Virtually every shopper leaves the store with a bag. The authors of
Fifty Simple Things Kids Can Do to Save the Earth (Javna, 1990) comments that most bags are made of the "earth's treasures." The production of bags uses such resources as wood or oil to manufacture plastics, and manufacturing adds to pollution. Many discarded bags are not recycled, which add to the volume of garbage in landfills. Sometimes consumers can choose the type of bag in which they want their purchases packaged. In other situations, consumers may "just say no" to bags and carry their purchases home with only the receipts attached.
Distribute a copy of the "How to Bag It" activity sheet to each student. Have students read the information at the top .
Organize the class into groups of three to five students. Ask them to discuss the pros and cons of using different kinds of bags and record some of their notes in the chart. Ask them to discuss using others kinds of bags or ways of wrapping purchases for the "other" category. They might also include in this category the strategy of refusing bags for small purchases. Ask each group to note some especially good ideas. Have a group representative share this material with the class.
Allow students time to poll ten classmates and record the results in the chart on the activity sheet.
Review different kinds of graphs with the class. Mention previously studied graph types: bar graphs, picture graphs, circle graphs, box-and-whiskers graphs, scatter plots, and others. Discuss their purposes. Ask students to poll ten classmates concerning the type of bad each considers best on the basis of the previous discussion. Each student should decide on a graph that would best show the data.
Students should then graph the data, which they have already collected. If needed, students can use grid paper for their graphs.
Have students answer Question 4 concerning their choices of types of graphs. They should meet in groups and critique each other's choice of type.
Have each student complete Question 5 and check it with a partner. As the students work, circulate and listen to the discussion. Spot-check some of the students' work to ensure that it is reasonable and accurate. Have students show their graphs to the class and share some of their interpretive statements.
Lead students in brainstorming ways to use their gags with conservation in mind and ways that disposable bags can be reused and recycle. On the basis of the discussion, ask each student to make a plan for improving their uses of bags.
