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Who Is Responsible?

Grades: 
6, 7, 8
Subjects: 
Arts Education
Media / Technology
Philanthropy
Science
Social Studies
Keywords & Concepts: 
Animals
Civic Responsibility/Virtue
Climate
Common Good
Donate
Ecology
Environment
Environmental Stewardship
Fundraising
Geography
Global Community
Land Management
Natural Characteristics of Place
Natural Resources
Need
Nonprofit
Plants
Rain Forest
Service Plan
Terrain
Visual Arts
Volunteer
Water
Weather

Learners identify ways for individuals, nonprofits, and governments to take action against excessive destruction of the rainforests of the world. 

Duration 
PrintTwo Forty-five Minute Sessions and time for a service-learning project
Objectives 

The learner will:

  • identify what individuals, nonprofits, and governments are doing or can do toward responsible management of the world's rainforests.
  • make a plan to take one small action.
Materials 
  • a talking stick (branch) for each group of four
  • copies of the handout Who Is Responsible?
Bibliography 

Websites with facts about rainforest health, deforestation, and efforts to make a difference:

  • Mongabay [https://rainforests.mongabay.com/10-how-to-save-rainforests.html]
  • Rainforest Alliance [https://www.rainforest-alliance.org/kids]
  • Rain Tree [https://rain-tree.com/facts.htm]
  • Kids Saving the Rainforest [https://www.kidssavingtherainforest.org/]
  • Rainforest Concern [https://www.rainforestconcern.org/explore/forest-facts]
Related Resources 

Instructions

Print

  1. Anticipatory Set

    Remind learners that every day big sections of rainforests are destroyed and animals lose their habitats for the sake of human wants and needs. Tell them that governments, nonprofits, and individuals can take a variety of actions to impact the issue so the damage doesn't become too great. This isn't a "right or wrong" issue because different groups, such as poor farmers and corporations, have different perspectives of benefits and losses. Today we'll explore what we can influence. 

  2. In groups of four, individuals use a talking stick (for taking respectful turns) and discuss statements that don't have clear right or wrong answers. They use respectful listening and speaking practices. Give them time to research the questions on the handout before starting the discussions. Here are three best practices to consider:

    1. listen and speak in turns
    2. use researched facts, not hearsay
    3. avoid emotional arguments or yelling

    The handout Who Is Responsible? will guide teams to talk through each of the questions.

  3. Brainstorm a list of things they can do to take action, such as 

    1. teach others about the importance of rainforests and ways to help save them
    2. help nonprofits plant trees on land where forests were cut down
    3. encourage people to live in ways that protect the environment - as environmental stewards
    4. buy from companies that sell foods and products that help the rainforests thrive
    5. support a nonprofit that advocates for preserving the rainforests as parks and animal preserves
    6. write an article that raises awareness of the value of rainforests to the global environment and the threats to its health and submit it for publication or post it on social media

  4. Day Two:

    Discuss and come to consensus on what action to take. Discuss what information is needed, and listen to an expert to provide more information and ideas for action - virtually or in person.

    Make a plan for taking action, reflection, and who does what. Our Service-Learning 101 resource gives ideas and tips on the process. 

Assessment 

Reflect on the learning and service. Does their action make a difference? Did they influence any change of minds or hearts or actions?

Cross Curriculum 

Ms. Fisk's students decided to raise money to help the animals impacted by the 2019-2020 Australian Bushfires. The students raised money for animal-friendly paint and canvases, created one-of-a-kind art, and then sold the art for a fundraiser. Read about their work in this Quarters for Koalas service-learning story. 

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark MS.1 Describe how different needs are met in different ways by government, business, civil society, and family.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.4 Identify civil society organizations that protect and speak for minority viewpoints.
    2. Standard PCS 04. Philanthropy and Geography
      1. Benchmark MS.3 Identify and describe civil society organizations whose purpose is associated with issues relating to "human characteristics of place."
    3. Standard PCS 05. Philanthropy and Government
      1. Benchmark MS.11 Identify and give an example of organizations in the civil society sector that work to protect minority voices around the world.
    4. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.1 Identify and research public or social issues in the community, nation or the world related to the common good. Form an opinion, and develop and present a persuasive argument using communication tools.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.5 Describe the responsibility students have to act in the civil society sector to improve the common good.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 04. Raising Private Resources
      1. Benchmark MS.3 Develop a service plan.
      2. Benchmark MS.4 Set a fund-raising goal and identify sources of private funds.
    2. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark MS.2 Evaluate progress on the service-learning project before, during, and after the project.