copy of My Hands Are Not Tied (Attachment Three) to each learner and read through the instructions together.Take a minute to ask learners what people mean when they say “My hands are tied.”? Ask why this is entitled “My Hands Are Not Tied?” Ask what questions the learners have and allow them time to begin their on-line research.
- Tell the teams that they are to become “environmental stewards” by advocating for saving the rainforest. Discuss the definition of “stewardship” and be sure that the learners see the connection between what they are planning to do and evidence of what it means to be a steward.
- Distribute a copy of A Plan of Action (Attachment Four). Go over the instructions together clarifying questions.
- Once the learners have had a time to develop their plans provide an opportunity for each team to share their suggestions. While each team is presenting, the other learners should be taking brief notes on each teams suggestions. Once all teams have shared, ask learners to choose their two or three choices for taking action.
- Write a title for each of these top choices on the display board and provide opportunity for the learners to discuss the pros and cons of the feasibility of each chosen activity. Then have a class vote to make the final decision as to which plan of action they will choose to implement.
- Brainstorm with the learners ideas for implementing the plan. Examples to consider: who is involved, what permissions do you need, what safety procedures should be considered, what costs might be involved and would there be a way to get donations for the needed materials, and what is the time commitment to do a good job? Write these possible answers to these questions on the display board.
- Once the details have been worked out ask for volunteers to fill the jobs called for in the plan. Allow several class sessions to complete the plan of action.
- Implement the plan and at its conclusion spend time in reflection, having the learners share how they felt about the project and changes, if any, they would make if this project were to become a part of a course. Also, take time during reflection to have the learners answer the question and share their rationale for their response, ”Is it only the government’s responsibility to do something to stop continued destruction of the rainforest and promote alternative methods for successful economic growth in those areas? If so, why? If not, why not and who else is responsible?” (Be sure that the learners can identify some of the non-profit organizations involved in ‘saving the rainforests’ efforts.)
Learner participation in the team discussions, the extent and accuracy of their research, their involvement in the plan of action, and their depth of their reflection form the basis for the assessment of this lesson.
1. Monga Bay “How to Save Tropical Rainforests” http://rainforests.mongabay.com/1001.htm
2. Rainforest Animals http://www.blueplanetbiomes.org/rnfrst_animal_page.htm
3. ThinkQuest “What Can You Do to Save the Rainforest?” http://library.thinkquest.org/4621/BPAGE2.HTM
4. Save the Rainforest http://www.savetherainforest.org/savetherainforest_002.htm
5. Rainforest Alliance http://www.rainforest-alliance.org/programs/education/kids/fact-sheet.html
6. Learning About Rainforests http://www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/preserve.html
7. How to Make Paper Fireplace Logs http://www.ehow.com/how_1746_make-paper-fireplace.html
8. Airport Recycling “Benefits of Airport Recycling” http://www.airportrecycling.com/pages/benefits.php
9. Rainforest Facts http://www.rain-tree.com/facts.htm
10. Amazon Watch http://amazonwatch.org/take-action
11. Kids Saving the Rainforest http://www.kidssavingtherainforest.org/main.html
12. Rainforest Concern http://www.rainforestconcern.org/education_resources/
Lesson Developed By:Cheryl Larkin
Directions for Round Table Discussion
Everyone silently reads the questions and thinks about possible responses. Once everyone has time to think, the group member holding the small tree branch shares his/her response for Question #1 with the rest of the team. Each of the other team members listens quietly to their teammate. Once he/she has finished responding to Question #1 the next teammate takes the branch and politely responds to the previous speaker by “paraphrasing” (summarizing the previous comments and agrees or politely disagrees with the previous speaker. If he/she disagrees the second teammate must indicate how he/she feels that differs from the first team member.) This second person then responds to Question #2 while everyone listens quietly. When finished responding, he/she passes the small tree branch to the third member of the group who responds to teammate number two (agreeing or politely disagreeing, and then he/she responds to Question #3.) This process continues until all of the nine questions have been responded to. (Because there are nine questions, perhaps a time limit of one minute per sharing might be introduced.) Finally, time will be given for learners to share their agreements or disagreements, that because of the order in which the responses were shared, they did not have an opportunity to do so.
You and your design team are to gather ideas for making an effort to preserve the World’s Rainforests. Using lined paper, number it from 1 to 12 down the left column. You and each of your team members sign their name next to one of the numbers and put a check next to the corresponding website on this sheet. Research that site and record any potential ideas for taking action. Include the ideas that are presented even if you are not sure they are doable. Once you have completed the research with your first website, write your name next to another site that has not been taken. Continue through this until all twelve sites have been accessed. If you finish before the others and all sites have been assigned, continue to research by doing the Internet search: “How Can I Save The Rainforest?”
Using the data and ideas you have uncovered, you will need to create a “Plan of Action”. Start with your team and sharing the ideas found on the Internet. Look at the “Some Suggestions” below to see if there are any additional ideas that you have not discovered.
Once your team has discussed all these and other ideas, list the two to four ideas by placing them in the order of importance or by identifying the action that would be most successful or accepted. Your team may come up with more than one choice to finally present to the class, but be sure to consider if more than one is doable. Select your top choice/choices and then come up with the necessary details for implementing the plan.
Action Ideas Details
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