CULTURAL COMMUNITY OUTREACH EVENT PROPOSAL: RECycle

CULTURAL COMMUNITY OUTREACH EVENT PROPOSAL: RECYCLE

Presented by Ruel Apostol

For Prof. Nona Hall

TESOL 507 -

Cultural Community Outreach Event Proposal: RECYCLE

• The Cultural Community Event proposal will be a presentation and an information drive on RECYCLING focusing on wood and paper products.

RECYCLE


Why RECYCLE?• Wood and paper products come from

trees.• There is a massive tree cutting operations

going on today.• Massive tree cutting operations causes

DEFORESTATION.


What is Deforestation?Deforestation refers to the cutting,

clearing, and removal of rainforest or related ecosystems into less bio-diverse ecosystems such as pasture, cropland, or plantations (Kricher, 1997).


Consequences of DeforestationSoil erosion destruction• Soils (and the nutrients in them) are exposed to the sun’s heat. Soil moisture is dried up, nutrients evaporate

and bacteria that help break down organic matter are affected. Eventually, rain washes down the soil surfaces and erosion takes place. Soils never get their full potential back.

Water Cycle• When forests are destroyed, the atmosphere, water bodies and the water table are all affected. Trees absorb

and retain water in their roots. A large part of the water that circulates in the ecosystem of rainforests remains inside the plants. Some of this moisture is transpired into the atmosphere. When this process is broken, the atmosphere and water bodies begin to dry out. The watershed potential is compromised and less water will run through the rivers. Smaller lakes and streams that take water from these larger water bodies dry up.

Loss of Biodiversity• Many wonderful species of plants and animals have been lost, and many others remain endangered. More

than 80% of the world's species remain in the Tropical Rainforest. It is estimated that about 50 to 100 species of animals are being lost each day as a result of destruction of their habitats, and that is a tragedy. Many beautiful creatures, both plants and animals have vanished from the face of the earth.

Climate Change• Plants absorb Carbon Dioxide CO2 (a greenhouse gas) from the atmosphere and uses it to produce food

(carbohydrates, fats, and proteins that make up trees). In return, it gives off Oxygen. Destroying the forests mean CO2 will remain in the atmosphere and in addition, destroyed vegetation will give off more CO2 stored in them as they decompose. This will alter the climate of that region. Cool climates may get a lot hotter and hot places may get a lot cooler.


FACTS ABOUT DEFORESTATION:

• Did you know that tropical rainforests, which cover 6-7% of the earth's surface, contain over half of all the plant and animal species in the world!

• Did you know that 57% of all rainforests remaining are located in the Neotropics, with 30% located in Brazil.

• Between 1960 and 1990, most of the deforestation occurred globally, with an increasing trend every decade.

• Brazil has the highest annual rate of deforestation today.• Atlantic coast of Brazil has lost 90-95% of its rainforest.• Central America has 50% of its rainforests.


FACTS ABOUT DEFORESTATION:• South America has 70% of its rainforests. • Philipines have lost 90% of its rainforests!• Madagascar has lost 95% of its rainforests!• El Salvador has lost 70-85% of its rainforest due to heavy bombing

during the civil war 1984-1985.• Sumatra has 15% of its rainforests left.• Only 6% of Central Africa's forests are protected by law.• Statistics on Global Rates of Rainforest Destruction:

– 2.4 acres (1 hectare) per second: equivalent to two U.S. football fields– 149 acres (60 hectares) per minute– 214,000 acres (86,000 hectares) per day: an area larger than New York City– 78 million acres (31 million hectares) per year: an area larger than Poland

• On average, 137 species become extinct everyday; or 50,000 each year!


Consequences of Deforestation


Activities• Small group discussion – The student will group

with their family and discuss about the issue. The small group will talk about how they would run a recycling project.

• Whole group discussion – each small group will share their discussion with the other families as a whole group.


The lecturer will guide the discussion and collect all the ideas on how the community can work together to plan a Recycling Project. The ideas that will be collected can be gathered and consolidated together as a proposal to the local government officials or related agencies.


• Chartock (2010) mentions that the teacher’s role is one of guide, mediator, and knowledge consultant as well as instructor. This is principle is fulfilled when the presenter gives a lecture on recycling, the effects of deforestation, and as a mediator collecting the consensus. Here, the teacher becomes a facilitator.

• Chartock (2010) also mentions that there must be positive perspectives on parents and families of culturally and linguistically diverse students. Having the families discuss among themselves towards a solution of the problem creates positive perspectives. Moreover, giving the families the opportunity to discuss with other families including those of different cultures create gives them the opportunity to interact.

• Chartock (2010) mentions that understanding the concept of interdependence, or the mutual dependency that exists between countries, as well as between people and their environment, is central to students’ appreciation of global diversity. The lecture will describe how issues in other countries affect the global community. In the case of this lesson, it shows how deforestation plays a part in global warming and disrupting ecosystems which may include near extinct living things.


Standards:

Illinois Learning StandardsScience:

13.B.1d Identify and describe ways that science and technology affect people’s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations).

13.B.1e Demonstrate ways to reduce, reuse and recycle materials.

Social Science:

17.A.1a Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

17.B.1b Describe physical components of ecosystems.

17.C.1a Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

17.C.1b Identify opportunities and constraints of the physical environment.

17.C.1c Explain the difference between renewable and nonrenewable resources.

Illinois ESL Content Standards:

HI.S2 Participate in social conversations.

HI.S6 Express opinions giving reasons and examples.

CULTURAL COMMUNITY OUTREACH EVENT PROPOSAL: RECycle

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