Lesson Development and Presentation Guide
Recycling
Created through the Environmental Education Initiative Pilot Project
By: Jessica Zebedee, Jake Shimkus, Erin Girard, Dora Heine, Hiroyuki Negoro
This lesson guide was created in a collaborative effort between Living Islands 501c(3)
and the Marshall Islands Conservation Society (MICS) in 2015.
Distributed in part by the Republic of the Marshall Islands Environmental Protection Authority (RMI-EPA)
This lesson was created in part by Jessica Zebedee, Jake Shimkus, Erin Girard, Dora Heine, Hiroyuki Negoro
as members of the design team.
Special thanks to Mark Stege of MICS, Moriana Phillip of RMI-EPA,
and the administrators of Co-Op, Assumption, Rita, and Delap Elementary Schools
for their contributions and support.
All parts of this lesson guide may be reproduced and replicated in any form, electronic or otherwise,
for free distribution and use by any party. Dissemination of this material is encouraged.
For more information regarding the Environmental Education Initiative, or the efforts of Living Islands 501c(3),
MICS, or RMI-EPA please contact the following:
Living Islands 501c(3): kianna@livingislands.org
MICS: mics@cmi.edu
RMI-EPA: morianaphilips@gmail.com
1
Living Islands 501c(3) and MICS - 2015
The following is a lesson plan designed through the Environmental Education Initiative (EEI).
The EEI began as a collaborative effort of Living Islands and MICS as a means for engaging
college students and community experts in the design of relevant, hands-on lessons for
environmental education in the Marshall Islands. The EEI is today operated by the RMI EPA as
an extension of its Clean Schools Initiative.
These lessons are rooted in the results of extended student surveys, designed to gather an
understanding of current elementary-age student knowledge on environmental conservation. The
key learning objectives are built upon these survey results. The design of the lesson follows the
Madeline Hunter lesson planning model to ensure a deep understanding of the key learning
objectives is achieved. Key to each lesson is the hands-on activity element. Based on conclusive
research that students learn best when physically active, these lessons focus on getting students
engaged in each topic through movement, while focusing on the key learning objectives.
This packet presents not only the lesson outline, but also the survey results and the process
involved in building the lesson that resulted. The lesson below was originally presented by a
team of students and experts to elementary kids grades 4-6. It is specifically designed to be
conducted with little-to-no outside materials, and to be as applicable as possible to communities
throughout the RMI. However, some major differences are present in every community.
Therefore, a set of customization instructions are available at the end of this packet to enable
educators to tailor this lesson to the specific context of their classroom.
2
Living Islands 501c(3) and MICS - 2015
Table of Contents:
Student Surveys:
Survey Process
Questions
Questions Review
Survey Results
4
4
5
6
Lesson Design:
Objectives
Vocabulary
Activity
7
7
8
Lesson Outline:
Overview
Introduction
Objectives Review
Presentation
Activity
Independent Review
Optional Closing Activity
9
9
10
10
11
12
12
Program customization:
Process
Reviewing Models
Reviewing Vocabulary
Checking Activities and Resources
Checking Current Understanding
Incorporation and Recording
13
14
14
15
16
16
Student Surveys:
3
Living Islands 501c(3) and MICS - 2015
A simple survey was conducted to gather an understanding of current student knowledge on the
relevant topics for this lesson. The following reviews the process of that survey, the results and
the general conclusions that can be drawn from the responses.
Survey Process:
Before starting the survey, the general topic was selected for its relevance to life in the RMI and
applicability to younger students. From there, specific teachable items are listed as a way of
breaking the general topic down into more specified fields. For example, for the topic of resource
use, specific topics included fisheries, land use, crop growth, etc. These more specific focus
areas then serve as the basis for the actual lesson design.
By focusing on just one or two of these more narrow sub-topics, potential lesson objectives can
then be identified. If teaching about fisheries, one could help to teach students about how to
maintain fish populations, what practices are most effective for sustainable fishing, what other
activities other than fishing effect fish populations, etc.
These possible lesson objectives are then ranked according to their relevance, viability, and
availability of relevant expertise. The top three of these objectives are then translated into
questions for the student survey. The goal is to understand to what extent students already have
mastered the proposed outcomes of the lesson, and therefore at what level the lesson should be
taught.
Designing these questions requires that both the desire of the surveyor and the possible answers
are kept in mind. While questions must necessarily be open ended to prevent leading questions,
their phrasing and context are often very important to ensure that usable responses are available.
By developing a general hypothesis of what student responses might be for each question, the
design of each question is then able to be tailored to test that particular hypothesis.
Once the questions have been designed, surveyors are brought in for a brief training on survey
technique and etiquette. It is crucial that every student is aware of why they are being asked the
questions, and that they are in no way being tested. It is also important to encourage them to find
an answer, but acknowledge that saying “I don’t know” is perfectly acceptable as well.
Surveyors are cautioned in providing additional information not to create a leading question, and
how to faithfully record students’ answers. These results are then recorded by each surveyor
through one-on-one interviews with students.
Questions:
What is waste?
What is recycling?
What is water pollution?
Questions Review:
4
Living Islands 501c(3) and MICS - 2015
Each of these questions was primarily aimed at understanding current knowledge on vocabulary
related to waste and recycling. The key words of “waste,” “recycling,” and “pollution” are all
critical to the general discussion of environmental sustainability today. Understanding the degree
to which these need to be introduced, incorporated, or worked around was crucial for this lesson.
The question “What is waste?” was aimed at understanding students’ mental model of waste
itself. The designers anticipated responses that identified items one found on the side of the street
or putting things in wastebaskets. How students responded to this question would give the
designers an idea of how students tend to conceptualize waste, forming the basis of where waste
comes from: one of the key objectives for the lesson.
The question “What is recycling?” was aimed primarily at understanding what students found
that term to mean, and how they understood the concept of recycling. It was anticipated that most
students below a certain age would not be familiar with the term, giving a general understanding
of where such lessons may fit. Additionally, given the lack of active recycling processing centers
in the Marshall Islands, understanding students’ mental model for recycling would prove crucial
in designing an appropriate and applicable introduction to the three-Rs of Reduce Reuse and
Recycle.
The question “What is water pollution?” again aimed at a tangible model of student’s
understanding of their impact on the world around them. Anticipating answers that related to
trash in the water or oil in the water, this question would reveal to what degree students
understood the concept of pollution as different from waste as well as who was responsible for
that pollution. This would form a partial basis for the objective of teaching students of their
responsibility to reduce trash and pollution.
Survey Results:
5
Living Islands 501c(3) and MICS - 2015
To better inform instructors, the following were the results of the survey conducted in 2015.
Instructors should take note of those answers most common and the gaps of understanding
present in the survey results. These may help to inform the way that the materials included in this
packet are presented to students.
What is Waste?
Something that’s thrown away
Trash / Garbage / Rubbish
Things on the ground
Wasting food/money
No response
-
15%
12%
10%
10%
12%
What is Recycling?
Reusing something
A bottle or can
To make new out of something old
Specific trash bins
No response
-
28%
11%
7%
5%
32%
What is Water Pollution?
Trash
Dirty Water
Boats and oil
Killing Animals
No Response
-
12%
10%
9%
5%
44%
Lesson Design:
6
Living Islands 501c(3) and MICS - 2015
The following is a brief review of the thought process behind designing the lesson included
below. This is rooted in the results of the survey as well as the selected learning objectives of the
team and interest expressed by the participants.
Objectives:
Three objectives were selected for the lesson: After this lesson, students will be able to do the
following:
- Explain where waste comes from
- Tell who should get rid of it
- Describe the three elements of Reduce, Reuse, Recycle
From the survey, it was clear that students had some moderate understanding of what waste was,
as it pertained to items on the ground, or those things we throw away. However, students only
rarely talked about waste as something that is used and then disposed of. Building a more
complete understanding of where waste comes from is essential to helping students understand
how to deal with waste. The realization that waste comes from consumption, and therefore from
people themselves, is the first step towards taking responsibility for the challenge of waste.
Building on the previous objective, the understanding of who ought to take care of waste is a
central objective for the lesson. From the survey, students did not include themselves in their
model of what waste is. Most explained it as something that “is” thrown away or “is” on the
ground, rather than something “I” can pick up or “we” put in the trash can. Solidifying an
understanding of who causes waste, and then whose responsibility it is to take care of it, builds
the motivation for the reminder of the lesson.
Finally, the survey clarified that, while recycling may be present at some schools, a clear
understanding of what it is, is not present. Many students described recycling as reusing: a
critical element of the three parts of recycling but not quite the same as recycling itself. Some
students also referred to bottles or cans, making it clear that there is at least a minimal
understanding of what kinds of items are recyclable. As one of the main things kids can do to
help with the waste problem, the final objective focuses on clarifying the different elements of
recycling, and highlighting what can and cannot be recycled so that students can best serve their
community.
Vocabulary:
Four key vocabulary terms were selected for the lesson:
- Reduce
- Reuse
- Recycle
- Environment
The first three terms are all elements of the recycling cycle. Clarifying these terms is meant to
focus students’ attention on the different ways they can help to minimize waste. By helping
students understand that reducing waste, reusing those things they can, and recycling those they
7
Living Islands 501c(3) and MICS - 2015
cannot, these three vocabulary terms are central to helping kids understand how they can help
their environment. The survey made it very clear that only a vague understanding of these terms
exist on island. Therefore clarifying these three terms will be essential to the success of the
lesson.
The term environment is also clarified in this lesson. The term is central to the other discussions
in the lesson. Understanding the environment to be all those things around us, both natural and
artificial, that provide what is needed for life will help students to better understand why
environmental protection, and helping the environment are critically important actions.
Activity:
The activity is designed to be the focal point of the lesson. Combining active engagement, and
real-life application, this activity is meant to give students a very direct understanding of how
best to be better stewards of their environment.
The activity first asks kids to pick up waste from around the schoolyard. This is designed both as
a way for kids to actively clean up their space, but also to help kids realize just how easy it is to
help their environment. It also provides the base for the game: the two piles of trash.
The activity is designed to reinforce the difference between trash and recycling, giving students a
very tangible notion of what recycling is as opposed to trash. The first round of the game has the
teams sorting the piles according to just “trash” vs. “recycling” enabling an initial recognition of
what items can and cannot be recycled. The role of the instructor, to pause the game and
reviewing those items that can and cannot be recycled, is crucial to reinforcing the idea of what
is trash and what is recycling.
When the game proceeds to the sorting activity, students are asked to put the recyclables in piles
according to what kind of recyclable it is: glass, paper, plastic, or metal. This is meant to not only
build the idea of waste segregation, but also to reinforce again what four kinds of things can be
recycled. By connecting this with the physical activity of the relay, students will better associate
their lesson with their direct tangible experience and be better able to understand the distinction
between trash and recycling as well as what can and cannot be recycled.
The final wrap-up of the activity is, itself, critical. Having students walk the piles of trash and
recycling over to a designated site, helps to reinforce the simplicity of the action of helping the
earth. It also helps to clarify where recycling should be collected as opposed to trash. This all
builds upon the key objectives of taking responsibility for waste, and understanding the different
elements of recycling.
Lesson Outline:
Overview:
8
Living Islands 501c(3) and MICS - 2015
Objectives:
By the end of the lesson, students will be able to:
- Explain where waste comes from
- Tell who should get rid of it
- Describe the three elements of Reduce, Reuse, Recycle
Vocabulary:
- Reduce
- Reuse
- Recycle
- Environment
Materials:
- An armful of trash prior to entering the classroom
- Waste baskets in the classroom
- School trash cans for final disposal of trash after activity
Preparation:
- Gather an armful of “clean” trash from one of the school’s trash receptacles. This will be used in
the immediate introduction
- Be sure to have a re-usable water bottle available for an example of re-use
- If conducting the optional conclusion activity, be sure students have access to pen and paper or
eraser tablets for writing, and that the instructor has a working camera.
Introduction:
Preparation: Before entering the classroom – go to the main trash bins of the school and pull out a
few bottles, cans, and other large, decently clean waste: about an armful.
Upon entering: Have the trash in your arms. When you enter the room – drop it all on the floor as loudly
as possible.
Ask students “What’s wrong with what I just did?”
“Why is it a problem?”
Students may not have answers for these questions. Proceed.
“What should we do about it?”
Guide students to answer that they should pick it up. When that answer comes, have students literally
come and pick up the trash on the floor and put it in the trash can. Either select students individually, or
have the whole class come forward and pick up a piece.
Introduce: today we’ll talk about trash and recycling
Objectives Review:
Outline the objectives for the students:
9
Living Islands 501c(3) and MICS - 2015
Ask students where trash comes from
Write on chalkboard “where waste comes from”
Ask students who should get rid of trash
Write on chalkboard “Who should get rid of it”
Ask students what recycling is
Write on chalkboard “reduce, reuse recycle”
Presentation:
Introduction of Environment:
What is environment to you?
Environment: All that is around us, both natural and artificial, that provides the things we need to
live
Do you know what trash is? Do you know what waste is?
How the two are related, or are they?
Introduction of Waste:
What is the impact of waste?
Why do you think we’re discussing waste?
Where does waste come from?
Why is it important to get rid of waste?
Discuss problems that come with waste
- Disease
- Crowding
- Habitat loss
Do you see waste as a problem in your future?
What can we do about it?
Introduction of Recycling:
What is recycling?
3 Parts: Have students raise their hands
- Reduce: using less things that become trash
Example – bringing your own bag to the store
- Reuse: using things again rather than throwing them out
Example – water bottle (show bottle) or Amimano
- Recycle: disposing of certain items that will be melted down and made into other things
Example – putting bottles separate from trash
What kinds of things that can be recycled?
- Plastic (hard plastic specifically: bottles, etc)
- Metal
- Glass
- Paper
What cannot be recycled?
- Soft plastics
- Paper with food stains
- Wrappers
- fabric
Activity:
Waste Sorting Relay
10
Living Islands 501c(3) and MICS - 2015
Resources required:
Trash from schoolyard
Summary:
Students will be divided into teams and subsequently go around the schoolyard picking up 3 pieces of
waste from the schoolyard bringing it back to a pile for their team. When everyone has returned, teams
are lined up 10-15 feet from their pile and race relay-style to sort one piece of trash into piles for trash,
glass, paper, or plastics
Introduction:
Divide class into two or three teams depending on numbers
Introduce concept:
Recycling requires us to divide trash based on what it’s made of
Put plastics, glass, paper separate from other trash
Introduce activity:
[Bring students outside to demonstrate things]
Each of you will go and collect 3-5 pieces of waste from your schoolyard
You will bring those three things back to your team’s pile [indicate place for each pile]
When everyone is back, your teams will line up [indicate where]
One at a time you will run up to the pile and sort one piece of trash into either trash (left) or
recycling (right)
Then run back and high-five the next person on your team so they can sort
First team to finish their pile CORRECTLY, wins
Start:
Guide students to put their three pieces of trash in the proper piles.
As teams finish, help them line up 10-15 feet away from their pile.
Ask kids “Wasn’t that easy? Just picking up trash – you were helping your earth”
Remind them that they are to go one-at-a-time
Ask again what things are recyclable – get all four answers: glass, plastic, paper, metal
Tell them to start
Stand by the piles to guide them. Ask them questions as they do it – “Is that trash or recycling?” “What is
that made of?” etc
When a team finishes, go over to check if they have done it correctly.
Hold up examples of recycling that are in the trash pile, and vice versa and ask if it is recycling or trash to
reinforce the difference.
11
Living Islands 501c(3) and MICS - 2015
Have them continue – resorting items until it’s right.
When the teams are finished, have 2 volunteers from each team take the trash pile to the school waste bins
While they go, give the instructions for dividing the recycling: plastic on the right, paper on the left,
plastic and metal behind.
Have the teams start again
Repeat the procedure until the piles are properly sorted.
Wrap-Up:
Still outside: use the different piles to explain the difference between trash and recycling
Ex: hold up a bottle – “Why is this recyclable?” hold up a chip bag “Why is this trash?”
Have members of each team take each pile to the recycling bins at the school (if none exist, have them put
the piles alongside the main waste bins of the school but keep them separated)
Bring the students inside
Independent review:
Ask students the following questions. Have students raise their hands to answer or call on certain kids.
-
-
Where does waste come from?
Do you think you can help reduce, reuse, and recycle? What can you do?
o Reduce
o Re-use
o Recycle
What can be recycled?
o Paper
o Plastic
o Metal
o Glass
Assign “Homework” It is the students’ job to go and pick up at least 10 pieces of trash on their way
home, and put them in the right trash cans. Then talk to their parents about what they learned about
recycling
Optional Closing Activity:
Have students take out a paper and pen or writing tablet, and write a sentence on what they will do to help
the environment. “I will help the environment by…”
Take a photo of each student holding their statements as their “promise” to helping the earth
Be sure to share the photos!
Program Customization:
12
Living Islands 501c(3) and MICS - 2015
The lessons of the Environmental Education Initiative are developed expressly for the Marshall
Islands, and meant to be well-fit to students’ lives and levels of understanding. However, these
lessons were also designed on Majuro, and built to fit the local context of that community. While
they can certainly be presented in their current form anywhere in the Marshall Islands, a quick
review of the materials can enable you to ensure that these materials are directly applicable to
your own students. This brief document describes a process for customizing these materials to
your classroom. This is simply a suggestion for customization, and you should take whatever
measures you see fit for tailoring these lessons to your students.
Process:
Customizing the lessons involves 5 basic steps:
A. Reviewing models
B. Reviewing vocabulary
C. Checking activities and resources
D. Checking current understanding
E. Incorporation and recording
Before any customization, it is important to recognize the structure of these lessons to understand
where customization may occur. These lessons are built upon a lesson-design model which
includes seven individual parts:
Anticipation: The first part of each lesson is meant to catch students’ attention and switch their
thinking from the last topic to the new topic. It is often an activity or semi-disruptive action to
introduce the topic. This may need to be modified depending on individual context.
Objectives: Next, the actual objectives of the lessons are introduced to students in a very direct
manner. These objectives are the cornerstone of the lessons, and will likely not need to be
directly modified unless you feel it necessary.
Concept introduction: This is where the individual objectives are discussed at length, any
vocabulary is introduced, and the actual content of the lesson introduced. It is effectively the
“lecture” of each lesson. This part will require some attention to detail in its customization to
ensure it is fully applicable.
Modeling: Visual, locally-relevant, concrete examples or analogies are presented to give students
a full grasp of the topic they are being introduced to. This will need to be tailored to each unique
community context.
Verification: Questions are asked of the class about what they have just been learning to verify
that some level of learning has occurred, and that students understand the lesson. This will likely
not be modified very much as it is based on the central objectives.
Activity: Typically an opportunity to get kids out of their seats, this part of the lesson puts kids’
new knowledge to work. Activities are built on the principle that young children learn best when
they are moving and active. Some customization will naturally take place to fit these activities to
the space available to you, but should otherwise require little change.
13
Living Islands 501c(3) and MICS - 2015
Final review: After the activity, students are asked to review the central themes of the lesson
overall, and the lesson concludes. This will not require much, if any, custom effort.
Reviewing Models:
Throughout the lesson, examples, models, and imagery are used to help describe the focus of the
lesson to students. In particular, this imagery and modeling takes place in sections 3 and 4.
It is suggested that you take note of each example or model that is presented for students’
understanding. Check to make sure that these examples are fitting to the context of your own
students’ lives. Are they something that students would relate to directly?
In analyzing these examples, it is useful to ask 3 key questions for each example:
1. Is this example/model/image something that is present on this island?
2. Is this something that my students see/experience on a regular basis?
3. Who in my class might not know what this example is?
If anyone in your class might not be familiar with a certain example or if there is any suggestion
that the example might not be something students would find in their daily lives and be familiar
with, then a new model ought to replace it. In finding a fitting replacement, consider what the
example was attempting to demonstrate. What was the concept behind it? What idea or principle
did it demonstrate?
With the purpose in mind, a new example ought to fit three criteria:
1. Must be present on the island you are working on.
2. Must be something that students in your class would encounter regularly and be very
familiar with.
3. Must not exclude any member of your class: even if most students are familiar with a
topic, if one student has no idea what that example is, this will prevent further
learning.
Reviewing Vocabulary
As a part of each lesson, a series of new vocabulary words are introduced. Like the models and
examples, the way these vocabulary words are introduced may be the difference between
successful learning, and bewilderment. Students should have a solid grasp of all vocabulary by
the end of the lesson, so it is crucial to ground their introduction in their existing vocabulary
knowledge and contextual understandings.
In analyzing the vocabulary words, introduced during section 3, consider the following:
1. Is this vocabulary word something students already know? If so, it can be easily
incorporated and reviewed, but not focused on.
2. If it is new, does the definition rely on concepts that the students already know? If so,
then it can be introduced with confidence and no extensive modifications.
14
Living Islands 501c(3) and MICS - 2015
3. If not, does this vocabulary word require additional understanding for my students to
grasp? This may impact the format of the lesson, depending on the word.
If the vocabulary is either already familiar to students, or introduced in a manner that builds on
what you know your students to be familiar with, then no real modification is necessary. If,
however, the word would not be familiar to students, and its explanation would be complicated
to describe, some additional modification may be required. To modify complicated vocabulary
here are a few suggestions:
1. Review the entirety of the lesson. Note where that particular vocabulary word comes
into play.
2. Consider the role of that vocabulary in the lesson. In a lesson on habitats, the word
“habitat” is absolutely critical to carrying out the lesson. However, the term
“ecosystem services” may be essential, but also able to be explained using other,
simpler terms that don’t first require an understanding of the term “ecosystem”
3. Determine a definition that builds upon students’ existing vocabulary.
4. Consider how you might define the term using examples, local imagery or other
relevant principles. Follow the guide to modifying examples to ensure that
sufficiently applicable examples are used.
Checking Activities and Resources:
Each lesson centers on an activity or activities. These activities are meant to be able to be
performed in any classroom setting using only those materials that would already be present in
the classroom. However, because the lessons were designed in Majuro, some island contexts may
not have been considered, and it is important to take stock of the actual materials required for
each activity before introducing the lesson.
To review the material requirements, read over the lesson section of each lesson. Consider how
you would conduct these activities in your own classroom. If the lesson suggests students use
their chairs for something, consider if every student will have a chair that will be fitting for the
use suggested. If it requires using classroom trash, check to see if there is actually a classroom
trash bin that is regularly full enough to use. Should you lack any of the resources required for
the successful conduct of the lesson, consider the following:
1. How is that material or resource used in the lesson?
Ex. Chairs used as imagery for habitats and place-holders for student participants in a
“musical chairs” game
2. Is it possible to conduct the lesson or activity without that particular resource?
Ex. Could you play a game of “musical chairs” without chairs?
3. What could be used in place of the required resource?
Ex. If there aren’t enough chairs, could something else represent habitats and be a
placeholder? Perhaps simple pieces of paper on the floor.
4. Where might I be able to acquire that resource prior to the lesson?
Ex. Perhaps additional chairs could be brought in from another classroom or another
facility.
5. How could the activity or lesson be modified to not require that resource?
15
Living Islands 501c(3) and MICS - 2015
Ex. Could you do another activity or change the activity sufficiently to not involve
that resource at all?
If a lesson’s activity cannot be conducted without key resources, and alternatives are not
available, please contact the distributor of these materials to request assistance in modifying the
lesson.
Checking Current Understanding
Critical to performing these lessons is ensuring that they build upon existing student knowledge
and understanding. To ensure that this lesson builds upon existing knowledge, and is not too high
or low level for your students, a simple survey can be performed based on the learning objective
of the lesson.
1. Review the learning objectives for the lesson.
2. Turn each learning objective into a question for the students (good examples can be
found in section 7 of each lesson)
3. Have your students write a short answer to each of the 3-4 questions for your review.
The results of this simple survey will help you to understand whether your students are able to
comprehend the lesson you are planning to introduce, or if the lesson is too basic. Consider:
a. Should the vast majority of students answer the questions with completely irrelevant or
wrong answers, then the lesson may be a bit advanced, and a serious review of the
vocabulary and examples should be conducted before presenting the materials. In this
case, it is worth considering if the lesson ought to be given to more advanced students, or
those of a higher grade.
b. Should part of the class answer with vaguely correct answers, but most not answer
correctly, then the lesson may require some modification to be applicable and at level.
Particularly, review the vocabulary to make sure it is necessary and well-defined. Also
review the concept introduction in section 3 to make sure it is not going over students’
abilities.
c. Should part of the class answer correctly and some with error, then moderate
modification should be made to ensure it is at level, and the lesson should be presented.
d. Should most of the class answer correctly, and only some answer incorrectly, then it is
possible that less modification would be necessary, or that more advanced material and
discussion may be possible. Review the concept introduction in section 3 to see that it
builds on the demonstrated knowledge in the surveys, not repeating it.
e. Should the vast majority of students answer the questions correctly and with nuance, then
the lesson may be below their level. Consider if it would be possible to present it to
lower-grade students, or if there are means of advancing the lesson to a higher level.
Incorporation and Recording
Once all modifications to the lesson have been made, it is requested that you make note of the
changes you have made and send a copy of these changes to the distributor with your comments.
This will enable this lesson to be better presented to students throughout the Marshall Islands.
16
Living Islands 501c(3) and MICS - 2015