SECTION 6 - Solutions 12+, Arts, Literature, Math, & Science Greenwashing Theater AGE RANGE: 12+ SUBJECTS: Arts, Literature, Math, & Science OBJECTIVES: • Describe the process of ‘Green Washing’ • Compare a company or product that uses a green washing strategy vs a company or product with environmentally sound practices. • Predict what will happen if we continue to support companies that Green Wash vs companies that are conscientious, honest about their practices, and good stewards of our resources which includes their employees. DURATION ENDURING UNDERSTANDING • 2 hours (could be split into 2 sessions) • Supporting companies that don’t Green Wash Some organizations have had great success in decreasing the impact of the goods and services they provide. However, corporations that hide harmful practices behind the appearance of environmental stewardship are practicing “greenwashing.” PREPARATION: Provide time for students to read The Carbon Almanac - Solutions: Greenwashing and Recycling Theater, p.160 ACTIVITIES: DISCUSSION: • On board or on large sheets of paper write down learner responses to these questions/topics: ʦ De昀椀ne the process of Green Washing ʦ Why would an individual or company use green washing? ʦ List of types of jobs or products that would bene昀椀t or gain favor with the public or in the market by presenting themselves as “Green”. INVESTIGATE: • We’ve been thinking globally, let’s move our focus to the local--our own school. ʦ If the school has recycling bins do the learners know where the material goes? If not, how can they 昀椀nd out? ʦ Let’s make 2 lists. On one side write down those things that are marketed to us or our parents as ‘sustainable’, ‘eco- friendly’, or natural. This list can include: food, clothing, household goods, anything we buy. ʦ Now next to each item let’s think about the advantages to a person or company for telling us they are eco-friendly • Pick a product you or your family use that says it is eco-friendly • Research and write down the company’s claims (lower phosphates, made from 50% recycled material, etc) • Learners write a letter or email to the president of that company requesting the data to support its claims. • If the company responds, compare the data you receive from them with the claims in its advertising, marketing materials or product packaging. • If the company doesn’t respond, what can you do? Write them again, or check with a local consumer protection agency. • Discuss how it feels when you receive no response. What choices do you have as a consumer? You do have power because you can tell your friends what happened, or post on line what happened when you asked your questions. Do not exaggerate. Tell the facts. Truth is powerful. ASSESSMENT: • Have the learners write a re昀氀ection about this experience. T RESOURCES: • The Carbon Almanac - Solutions: Greenwashing and Recycling Theater, p.160/ 089 • Generation Carbon, An Almanac for Kids, ebook, p.32 43