This week I taught a lesson that focused on the video “The Story of Stuff”

Before introducing the film I had the students write a list of five of their favourite things (objects, belongings). I made it clear these could not be alive or people.

Secondly, I introduced some of the big ideas that the film would be talking about: Environment, Economy, Sustainability, and Consumerism. I gave definitions and answered students questions. I then handed out a piece of paper with three titles: I wonder… I agree… I disagree…

Then we watched the film. More accurately, I watched the students watching the film. I was impressed with their focus and attention. Also watching the students watching let me know when to pause and let them write. We also took a brain break halfway through when I saw a couple people show signs of fatigue.

We then had a class discussion on what was the main message of the film. The students eventually agreed that it was something along the lines of “We need to stop buying and throwing away so much stuff because it is hurting people and the environment.”

The next activity was a classroom compass. I asked the students to use the classroom as a scale with one end representing the view “I completely agree with the message of the film and would give up all of the things on my list” and the other being “I completely disagree and would not give up anything on my list.” The second scale moved the opposite direction and had to do with behaviour. One side represented pro environmental behaviour all the time (recycling, buying less, composting,conserving energy), the other consumerism.

Then the students spoke to someone very close to them about what they wrote and their view. Then they spoke to someone very far away from themselves.

Finally, the students wrote a paragraph that supported their position on the compass. They needed to write a position statement. “In my opinion”, “I believe”, “I think” Then give three reasons to support their position. They were encouraged to use personal examples and evidence from the film.

Overall, I think the students were engaged in the whole lesson. It took me an hour and a half to get through everything. I was happy with the deep thinking their writing and the quality of their “I wonders” on the film response sheet.