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The Story of Stuff: Increasing Environmental Citizenship

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The Story of Stuff: Increasing Environmental Citizenship Teaching Idea The Story of Stuff: Increasing Environmental Citizenship Amy L. Versnik Nowak, Heidi Hale, Jessica Lindholm, and Elizabeth Strausser ABSTRACT Objectives: After this lesson, students will be able to: (1) list the five stages of materials production, (2) report key facts related to the materials economy, (3) identify sustainable solutions that positively impact the environment, and (4) recognize how the environment affects health. Target Audience: This activity is designed for students in middle school and junior high school. Nowak ALV, Hale H, Lindholm J, Strausser E. The story of stuff: Increasing environmental citizenship through critical thinking. Am J Health Educ. 2009;40(6):346-354. INTRODUCTION dition to high rates of resource use, there are knowledge, skills and attitudes in order to Environmental health involves the as- also high rates of product consumption and incorporate appropriate environmental sessment and control of physical, chemical waste. For many products, such as electron- considerations into daily decisions about and biological factors that potentially affect ics, consumer use in America continues to consumption, lifestyle, career and civics, health,1 and it encompasses a vast range of climb while the recycling rate for out-of-date and to engage in individual and collective topics including air quality, climate change, electronic devices remains under 20%.6 That action.”9(p1) There are three primary stages water safety, natural disasters, conservation means much of the waste in the United States of environmental literacy: nominal literacy, and waste management.2 As it affects every ends up in landfills. functional literacy and operational literacy.10 human being, environmental health is a hot Despite the national policy of 1969 and People with nominal literacy have little or topic in political, educational and health care the statistics regarding consumption and no understanding of environmental top- arenas around the world. As such, it is be- waste, current environmental education ics. People with functional literacy have a coming increasingly necessary to effectively approaches continue to be fundamentally basic level of knowledge, understanding prepare young people to become responsible inadequate and inconsistent.7 According to and thinking skills with which they can stewards of the global environment. Berkowitz, Ford and Brewer, “As humans’ address environmental concerns. In the In the United States, increasing envi- capacity to alter the environment reaches final stage, operational literacy, people have ronmental health education is important, unprecedented levels, the urgency of foster- higher levels of knowledge and awareness, especially in the area of sustainability. Sus- ing environmental citizenship in all people along with a highly developed set of critical tainability involves “meeting the needs of the has never been greater and, perhaps, more present without compromising the ability difficult”.8(p262) Environmental citizenship of future generations to meet their own involves being aware of environmental issues Amy L. Versnik Nowak, is an assistant profes- needs.” 3(p1) In the National Environmental and having the determination and ability to sor of Health Education in the Department of Policy Act of 1969, the United States declared improve environmental conditions.8 Health, Physical Education and Recreation, it would create and maintain sustainable Environmental literacy is key for people University of Minnesota Duluth, 110 SpHC, environmental health conditions.4 Unfor- to develop environmental citizenship. En- Duluth, MN 55812; E-mail: aversnik@d. tunately, the United States has not met its vironmental literacy “is the capacity of an umn.edu. Heidi Hale, Jessica Lindholm and sustainability goal. If everyone on the planet individual to act successfully in daily life on Elizabeth Strausser, are recent alumnae of the consumed as much of the earth’s resources as a broad understanding of how people and Health Education program in the Department the United States, three to five more planets societies relate to each other and to natural of Health, Physical Education and Recreation, would be needed to supply the amount of systems, and how they might do so sustain- University of Minnesota Duluth, 110 SpHC, finite (limited) resources in demand.5 In ad- ably. This requires sufficient awareness, Duluth, MN 55812. 346 American Journal of Health Education — November/December 2009, Volume 40, No. 6 Amy L. Versnik Nowak, Heidi Hale, Jessica Lindholm, and Elizabeth Strausser thinking skills (i.e., questioning, analysis, • Quiz (Figure 3) provided in Figure 1. Before beginning the deduction, logic and objectivity), with which • Answer keys for worksheet and quiz video or lecture, distribute the worksheet to understand and address imperative envi- (Figure 4) (Figure 2), which serves as a foundation ronmental issues. for upcoming discussions and prepares the This lesson helps students in the nominal TARGET AUDIENCE students for the assessment activity (Figure stage of environmental literacy develop the This activity is designed for students in 3). Inform students that they will be quizzed skills and understanding to move toward the middle school and junior high school. It on the content of the worksheet at the end stage of functional environmental literacy. may be used in a health class or in a social of the lesson. 12 In other words, students will gain a basic studies class that is concentrated on com- Video or Lecture (Figure 1): 21 min- level of knowledge and understanding of munity issues. utes: Choose one of two options: (1) show environmental issues, which corresponds the Story of Stuff video12 or (2) provide a lec- to National Health Education Standard I: PROCEDURE ture on the Story of Stuff video content using Students will comprehend concepts related the provided lecture notes (Figure 1). to health promotion and disease prevention Preparation Conclusion (Figure 1): 5 minutes: Ad- To prepare for the Story of Stuff learning to enhance health.11 Specifically addressed in dress the interconnected relationship be- activity, the instructor should access each of this lesson is performance indicator 1.8.3: tween the environment and human health. the following: analyze how the environment affects per- Content for the conclusion is provided in sonal health. The lesson is centered on the • Go to the Story of Stuff website and access Figure 1. web-based animation, “The Story of Stuff,” the materials. Small Group Discussion: 7 minutes: narrated by Annie Leonard.12 This video a. Story of Stuff Fact Sheet5 Divide students into groups of 3-4 students. shows how human consumption impacts b. Story of Stuff Video12 Require students to compare and discuss the earth and, in it, the stages in which ma- their worksheet answers. c. OPTIONAL: Story of Stuff Referenced terials are processed from beginning to end Class Discussion & Review: 7 minutes: and Annotated Video Script13 are explained. The activities provided in this Review each question with the class and 14 lesson give students a chance to learn about d. OPTIONAL: Story of Stuff Glossary provide correct responses. See Figure 4 environmental issues and consider innova- • Review all procedures provided in this sec- for worksheet answer key. The worksheets tive and sustainable solutions. tion, the video, and/or lecture notes (Figure 1), are not graded. They are used solely as a and any additional support materials listed in learning tool to facilitate discussion among OBJECTIVES the Materials and Resources section. students and help them prepare for the les- After the lesson, students will be able to: • Copy the following documents (1 each son assessment. (1) identify the five stages of materials pro- per student) duction, (2) report key facts related to the ASSESSMENT TECHNIQUE a. Story of Stuff Fact Sheet5 materials economy, (3) identify sustainable Assessment: 8 minutes: This teaching solutions to positively impact the environ- b. Worksheet (Figure 2) idea is designed to increase students’ knowl- ment, and (4) recognize how the environ- c. Quiz (Figure 3) edge regarding environmental health issues ment affects health. surrounding the materials economy. A quiz Class Period Prior to the Story that stems from the Story of Stuff worksheet MATERIALS AND RESOURCES of Stuff Lesson and aligns with the objectives of this learn- The instructor should distribute the ing activity is provided in Figure 3. Students • Computer, Internet access, projector, Story of Stuff Fact Sheet as an assigned read- screen, chalkboard/whiteboard should be informed that they will be quizzed ing due the next class period. This reading on the content of the Story of Stuff work- • Downloadable Materials from the Story will increase awareness and interest in the sheets before the lesson begins. The quiz of Stuff website upcoming Story of Stuff lesson. may be adapted to the needs of the course, 12 a. Story of Stuff Video Class Period for the Story of Stuff Lesson: students, or instructor. See Figure 4 for quiz b. Story of Stuff Fact Sheet5 Total Time available: 50 minutes answer key. Administer the quiz during the c. OPTIONAL: Story of Stuff Referenced Introduction (Figure 1): 2 minutes: last eight minutes of class. At the conclusion and Annotated Video Script13 Introduce “The Story of Stuff,” citing that it of the class, collect and grade the quiz. is narrated by Annie Leonard, who has over d. OPTIONAL: Story of Stuff Glossary14 20 years of experience in international sus- REFERENCES
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