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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
RECOMMENDED
GRADE LEVELS AVERAGE TIME TO COMPLETE
EACH LESSON PLAN IS DESIGNED AND CONTINUALLY EVALUATED “BY EDUCATORS, FOR EDUCATORS.” THANK YOU TO THE FOLLOWING
EDUCATORS FOR DEVELOPING COMPONENTS OF THIS LESSON PLAN.
10‐12
Anticipatory Set & Facilitation:
100 minutes
Conclusion/Assessment Options:
30 to 50 minutes
Margie Chinadle, Family and Consumer Sciences Educator, Rudyard, Montana
NATIONAL STANDARDS LESSON PLAN OBJECTIVES
See the lesson plan from which you are integrating concepts for an applicable list of standards.
Upon completion of this lesson, participants will be able to: Understand the role of social responsibility Identify how consumer decisions affect well‐being
personally and in a community Understand the development of products prior to
consumer purchase
MATERIALS
MATERIALS PROVIDED IN THIS LESSON PLAN
MATERIALS SPECIFIC TO THIS LESSON PLAN
BUT AVAILABLE AS A SEPARATE DOWNLOAD MATERIALS TO ACQUIRE SEPARATELY
DEPENDING ON OPTIONS TAUGHT
The Lorax 3.0.58.A1
Unless Someone Like You Cares 3.0.58.A2
The Environmental Protection Agency Research 3.0.58.A3
The Environmental Protection Agency Research Rubric 3.0.58.B1
Supply Chain of Jeans handout 3.0.58.E1
Supply Chain of Jeans Brainstorm Cards 3.0.58.H1
The Lorax Answer Key 3.0.58.C1 The Lorax movie The Lorax book (optional) Internet access
RESOURCES EXTERNAL RESOURCES
External resources referenced in this lesson plan: Rutgers University Supply Chain Examples: http://libguides.rutgers.edu/content.php?pid=312833&sid=3104461 Facts about Jeans:
o http://www.magforwomen.com/did‐you‐know‐these‐facts‐about‐denim/ o http://www.onearth.org/article/how‐green‐are‐your‐jeans o http://online.wsj.com/news/articles/SB10001424052702303365804576429730284498872 o http://blog.cwpub.com/post/46678265886/its‐just‐a‐pair‐of‐jeans
THE LORAX
Active Learning Tool www.takechargetoday.arizona.edu
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Dr. Seuss Lake Erie Letter o http://www.sanduskyregister.com/article/1654681
Earth Day o http://www.earthday.org/
Levi Strauss o http://www.levistrauss.com/sustainability/innovative‐practices/planet/
TAKE CHARGE TODAY RESOURCES
Similar lesson plan at a different level: None available
Optional lesson plan resources: Financial Decisions Lesson Plan 2.1.3 Smart Consumer Spending Lesson Plan 2.6.6 Major Expenditures: Housing, Transportation and Food
Lesson Plan 2.6.7 Technology Integration Guide Active Learning Tool
3.0.50 Tablet Applications for the Personal Finance Classroom
Active Learning Tool 3.0.52
CONTENT In The Lorax, a boy ventures off to the far end of town “…where the Grickle‐grass grows, and the wind smells slow‐and‐sour when it blows…” He finds the old house of the evil Once‐ler and hears the story of how his world came to be so gray and polluted. As the Once‐ler tells it, he discovered this colorful place long ago, teeming with Brown Bar‐ba‐loots, Humming‐Fish and luscious, beautiful Truffula Trees. The trees were of particular interest, since they could be made into a garment called a Thneed. “A Thneed’s A Fine‐Something‐That‐All‐People‐Need! It’s a shirt. It’s a sock. It’s a glove. It’s a hat. But it has other uses. Yes, far beyond that.” The Lorax, who speaks for the trees, protests. But no one listens. The Once‐ler cranks up Thneed production, building a factory and expanding capacity to meet the needs of consumers. The Lorax pleads with him to keep the trees alive, but the Once‐ler, driven by money, pays no attention. Soon the Bar‐ba‐loots and then the fish are driven off, because they can’t survive in a habitat with so few trees. With the last Truffula tree chopped down, Thneed production stops, workers leave, the factory closes up and the Once‐ler is left in a grim, desolate world of his own creation. Even the Lorax, whose persistent warnings went unheeded, takes off in search of someplace better. The book ends, back in the present, with the Once‐ler giving the boy the last remaining Truffula Tree seed, in the hope that he can bring back the beautiful trees. The fable isn’t subtle, nor should it be. Seuss personifies industry as a whole with the Once‐ler, to draw interest and attention to unchecked corporate greed as a threat to nature. The Lorax sounds the warning siren, but is ignored, as environmental groups often are, until it’s too late. But industry isn’t the sole culprit in this cautionary tale. Industry will only produce what it thinks consumers will buy. So on a certain level, we’re all responsible for the fate of the environment. Dr. Seuss goes easy on us in his story, but our complicity is heavily implied. If we, as consumers, are so easily swayed by the next big thing, without regard for how it’s made, then this is the world we’ll end up with.
LESSON FACILITATION
PREPARE Visual indicators to help prepare the lesson
INSTRUCTInstructions to conduct the lesson facilitation
CUSTOMIZE
Potential modifications to lesson facilitation
ANTICIPATORY SET
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Option 1: Life Cycle of a Pair of Jeans Approximate time: 20 minutes Materials to prepare: Supply Chain of Jeans Brainstorm Cards 3.0.58.H1 per small group Supply Chain of Jeans handout 3.0.58.E1 (per group or one to display) 1. As a group, have participants brainstorm the steps required to produce a pair of
jeans. a. Describe that this is called a supply chain: all of the companies that
participate in the design, assembly and delivery of products for buyers. 2. Give each group a set of Supply Chain of Jeans Brainstorm Cards 3.0.58.H1. 3. Have groups order the cards in the correct order. 4. For each step, have them identify what we take from the earth, what we make,
what we use and how human needs are met. 5. Show the Supply Chain of Jeans handout 3.0.58.E1. Discuss the info graphic and
the resources needed at each step of the process to produce a single pair of jeans.
6. Identify that for all products, there is a supply chain of steps necessary to produce and deliver that product to consumers. Care must be taken during each step to minimize the environmental impact.
a. This is defined as Social Responsibility – a duty every individual has to perform so as to maintain a balance between the economy and the ecosystems.
Option 2: Facts About Jeans Approximate time: 10 minutes Materials to prepare: Technology Integration Guide Active Learning Tool 3.0.50 Tablet Applications for the Personal Finance Classroom Active Learning Tool
3.0.52 Reference the Technology Integration Guide Active Learning Tool 3.0.50 or the Tablet Applications for the Personal Finance Classroom Active Learning Tool 3.0.52 for group quizzing tools such as Socrative or Poll Everywhere. 1. Quiz students about jeans statistics including:
a. How many million pairs of jeans are sold in the United States each year? i. 450 million
b. On average, how many pairs of jeans does every American own? i. 7‐8
c. How many billion yards of denim are produced each year around the world?
i. 2.5 d. How many pairs of jeans are produced from a bale of cotton?
i. 225 e. How many pounds of cotton are used to make a single pair of jeans?
i. 1.5 pounds f. How many gallons of water are required to make a single pair of jeans?
i. 1,500 gallons
Use the statistics to conduct the Fly Swatter Facts Active Learning Tool 3.0.17.
Have participants read the book Fugitive Denim by Rachel Louise Snyder to learn more about the global denim industry.
Watch any of the clips in external links to inform students.
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
g. How much, on average, does it cost to produce a pair of jeans? i. $7‐$8. Point out that the typical consumer pays far more than
that when purchasing a pair of jeans.
RECOMMENDED FACILITATION
Approximate time: 87 minutes (movie) + 10 minutes discussion Materials to prepare: The Lorax movie The Lorax book (optional) The Lorax worksheet 3.0.58.A1 per participant 1. Indicate that today participants will be watching the movie, The Lorax; an
example about the negative impact to society when goods are produced by business(s) not acting in a socially responsible manner.
2. Pass out The Lorax worksheet 3.0.58.A1 to each person to complete during the movie.
3. Show the movie. 4. Ask participants if they have ever been in a situation where they choose to do
the right thing, even if it might be unpopular choice. a. Dr. Seuss choose to write The Lorax to raise awareness of
environmental issues and inspire earth‐friendly action worldwide. b. When Dr. Seuss wrote The Lorax in 1971 he originally included a line
about the air and water pollution in Lake Erie. The book was edited in 1986 after requests from Ohio fans, resulting from the extensive anti‐pollution efforts that had taken place to clean‐up Lake Erie.
CONCLUSION OPTION
Unless Someone Like You Cares Approximate time: 20 minutes Materials to prepare: Unless Someone Like You Cares 3.0.58.A2 per person 1. As a class, have participants brainstorm things they can do when making
decisions about how they purchase or discard an item to act in a socially responsible manner. Stress that each individual has the power to make a different in their community/world.
2. Then, have each participant complete the Unless Someone Like You Cares 3.0.58.A2 to create a pledge indicating things they will begin doing.
ASSESSMENT OPTIONS
You are Better Off a Part of A Community Than By Yourself Approximate time: 30 minutes Materials to prepare: Internet access The Environmental Protection Agency Research per group 3.0.58.A3 The Environmental Protection Agency Research Rubric 3.0.58.B1 (optional) 1. Ask if any participants have heard of the Environmental Protection Agency and
what they do.
See the letter Dr. Seuss wrote in response to Ohio requests. Reference external resources for link.
Use the Technology Integration Guide Active Learning Tool 3.0.50 for a list of Web 2.0 brainstorming tools.
While participants are watching the movie, serve goldfish.
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
o The Environmental Protection Agency (EPA) has guidelines for emission on dangerous pollutants. In addition, the EPA works to involve communities to address concerns the public may have. Businesses acting in a socially responsible manner maintain a balance between the economy and the ecosystems.
o The EPA is an agency of the federal government who creates and enforces environmental laws passed by Congress. Individuals benefit being a part of the United States community and having an agency that performs this role.
2. In this assessment, participants will work in small groups to explore EPA regulatory information by environmental topic and present their findings to their peers. Groups include:
o Air o Cross‐cutting issues o Emergencies o Land & Cleanup o Pesticides o Toxic Substances o Waste o Water
3. Give each group The Environmental Protection Agency Research 3.0.58.A3 planning document and the corresponding The Environmental Protection Agency Research Rubric. 3.0.58.B1.
4. When students are done researching they are to create a product to share virtually, whole group or just with the teacher.
Use the Technology Integration Guide Active Learning Tool 3.0.50 for a list of Web 2.0 to create a product.
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Supply Chain of Jeans
Source: Rutgers University
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Supply Chain of Jeans Brainstorm Cards
Cotton Grown
Raw Cotton Refined
Transport
Fabric Dyed and Woven
Fabric Cut
Fabric Cut
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Jeans Distressed
Jeans Distressed
Makers Label
Warehouse
Retail Store
Consumer
Disposal
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
The Lorax Total Points Earned
Name
15 Total Points Possible
Date
Percentage
Class
Directions: Complete the worksheet during The Lorax movie.
1. Why does Mr. O’Hare believe “the more smog in the sky, the more people will buy?”
2. Who are three characters/animals in the movie that benefit from the trees and how?
Who How they benefit
3. How would you rate (low, medium or high) the overall quality of life in Theedville for Ted Wiggins’
family? Why?
4. Why did the thneed become popular? How is this similar to the way products today are marketed?
5. Why did the Once‐ler build a machine to cut the trees?
6. The Once‐ler justified his actions by citing “survival of the fittest.” Do you agree with this thinking? Why
or why not?
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
7. What are two ways O’Hare isolated the residents of Theedville for his own company’s gain and why?
8. Give an example of how the Once‐ler could have made his business more sustainable. How would this
have benefited his company? How would this have benefited the environment?
9. Why do you believe the Lorax did not stop the Once‐ler and instead only provided advice?
10. How would you rate the Once‐ler’s well‐being at different stages in his life? Describe why for each stage.
Life stage Well‐being rating
(1 is high, 5 is low)
Why
As he began his quest to become famous
When he was producing Thneeds in huge quantities.
When he discovered he could no longer produce Thneeds due to no trees.
When he was living in isolation outside of Thneedville.
When the Lorax came to visit him when trees were growing again.
11. Why is The Lorax called a cautionary tale?
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
Unless Someone Like You Cares Total Points Earned
Name
15 Total Points Possible
Date
Percentage
Class
Directions: Describe three things you can do when purchasing or using goods to act in a socially responsible
manner?
I pledge to…
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
The Environmental Protection Agency Research
Total Points Earned Names
10 Total Points Possible
Date
Percentage
Class
Directions: In small groups, go to The Environmental Protection Agency website http://www2.epa.gov/regulatory‐information‐topic to research. After your research you will create a collaborative product utilizing The Environmental Protection Agency Research Rubric 3.0.58.B1.
Air Cross‐cutting issues Emergencies Land & Cleanup
Pesticides Toxic Substances Waste Water
Which environmental topic has your group been assigned?
What is the major environmental law(s) that protects your assigned topic?
Describe the law in a way that shows understanding of the implication for your community.
Describe the ramifications that could occur if this law wasn’t in place. Describe the cause and effect of actions by businesses or consumers because this law is in place. Describe how supply and demand is altered because of this law. Is this positive or negative, why?
Spend at least 5 minutes writing everything you already know about your assigned topic.
Research the answers to the below questions and share them through your product creation.
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© Take Charge Today – April 2014 – The Lorax Funded by a grant from Take Charge America, Inc. to the Norton School of Family and Consumer Sciences Take Charge America Institute at The University of Arizona
The Environmental Protection Agency Research Rubric
Total Points Earned
Name
30 Total Points Possible
Date
Percentage
Class
Exemplary Satisfactory Unsatisfactory No
Performance Score
Content: All five reflective questions are
addressed Answers are accurate
12‐9 8‐5 4‐1 0
Content: Content is interesting, accurate &
demonstrates understanding Content demonstrates learning
occurred from the initial 5 minute brainstorm and the end product
12‐9 8‐5 4‐1 0
Effectiveness of Presentation: Clearly prepared Creative and yet logical Followed teacher guidelines for
sharing
6‐5 4‐3 2‐1 0
Total Points Earned Total Points Available 30
Percentage