Packaging - Use it or lose it?

Summary: Overpackaging is one of Japan’s main environmental flaws. Often packaging is meant for presentation only, and it almost always includes double or triple layers. Most packaging is usually thrown away upon opening. We need a ‘less is better’ attitude when it comes to packaging so people can be convinced to reuse it or refuse it. In this lesson, bring in examples of packaging for students to identify and group into three different types. This lesson urges students to think about the packaging they use, whether it is necessary, and what alternatives exist.

Level: **

Grammar: "I will", "I will not…anymore"

Materials: Bring in an assortment of the following kinds of waste packaging: nutshell, orange peel, banana peel, paper and plastic shopping bag, glass bottle, plastic bubble packaging, wrapping paper, styrofoam container, saran wrap, disposable plastic containers (e.g. bento box or cookie tray along with individual cookie wrappers).

Procedure:

1. Spread out the packaging examples on the teacher’s desk at the front of the room.
2. Tell the class that today you are going to talk about an environmental problem (kanyoo mondai) and ask them to guess what it is.
3. Once you have established that today’s lesson is about packaging, ask the class to identify what are the items that you have brought to class. Hand out the worksheet and students write down the items in the space provided. The teacher writes down the items on the black board as well.
4. Tell them that there are three kinds of packaging among the pile. Before explaining them, see if the students can guess what they are (hint: think about the environment).

• Biodegradable (natural): packaging that breaks down naturally (bury them in the ground and they decompose into soil), e.g. fruit and nuts likes oranges, bananas and peanuts have biodegradable peels or shells.
• Reusable/Recyclable: usually not biodegradable, but easy to reuse or recycle, e.g. paper and plastic shopping bags and glass.
• Non-recyclable/Non-reusable: many products from stores come with a lot of unnecessary packaging that is difficult to reuse or recycle, such as plastic bubble packaging, cookie wrappers and styrofoam .

1. Ask the class to rate the packaging types in terms of their environmental-friendliness. Draw a ( face next to the items on the blackboard that can be reused or recycled.
2. As a class, identify the source of each type of packaging and decide whether or not it is necessary: Irimaska? Iranai desu ka?

• Biodegradable (natural): comes from trees or plants.
• Reusable/Recyclable: paper bags comes from trees, plastic bags come from petroleum and glass bottles come from glass.
• Non-recyclable/Non-reusable: plastic bubble packaging and styrofoam comes from petroleum (oil).

1. In pairs, students choose two or three packaging items and fill in the chart. They must include at least two different types of packaging. The last column, "Better packaging ideas?", is a challenge for students to decide if there is a better kind of packaging option available to create less waste.
2. Draw a chart on the board. If there is time, ask 8-10 students to fill in one packaging type.
3. Share good ideas on alternative packaging. Bring in some examples of alternatives such as, tupperware, towels instead of styrofoam for protection, etc.
4. Ask students to make one promise how they will reduce their packaging use and to tell their partner in English: "I will not use….. anymore", "I will use more…….. and use less…..", "I will reuse …..".
5. If there is time, ask a few students say their promise out loud to the class.

Source: Adapted from "What’s in the Packaging?" lesson in Linking Language and the Environment by George M. Jacobs et al., Pippin Publishing, 1998.

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