Is This Greenwashing?

This lesson introduces the concept of greenwashing, or "the process of conveying a false impression or providing misleading information about how a company's products are more environmentally sound." (investopedia.com)

Students learn about greenwashing, watch a series of videos, and write a paragraph arguing if an advertisement is greenwashing or not. 

Step 1 - Inquire: Students watch and discuss ExxonMobil's advertisement called "What Carbon Capture Can Do."

Step 2 - Investigate: Students watch a video describing greenwashing and answer guiding questions.

Step 3 - Inspire: Students watch a series of videos from various companies. Students select one video and write a claim-evidence-reasoning paragraph arguing if the video is an example of greenwashing or not.

Accompanying Teaching Materials

• Teacher Slideshow [Google Slides]

• Everything You Need to Know About Greenwashing - Student Questions Document [Google Docs]
• Everything You Need to Know About Greenwashing - Teacher Answers Document [Google Docs]
• Student Paragraph Document [Google Docs]

Positives

• This lesson teaches students to critically examine digital media. As digital citizens, they must be aware of how to tell fact from fiction.

• Students get voice and choice in this lesson. Students select their own videos and are able to argue if it is greenwashing or not.

Additional Prerequisites

• Students will most likely argue that all the videos are examples of greenwashing.
• Encourage students to dig around the corporation’s website to see if the claims are actually true.
• Encourage students to scroll to the bottom of the corporations' websites. Students can usually find a site map, including pages like "sustainability."
• Students can use the "More Resources on Greenwashing" slide to help them understand greenwashing.

Differentiation

• In their paragraphs, weaker students can focus on music, the tone of the narrator’s voice, or imagery in the videos.

• You can push stronger students to include more concrete evidence in their paragraphs.
• Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs color coded after they finish.
• Weaker students may write only five sentences. Stronger students may write more sentences by adding context to their supporting evidence sentences.
• If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
• Stronger students who finish early can edit one another's paragraphs for mechanical errors, read their paragraphs out loud to one another, or discuss their chosen videos and greenwashing in general.
• Students may be interested in reading a series of fact sheets on greenwashing in the aviation industry, like this one on electric flight.

• College, Career, and Civic Life (C3) Standards
  • Dimension 3: Gathering and Evaluating Sources
    • D3.1.6-8 Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
    • D3.2.6-8 Evaluate the credibility of a source by determining its relevance and intended use.
• Common Core English Language Arts Standards (CCSS.ELA)
  • Speaking & Listening (K-12)
    • CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  • Writing (K-12)
    • CCSS.ELA-LITERACY.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.