In his book Hot, Flat, and Crowded, Thomas Friedman challenges policymakers to assume strong leadership and create policies that will change cultures from ones of excessive, thoughtless waste to ones of thoughtful, integrated efficiency with a long-term vision of a sustainable planet. He presents numerous scenarios in which the alternative approach is not only in the best interest of the planet’s health but also brings about positive economic impacts.

This story from the NYTimes.com might be such an example: Many Plans to Curtail Use of Plastic Bags, but Not Much Action. The story describes how many municipalities have considered imposing fines or fees on plastic bags in order to curtail their use. These bags contribute to unsightly litter and are petrochemical products, meaning their manufacture — and their shipping — releases climate-warming compounds into the atmosphere.

As expected, the plastic-bag industry is opposed to such fees. Lobbyists insist the fees would raise the costs of products and, in the current economy, would hurt business. Referring to lawmakers’ reactions to the plastic-bag industry’s claims, Nathan Lott, executive director of the Virginia Conservation Network, said, ‘They’re not demanding a lot of evidence to prove it.” The news story does not investigate how such fees would impact people’s behaviors or the possibility of positive ripple effects the policy might send to the economy in giving rise to industries with a better alternative to plastic bags.

How to Turn This News Event into an Inquiry-Based, Standards-Related Science Lesson

Discussion of the role of policy in environmental issues as well as in personal decision-making is connected to the Science in Personal and Social Perspectives, content standards of the National Science Education Standards.

Ask students if they use plastic retail or grocery bags. Some may share that their families use canvas bags. What happens to the plastic bags after use? Have students ever seen plastic bags blowing around the roadside or flapping from a tree branch? Where else might the bags be, even if students have never seen them there? What are the bags made of? Are these bags a good thing for our environment? Are they good for anything/anyone?

Have students read the NYTimes.com article. Which side do they agree with most? Why? What kind of evidence would be appropriate in order to make an informed decision on this issue of fines for using plastic bags?

Is there another perspective that is not explicitly addressed? If plastic bags became “taboo,” what would people use instead? How would that alternative impact the economy? Industry? The environment? Would students be willing to pay a little more for products if it meant no more plastic bags in the waste stream? Why or why not?

Finally, ask if policymakers have a responsibility to address these kinds of issues, or should people just make their own personal decisions and trust good will triumph over evil?

To enrich your own understanding of how policymakers can influence the health of the planet, consider reading Friedman’s book. Here is a reading guide chock-full of provocative questions for discussion: http://www.thomaslfriedman.com/files/hot_flat_and_crowded_guide.pdf

The following are some related resources from the National Science Digital Library Middle School Portal: Global Change Instruction Program; State of the Nation’s Ecosystems; and What’s That Stuff? (click on “plastic bags” to go to http://pubs.acs.org/cen/whatstuff/stuff/8238plasticbags.html).

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