So What Happened?

SHOW YOUR NARRATIVE AND THE POSTER TO THE TEACHER BEFORE PROCEEDING WITH THIS STEP  

Use the following resources to determine what happened to the Klamath Basin by printing them out and highlighting them.

The Hydroelectric Settlement

The Restoration Agreement

Now, make a t-chart that contrasts YOUR decision with the decisions presented above.     How close were you to the decisions made by the legal system?   Why do you think there were differences?

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Take a look at crop & land use in Iowa by going here   Based on the land use, what will this mean for water efforts in Eastern Iowa?  Could something like the Klamforth Basin happen here?  Explain your reasoning.


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Turn in your t-chart, your highlighted copies and your explanation.

The Klamoth Water Basin Crisis

In this case study, students examine global water shortage problems in the context of the current Klamath Basin water crisis. Two main perspectives are addressed, agriculture and the environment, along with multiple other perspectives including Native Americans, hydroelectric dams, and the fishing industry. Students learn about and discuss competing interests for water and analyze and critique scientific data, maps, and graphs.


Important Note: Native Americans are considered sovereign citizens of BOTH their own tribe and the United States. So, negotiating with Native Americans means that they have the same rights and respect due to them (according to the Federal Code), as negotiating with a country like Great Britain or Saudi Arabia.


The Case to Consider


Power point overview


YOUR TASK Come up with a compromise that you feel deals with all the issues in a fair and equitable manner. Detail this viewpoint using a poster, and an accompanying narrative. Your poster must include a pie chart that divides the water available.


You must deal with:


fresh water shortages
the purpose of a wildlife refuge
Native American rights
fishing rights, including harvest, spawning, and various methods of capture
hydroelectric dams and their purposes
community needs
agricultural irrigation needs




Grading:


Poster: 20 points....10 points comes from visual appeal, 10 points comes from content, including the rationale for your decision and your water distribution pie chart.


Narrative 30 points... This is one page. It must include 7-9 reasons for your decision and who benefits and who loses for EACH decision.


Group size MUST be 2 or 3 people.

Guided Reading: Water, Soil, and Agriculture

Today, you will be focusing on self-guided notes:

Chapter 8:   Section 3-8

Focus on the Key Concepts found in these sections, and be ready to discuss your understanding of the terms.


Chapter 7:  Section 1-5

Focus on the relationships detailed in the Carbon, Nitrogen, Oxygen, and Sulfur Cycles as you read this.



**For each section, you should be writing 1-4 sentences, or creating a graphic that lists pertinent information.   I will ask to see these materials tomorrow FOR EACH PERSON.   These must be generated by hand, not copied and pasted.**

Take Home TEST (40 pts)

This activity is a one to two page paper, emailed to marciarpowellATgmailDOTcom by Wednesday, 2/23. Margins must be one inch, double-spaced, with a 10 or 12 point font.

You must also turn in the two highlighted articles that we used on Wednesday through Friday, 2/16-2/18


Based on the five pillars of sustainability, is there a way to grow bananas that is a social good (that is, it has limited toxicity, positive economic benefits, and avoids poverty traps)? You may structure the banana farm any way you wish--as a coop, a banana republic, a subsistence locale, or a small business with less than 20 workers.

Your answer should demonstrate a knowledge of the terms found in this unit. You opinion should be clear. Evidence from the articles on bananas should be quoted in " " One or two graphics to show me complicated concepts may be used.

GRADING RUBRIC

Opinion (0 to 8 points) Your opinion that bananas may or may not be grown sustainably is supported with at least three pieces of evidence from the reading.

Social Good (0 to 6 points) Whether growing bananas can be termed a social good or not will be considered, based on evidence presented.

Toxicity and Business Structure (0 to 6 points) What type of business structure is best for the worker, and how does that affect the toxicity to which the worker is exposed?

Economic Understanding (0 to 8 points) Each economic term used correctly will be considered for 1 point, to a maximum of 8 points.

Sustainability (0 to 6 points) Each pillar of sustainability identified will be considered for 2 points, to a maximum of six points.

Grammar (0 to 6 points) Grammatical structure, including an introduction, a conclusion, and complete sentences will be considered for a maximum of six points.

Toxicity Factors

Imagine you are detasseling and a toxic cloud is dumped upon you by a crop-duster who didn't realize you were there. Or you get sprayed by Roundup because the wind is variable and you are doing spray work on an open tractor in the field? What's an acceptable level of chemical risk? That's the question that you need to consider as we do the activity on Wednesday. Here are the concerns:

Human health and toxicity

• · acute effects: symptoms that appear within 24 hours
• · chronic effects: long-lasting symptoms as a result of exposure
• · epidemiology: how diseases are controlled and transmitted from one individual to another
• · transmissible disease: something that is contagious
• · risk analysis: process of defining and identifying potential problems
• · risk assessment: a step in risk management that tries to figure the probability of an event happening and the resulting
• · risk management: the entire process of assessment and analysis

We will be studying the case of Ecotourism found here and here

Water Purification

You will be given a sample of water that needs purified for drinking on Tuesday.  This water must be cleaned using at least a 5 step process, and then presented to me in a clean pop bottle that is 20 oz in size.

You must bring your own materials for filtering....they will not be supplied, but are easily available at Walmart or other locations in Manchester.
==Create a poster that explains your process.

List at least 3 resources.

Groups are individual or groups of TWO.   Did you notice the size?  TWO.

==Questions to think about:

1.  How long per day would people need to devote to purification?   How would this compare to your own life?
2.  When should mechanical straining be done?  Why?
3.  After adding iodine or chlorine products, the water should stand for at least 30 minutes before drinking.   Why?
4.  What would the temperature of the water have on the effectiveness of the treatment in killing microorganisms?
5.  In our own culture, we often desire infusions of plant matter (spices, teas, coffees).   Why is this not the case for the water we were purifying?
6.  Finally, do you think a treatment  lagoon or septic system with a leach field, like those found here Iowa, will affect water quality in a positive, neutral, or negative way.  Explain your reasoning.

You can do this!

Social Good---How Individuals can change the world

Social Good is when people do something to help other people solve their OWN problems. So, rather than giving people bottled water, you give them a pump so they can pump their own water, and you train someone in the community on how to fix the pump. Or you give someone a chlorinator, or teach them basic hygiene.

There are dozens of organizations devoted to producing clean water across the world.

http://www.youtube.com/watch?v=DEnlrE4iMBU&feature=related

http://www.hopethroughhealinghands.org/the-water-hope-campaign

http://hopewater.org.au/

http://www.waterhope.org/

http://ammanimman.org/

http://en.wikipedia.org/wiki/Portable_water_purification

But social good is more than a local effort. It also involves influencing people with political or economic power. Dolphin-safe tuna boycotts or fur-protests can change society. How do you do that?

You need to pick an issue of global importance to a subsistence family in a specific country and determine HOW you can develop a movement on a global front. Problems may include food security, access to medicine, access to child vaccines, access to health care, education, increased shelter (not water).

How do you:

develop a plan?

develop a relationship with the people who need help?

answer critics?

Who is providing:

the equipment?

the repair?

the training?

How do you deal with:

limited technology

hostile government?

funding?

Finally, remember that these people are poor--not stupid. They want a hand up, not a hand-out.

Here is where you find your locale and your issue:
http://www.fao.org/economic/es-home/en/


Here are some links on HOW to do that in terms of technology, but what are some 'old-school' ways to do this (you know, for that older generation)
http://mashable.com/channel/channel-social-good/
http://blogs.sitepoint.com/2008/10/21/twitter-as-a-tool-for-social-change/
http://www.socialbrite.org/

Present a one-page individual report, with at least 3 resources.

The Banana Problem

Apply the concepts from the basic economics lab of yesterday to the issue of bananas in the supermarket.  What does this mean?  It means you will learn about banana production, and then use each one of the words in the blog post below and apply it to the cultivation, harvest, sale, distribution, or environmental programs associated with bananas.  Here are 5 links to help you:

http://www.impactlab.net/2006/05/14/banana-problems-ahead/
http://www.globalissues.org/article/63/the-banana-trade-war
http://members.tripod.com/foro_emaus/p1ing.htm
http://www.scienceagogo.com/news/no_bananas.shtml
http://www.ctahr.hawaii.edu/nelsons/banana/

Basic Economics

You are helping a young middle schooler understand the basics of economics through a series of hands-on examples while you babysit and fix him/her lunch.   The materials you have available to you are a bag of mini-mms (in individual packages), paper plates, glass plates, a four cup pan, 2 mugs, silverware, 100 poker chips, a television, six packages of Easy Mac, eight bottles of water, one can of pop, dish soap, a towel, a marker, and two apples, a head of lettuce, and three dozen homemade chocolate chip cookies.  If you want, s/he may invite a friend to lunch.  The water in the house is off and the microwave is broken (but the stove works).


Your story can take the form of a series of cartoons, a mind-map, drawings, or a creative story.  No more than three people per group, please.  You will present this understanding to the class on Wednesday.

How do you explain:

• economic good
• economic need
• economic want
• market demand
• basic nutrition
• malnutrition
• clean water
• hunger
• scarce resources
• economic resource 
• factor of production 
• GDP (gross domestic product), 
• non-renewable resource
• internal costs
• external benefits
• external costs 
• cost benefit analysis
• pollution
• recycling
• social good
• unemployment
• employment

Sites to use to find the answer

http://www.mcwdn.org/ECONOMICS/EconMain.html

http://www.strom.clemson.edu/becker/prtm320/economics_primer.html

http://www.dummies.com/how-to/content/economics-for-dummies-cheat-sheet-uk-edition.html

http://www.primarygames.com/socstudies/lemonade/start.htm

The Poverty Trap

Your goal:  To create your own idea of what a poverty trap is.

To start, read http://www.theglobalist.com/storyid.aspx?StoryId=5032  Each one of these poverty traps needs to be converted into a visual  flow chart.   Here's an example of one:

Now, in environmental science, we need to look at the world as a whole in terms of sustainability.   If individuals matter, we need to look at natural capital, solutions, tradeoffs, degradation and still consider the fact that individuals matter.   As such, we have to develop ways out of the poverty trap that are sustainable.

Use your pictures and see how they connect with this bigger picture of poverty by adding them on around this image (which is provided for you).   You will need to take a careful look at this to see the picture.

Write an essay response (3-6 paragraphs) on ways to dismantle poverty traps and post to your wiggio drop box for your group.

Inertia, Persistence and Resilience

(According to Wikipedia)

Resistance and inertia (persistence)

Resistance and inertia deal with a system's inherent response to some perturbation.

A perturbation is any externally imposed change in conditions, usually happening in a short time period. Resistance is a measure of how little the variable of interest changes in response to external pressures. Inertia (or persistence) implies that the living system is able to resist external fluctuations. In the context of changing ecosystems in post-glacial North America, E.C. Pielou remarked at the outset of her overview,

"It obviously takes considerable time for mature vegetation to become established on newly exposed ice scoured rocks or glacial till...it also takes considerable time for whole ecosystems to change, with their numerous interdependent plant species, the habitats these create, and the animals that live in the habitats. Therefore, climatically caused fluctuations in ecological communities are a damped, smoothed-out version of the climatic fluctuations that cause them."^[3]

[edit]Resilience, elasticity and amplitude

Resilience is the tendency of a system to return to a previous state after a perturbation. Elasticity and amplitude are measures of resilience. Elasticity is the speed with which a system returns. Amplitude is a measure of how far a system can be moved from the previous state and still return. Ecology borrows the idea of neighborhood stability and a domain of attraction from dynamical systems theory.

Case Study