Lesson: Solid Waste
Unit: Direct and Indirect Effects
Materials: copy of Hamburger chapter from Stuff: The secret lives of
everyday things by
John C. Ryan and Alan Durning
Age Level: 3rd-6th grade
Space Requirements: classroom
Time: 1 hour
Objectives:
Students will recognize the direct effects of a hamburger
Students will recognize the indirect effects of a hamburger
Students will look at the things they own and buy more critically
Students will make up skits to represent one of the things we can do
before buying a product
Students will learn ways to reduce consumption
Students will decided one thing that they will change in their life
right now to reduce their consumption
Plan:
25 minutes: What’s in a Hamburger
Read the enclosed selection about the indirect effects of consuming
a
hamburger. Make a running total of things consumed in the production
of
a hamburger. Then discuss in the group. Talk about the difference
between direct and indirect effects. Did anyone realize how many indirect
effects there is with eating a hamburger? How do they feel now that
they
know all of this information? What effect do they feel they have on
the
world? Talk about how there are indirect effects with everything we
consume. Tell students that Americans make up 5% of the total human
population, and use 30% of the total resources.
25 minutes: Ways to lower consumption
Write the following questions on the board and tell them these are
questions to ask themselves before buying a product.
Do I have enough money to buy this? (no credit cards)
Did I want this before I entered the store or read the ad?
Do I have something at home that will serve just as well?
Can I borrow or rent this for the few times I actually need it?
Am I trying to buy my way to my goals, instead of learning the skills
that would get me there?
Split them in to five groups and assign each group a different questions.
Have them act out a scene that demonstrated using this question.
10 minutes: Personal reflection
Have everyone think of one way they can reduce their consumption. Then
go around and have everyone share that with the class. Afterwards, if
there is time, you can tell them about options that are out there. For
example, buying meat and vegetables from a local farmer (reduces oil
and pesticide use), eating less meat, reusing paper before recycling
it (saves energy of recycling paper and making virgin paper), and repairing
shoes instead of buying new.
