Caretaking the Earth

Grade Level: 6-8
Time: 40-80 minutes

Introduction

In this lesson, students will explore texts demonstrating that caretaking the earth is a concept firmly embedded in Judaism. Students will also have the opportunity to consider and propose ways that they can integrate a caretaker approach to the environment in their daily lives.

Objectives:

Students will…

read texts about caring for the earth.
answer questions on the texts to demonstrate their understanding.
consider how the concepts of caretaking the earth are integrated into Judaism in both philosophy and practice.
connect the idea of caretaking the Earth with Tu B’Shvat.
propose ways to integrate an ethic of caretaking the earth within their Jewish practice.

Essential Questions:

Why is a sense of caretaking regarding the earth important?
How do our Judaism and concerns for the environment interact, influence, and impact each other?
How can Jewish texts inspire us in terms of our actions?
Why are “trees” such a powerful and popular metaphor?

Materials Needed:

Lesson Sequence:

The teacher will begin by asking students how they would define the word “caretaker” and give an example of it. This can be done as a trigger or as a lesson opener. The teacher can either ask the students for their answers, have the students share their answers with a peer (Turn and Talk), have them write down their answers, and/or inform the students that their answers will be explored later.
The teacher will provide a text prompt and ask students to consider how this prompt connects the concept of “caretaking” with a Jewish text. The teacher can ask the students for their answers, have students share their answers with a peer (Turn and Talk), have them write down their answers, and/or inform the students that their answers will be explored later.The teacher can use one or two text prompts (Bereishit 2:15 and Tehillim 115:15-16), depending on time constraints and the age/level of the students. The first prompt is more direct; the second text demands some extended thinking.
The teacher will then ask students to list what they know about Tu B’Shvat. This list can either be collated as a group or the teacher can write on a board/shared doc.
The teacher will ask the students what they think the connection is between Tu B’Shvat and the concept of caretaking the Earth.
The teacher will then provide the students with different texts, each with comprehension questions. The teacher can choose whether to use all or only some of the texts. However, the teacher should choose at least one of the Tanakh texts and at least one of the Torah she’baal peh sources. These texts and their corresponding questions can be done:
a. as a whole class – with the teacher reading the text and the students reading along and then answering the questions
b. Individually, with each student reading the text and answering the question
c. In hevrutah pairs or small groups reading the texts and answering the questions.
(Optional) The teacher can include songs – their music and their lyrics – as part of the lesson, as part of the assessment, or as a “fun extra.” Select (or have your students find) songs relating to the topic.
The teacher can then lead a discussion about the texts and what we learn from them about:
a. Judaism’s perspective on caretaking the Earth
b. how that perspective connects to Tu B’Shvat and
c. how we derive ethics and values from both text and ritual
The teacher can conclude the lesson with:
a. an exit ticket that is either comprehension-based, reflective, or both
b. a writing assignment that is reflective and/or journal-style that addresses the Essential Questions
c. a video or audio assignment (create a TikTok video, create an audio file) that incorporates the Essential Questions
d. an authentic project – either as a class or by each student – on how to practically implement the new awarenesses and understandings of both the texts and the Essential Questions.

A few examples of these are provided in the supporting documents.