Influential writings

No environmental class would be complete without a look at some of the excerpts of famous environnmentalists:

Please read the following and create a comparative visual (a t-chart, Venn diagrams, comparative mind-map) and be ready to discuss.

A  clip of the  readings from Aldo Leopold (developed the plan for deer management still used today):   http://www.gather.com/viewArticle.action?articleId=281474977423292
1 reading from John Muir (developed the concept for the national park system): http://www.sierraclub.org/john_muir_exhibit/writings/the_mountains_of_california/chapter_10.aspx

1 reading from Thoreau (argued for the need for wild places and civil disobedience):  http://thoreau.eserver.org/civil1.html

1 reading from Rachel Carson (founder of the modern environmental movement):  http://rachels-carson-of-today.blogspot.com/2009/11/silent-spring-rachel-carson-1962.html


======================

Questions

1. Which of the environmentalists has a viewpoint that most matches yours?  Extreme, Spiritual, Reflective, or Action-Oriented?

2.  How do these writers reflect a PROGRESSION in environmental thought?

3.  If you could choose one of these people as an ally in a fight against a tragedy of the commons, which one would it be?

4.  How are these view points related to the idea of "Think Globally , Act Locally?"

1 page reflection to be completed by the end of the day Friday.  We'll be talking about the individual readings tomorrow.

Go Bananas

Everyone has options for personal change, and there is much change that needs to happen in the world to make a sustainable future.  For the rest of this week, we'll be looking at a variety of case studies to see about how your choices impact the future.

Read through the following three case studies in a jigsaw fashion.   You will complete your case study. (30 min)

Is it Sustainable to Eat Bananas?

Is the Human Cost of Bananas Worthwhile?

Ecotourism:  An Alternative to Raising Bananas?

===================5-5-5 Claim-Evidence-Reason=================
Now that we have worked through the case studies, we need to decide to eat bananas or not to eat bananas.  You will make 5 Claims , supported it with Evidence from the case studies, and connect the claim and evidence through your Reasoning.  

1. Economy
2. Poverty Traps
3. Health Risk
4. Carbon Footprint from Transport
5. Other claim of your choice.

Present your case studies to the group in a digital fashion.

arguments

Find the flaw in the following:






We've always heated our house with wood. It's natural.

I can't eat a rabbit.  Dude, haven't you seen the movie Bambi?  You can't eat the Easter Bunny.

Having a snowstorm proves that global warming is false.

I'm not into helping Haiti children.  Sean Penn and Bill Clinton both have charities that work there.

God will not let the world fall into ruin and destruction.

If it's good enough for my Dad, it's good enough for me.

Meat-eating is the worst challenge to our world today.  Eating meat is grossly inefficent in terms of energy.

Ammonia compounds are found in our body.  Have you ever smelled a diaper?  That's why I know it's ok to use anhydrous on my field.


If a little bit of nitrogen is good, a lot must be better.

We've put so much time and effort into this already, we have to go forward.

I don't believe humans can cause climate change.

Increasing population doesn't change the planet much.

All countries need to decrease their birthrate.

If we get rid of the wolves, then we can control the environment better.

Trend data is not absolute proof.



http://yourlogicalfallacyis.com 



A second, less reliable site.


http://utminers.utep.edu/omwilliamson/ENGL1311/fallacies.htm


Occam's Razor

http://science.howstuffworks.com/innovation/scientific-experiments/occams-razor.htm


Confirmation Bias

http://youarenotsosmart.com/2010/06/23/confirmation-bias/

CLAIM-EVIDENCE-REASONING

http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell


============Practice=============

http://content.time.com/time/specials/packages/completelist/0,29569,1860871,00.html

Housing

http://www.hgpho.to/wfest/house/house-e.html

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

http://seattle.gov/dpd/codesrules/changestocode/micros/whatwhy/

http://safebangladesh.wordpress.com/activities/improved-slum-housing/

So, yesterday, we talked about housing, and the ratio between square footage and # of occupants.

1. Paired reflection questions (keep a list of any additional references you use)

• How much square footage do you need for a family of four to sleep, eat, live, and wash in NE Iowa?  Be specific.  Draw a housing sketch.
• How does that compare with two of  the traditional housing types in the first link above?
• Energy is not 100% efficient, so how do we create a comfortable environment for housing occupants?  What temperature is needed for the housing?  
• What role does insulation and R-values play in creating this temperature?  Is it evident in the traditional housing or the slum housing?
• Pick either micro-housing or McMansion and compare it to your current housing environment.  
• Estimate a square footage and draw a housing layout with a bathroom, living area, and bedroom. 
• Decide how many people will live in the space. 
• Calculate a ratio of sq foot/person.
• Estimate the housing cost for one of these spaces.
• Would you be willing to give up a traditional home that has about 400-700 sq. foot/person for the alternative you chose in the previous question.  Why or why not?
• Decide the ideal ratio of square footage/person for an environmentally-aware person.   THIS WILL BE YOUR CLAIM.
• As you head into the future, population keeps growing, and energy needs must shift away from a carbon-based heating system.  
• Sketch a box that meets this ratio that you made in the claim.
• Decide what combination of wind/solar/geothermal as a heating mechanism.
• Detail the insulation you will utilize, telling me the R-value needed.
• Show the location of windows and doors relative to N-S-E-W alignment.
• THIS IS YOUR EVIDENCE
• Reflect on how this house would be different or similar to the house you live in right now.  This will be your REASONING.

Turn this in before you leave, along with your reference list.

Hydrogen Energy

How likely is hydrogen to solve the global energy crisis?

What about wind, solar, or geothermal?

Research hydrogen and its applications, and share with the class.

Alternative Energy Friday

Personal Reflection 1/2 page

• How much of energy use is about NEED and how much is about CONVENIENCE?
• How is our engagement with energy in the 1st world different from energy in the 3rd world?
• When you have ores that are limited in supply or found in unstable locations that but are critical for your electronic devices, what should we do to help conserve that limited supply?

=====Friday============

Your job is to find out about a specific type of alternative energy.  You have been divided into groups based on your personal choice.  You may work by yourself or with your group to find out about the following topic.  This research should include the textbook reading, a wikipedia overview, a cost explanation, and a discussion of the application and usefulness of the technology.  Create a Linoit or other Web 2.0 tool (Pipes, Prezi)  and share with marciarpowellATgmailDOTcom by the end of the day on Tuesday

Click here to add your comments

=======Complete one of these with one partner and be ready to discuss on Tuesday.============

Ethanol or Biodiesel?

Does a pressure cooker save energy?

Energy and Costs

Chapter 10 and Chapter 11 are connected.  We need to have energy to power our future, but energy often creates air issues.

Chapter 10:  Read the section on fossil fuels, hydrogen fuel, and one other fuel of your choice.  Outline PERSONALLY.

Chapter 11: Read sections 2-4



The Carbon/Fossil Fuel Game

YOUR DECISION

http://sciencecases.lib.buffalo.edu/cs/files/snake_river.pdf

YOUR DECISION

http://www.usbr.gov/lc/region/g1000/lawofrvr.html

http://www.waterinfo.org/indian.html

http://www.volokh.com/2012/11/23/us-and-mexico-pact-on-colorado-river-water-rights/

http://www.westernwaterlaw.com/ 

http://www.bandersnatch.com/water.htm

http://www.theworld.org/2010/04/colorado-river-water-rights/

Klamoth Basin

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 Web 2.0 product and accompanying narrative, or a colored presentation with pertinent points. Your presentation 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 will be done using the rubric below.   Group size is a MAXIMUM of 2, individuals may work alone.

	8-10	5-7	2-4	0-1
Explanation of Rationale	Makes most of the stakeholders happy	Makes half of the stakeholders happy	Makes one or two stakeholders happy	No one is happy
Quality of Presentation	Well organized and easy to read	Somewhat organized and easy to read	Easy to read	No organization, poorly done
Supporting Evidence	Each allocation has a firm rationale	Some of the allocations have a rationale	Rationales are mostly missing	Arbitrary
Tie-ins to World Water Resources	Delineates fresh/salt water concerns, considers aquifers, pollution, and the water cycle, considers factors like grey water, reuse of water, and sanitation, provides for animal and human needs(be sure to distinguish between needs and wants)	Delineates freshwater concerns, considers aquifers, pollution, and the water cycle, considers factors like reuse of water and sanitation, provides for animal and human needs(be sure to distinguish between needs and wants)	Delineates freshwater concerns, considers aquifers, pollution, and the water cycle, considers sanitation, provides for human needs(be sure to distinguish between needs and wants)	Does not tie-in World Water Resources

Using Risk Assessment Data

Take a look at this case study and identify the risk assessment criteria addressed.

Take notes on a white board.

Risk assessment criteria

Risk Assessment

Your goal for the first half of the period is to look at http://epa.gov/riskassessment/basicinformation.htm and summarize the first 10 questions.  Information you should include on a one - two sentence summary of the sections.  Write your summaries in your notebook.

Chemicals and Risk Assessment

Develop three claims about chemicals in the environment around us. Go to the Chapter in the Habitable Planet that deals with Exposure and Risk Appoint a secretary, and go through each section as a TABLE. Turn in your completed results.

Personal Assessment, Individual Take Home Test (due Friday)--today is your only class workday

Use these links as your sources of information

http://sciencecases.lib.buffalo.edu/cs/files/petition.pdf

http://sciencecases.lib.buffalo.edu/cs/img/btn_download_ppt.gif 

I.  Make four claims about climate change.   Support them with evidence  from the handouts, and explain your rationale as to whether the claims are correct or in correct.  Each of these should be about a paragraph in length.

II.  We've talked about sustainability and the five-part structure for evaluating sustainability.  Examine each of the steps, starting with Extraction, and explain how each one impacts climate change and HOW you think we can minimize climate change in this step.  Be specific.  Each step should be a paragraph in length.

III.  Over the last week, you have had a chance to recycle items for a holiday drive for the needy.  Indicate the following opinions in at least a sentence or two that is more than just YES or NO.  That means this will be one to three paragraphs.

1. If you chose to brings something in or not.
2. Why you made the choice in #1 (it's not a problem if you didn't bring something in, but tell me if you had already recycled, it wasn't your problem, you don't like giving up stuff, you didn't have time, etc.)
3. If a landfill is a potential tragedy of the commons
4. Three or more types of materials in Iowa that  you think consumers should be required to recycle?
5. If you believe recycled items are your first choice to look at when you go shopping.
6. 
   

Sustainability and Upcycling/Reuse

Define sustainability in terms of  economy, environmental impact and social impact.

Complete this handout


Pro or Con. (Groups of 2)

USAgain and Goodwill are two big recyclers of clothing in America.  Take the time to find out the Pros and Cons of Each.

List at least 4 sources from different places, including a Goodwill link and a USAgain link.

Based on the work you have done, decide if one is better than another, or if both are part of the picture.

Hand in:

1.  a source list
2. the pro and con list
3. a 2--4 slide powerpoint that lists a claim about one's superiority or the equal value of both, evidence to support your position, and your reasoning.  Share this with me.

What is your philosophy about stuff?

He who dies with the most toys wins.
When I die, I want everything I have to fit in a shoebox.
I buy the newest of everything.
I go through my closet every three months.
I refuse to buy a non-food item that I won't use at least a dozen times.
I recycle.
I compost.
I carry a reusable cup.
I'm too lazy to recycle.
My stuff is important to me.
Sounded good at the time, now I don't want it.
I return a lot of things to get my money back.


Finally, this

http://www.bostonglobe.com/2013/11/13/philippines-before-and-after-typhoon/eOdCSaqbVBkaVDLYVYFLFO/story.html


If you had to narrow it down to five things, which would you choose?

Student Data

Sharing videos from  The Story of Stuff (the icons below are mirrored from this site)
Story of Change

Story of Solutions

Story of Bottled Water

Story of Cosmetics..

Story of Electronics

Story of Change

Story of Broke

Disposal Across the World

Tragedy of the Commons in the Atmosphere?

http://news.yahoo.com/photos/typhoon-ravaged-philippine-islands-slideshow/

http://www.nytimes.com/2013/11/11/world/asia/philippines-typhoon.html?hpw&rref=world&_r=0

http://www.usatoday.com/story/news/world/2013/11/11/typhoon-haiyan-stunning-video-philippines/3497901/

http://www.cbsnews.com/video/watch/?id=50158863n


Response:

• Personal
• Organizational
• National

Action Steps to Help Others

• Locally
• Organizational
• National

Atmosphere Case Study

You will have all day to work on this Case Study   Make sure you complete the Planning Review Sheet. and through Meeting 3.  If you get to the Peer Review, great.  If not, we'll pick up there on Monday.

Biogeochemical Cycles and the Atmosphere

Step 1. Contrast the nitrogen, the carbon, the water, and the sulfur or phosphate cycles (divide whiteboard into 4 parts)  Document with a picture and send to me.

Use a shared document to Group Notate Chapter 2, the Atmosphere

Tuesday

I am ill today.  Boooo.

Let's refine your solutions in light of the Millenium Development Goals

THESE ARE IMPORTANT, AND PROVIDE THE BASIS OF MOST CHURCH AND HUMANITARIAN  MISSION PROGRAMS
Millenium Development Goals

Do your short term and long-term goals from yesterday address these questions?   Why or why not?  Look at your presentations and write an individual 2 -4 paragraph summary of your understanding of the Millenium Development Goals.

==========================

We do an online simulation lab for the rest of today, found here:

http://www.learner.org/courses/envsci/interactives/disease/

You will notice to the left that it says Lessons, and then The Virgin Field.    These are step-by-step directions.  Download the data table at the bottom of the page, please, and complete.   Keep a running list of questions you have and we will discuss tomorrow.

Solution Design

1. Choose either the country that has an expansive population pyramid or the constrictive population pyramid.  Find out more about your country by looking at the CIA Factbook, UNESCO, and the World Food Programme
2. Decide what you would do to move this country towards a sustainable population.  This could be tax incentives, water treatment, medical treatment, world food programs, birth control, education, or something else.  Remember, people in general are not stupid, but you have more education, right now, than a large proportion of the world.  How can you make their lives better while still honoring their culture and religious traditions?
3. Set three short-term goals for the next five years and three long-term goals for the next 10 years.   Explain how each one of them will help you meet your objective.

Put all your materials together, with highlighting or explanation as appropriate, and be ready to hand in tomorrow.

Points:  Creativity of solution (10), Connections to biomes (5), Honoring of culture and traditions (5),  quality of goals in helping stabilize the population pyramid (10)

Populations as a Type of Commons

Read sections 1-4 of Chapter 5 of The Habitable Planet.   Generate a list of ten or more  questions that you think need to be answered in terms of impact on biomes, effects on the commons, and what we have valued since the industrial revolution.   You should have 6-10 questions.   Upload these to a Google Doc and share with me.

Try this link for the Google Doc


Learn about the three types of population pyramids using the link.

Population Pyramids by Country

Population Pyramid and Life Expectancy

Is there an Opposite to the Tragedy of the Commons

Read the first four pages of this article.


How are NIMBY or LULU similar or different to the concept of the Tragedy of the Commons?

Pick a commons area.  Explain what it is and why it matters, if there is current exploitation of the area, and regulation for the area to limit the exploitation. Decide if NIMBY or LULU affect this commons.  Out line your summary of important ideas in a poster or blog post


===============for people who were gone on Thursday--pick one of these=============

• logging old-growth forests
• Fukoshima nuclear power plant
• North Dakota pipeline spills
• garbage dump mining
• Gulf of Mexico dead zone
• 
  

• national forest lands

• the Alaskan National Wildlife Preserve
• the predator-prey balance in Yellowstone

• the oil shale in Oklahoma
• International fishing waters
• International fishing waters2

• the Pacific Ocean dump

• the Western expansion and its impact on buffalo
• the Yucca mountain development.

Tragedy of the Commons

The tragedy of the commons is a dilemma arising from the situation in which multiple individuals, acting independently and rationally consulting their own self-interest, will ultimately deplete a shared limited resource even when it is clear that it is not in anyone's long-term interest for this to happen. (from Wikipedia)

Thursday, 10/24

Tragedy of the Commons

Who is at Fault?

The RESULT of the case

============Day 2=============

First 45 minutes.  Please read the two sections of the personal solutions article below.  

Is the Tragedy Inevitable

Table 1

Personal Solutions

Decide with your group of two or three how the following structures can be designated as a type of commons control:   

• government rules, 
• taxes,
•  law enforcement, 
• an entrance fee, 
• a cooperative of farmers,
•  economic sanctions, 
•  fences, 
• an ID tag,
• designated hours for open and close

Give concrete examples of each and hand in.

======

Second 45 minutes

Complete questions 1-12  for tomorrow, using the case study below.  Each person should be ready to hand in individual work tomorrow.

A Case Study

==================

Tragedy Revisited

Day 2 and 3: Environmental Science

Just like the progression in biology where we start with a kingdom and go down to a species, we need to look at the world of increasing complexity through a different set of lenses. Here's a 6th grade view

We need to look at a more complex viewpoint to solve problems, so here is the other end of the spectrum:

It is part of a bigger set of questions on a website that other people can take a look at for research ideas

http://bchs.uh.edu/~nholland/research.html

Your reflection question.  How do YOU interact with your world on multiple levels? And what implication does that have for the future of the communities you deal with?

To answer this, pick a biome for your group not chosen by anyone others.


Land Biomes are found:  http://www.learner.org/courses/envsci/visual/visual.php?shortname=biome_map

Water Biomes are found: http://www.learner.org/courses/envsci/visual/visual.php?shortname=aquatic_biomes

Temperature range, water amounts, biodiversity, human activity--all these affect a biome

1.  Define your biome in terms of abiotic and biotic factors
2.  Create an ecosystem pyramid, shown above.
3.  Look at a food web that exists for such a biome.
4.  Tell me if the biome, in your opinion, is healthy.

Collate this information in a blog or presentation to share with the class on Thursday.  Cite sources, like the book or the ebook or some other site.

Day 1: Environmental Science

Your textbook is online: The Habitable Planet


Today we are dividing and conquering Chapter 1 and Chapter 4.   Get a partner--I want you to interact with this material as teams, and divvy up the sections.


For each one of them , you will come up with 3-5 top facts.  Summarize them on the shared document HERE

For the last 20 minutes, you will be coming up with a group definition of the following terms, and sharing your information.  To do this, you will supplement this information with a textbook


ENVIRONMENTAL SCIENCE

BIOME

ECOSYSTEM

SUSTAINABLE

ENERGY PYRAMID

Scratching the Surface of Environmental Science

Scratch Tutorials


Scratching through Gaming


The Gallery of Scratch

Final Assessment

This may be done in any format except a paper--video to me, linoit, power point, series of comics, etc.  120 points.



Benchmark: Sci.ES.01: Students will be able to identify and distinguish between the effects of population, pollution, natural resources, and cultural differences on the environment.


Pick a country (no one else can pick yours) and examine it's population pyramid, child mortality, life expectancy, culture, and top exports.  Comment on the sustainability of the country based on what you see.  Search the blog to see resources covered this past quarter.  Include a list of the web site URLs used.

Benchmark: Sci.ES.02: Students will be able to explain and contrast various biotic and abiotic relationships within an ecosystem.

Use your country and describe its major biomes, and a viable ecosystem for each.  Talk about the health of the carbon, nitrogen, and water cycles currently, based on the stability and environmental safeguards in the country chosen.  How does this affect the formation or resolution of poverty traps? Search the blog to see resources covered this past quarter.  Include a list of the web site URLs used.


Benchmark: Sci.ES.03: Students will be able to compare and contrast the effects of population and economic factors on the biosphere.    Benchmark: Sci.ES.04: Students will be able to integrate the effect of pollution on the atmosphere and hydrosphere and the resulting affect on the environment.

Describe at least three commons issues in this course and provide at least 3 solutions to each.  Solutions must include a response to pollution, human health, ecosystem health in the commons chosen.  Search the blog to see resources covered this past quarter.  Include a list of the web site URLs used.


Benchmark: Sci.ES.05: Students will be able to summarize the effects of the industrialization of agriculture on the environment.

Talk about the benefits and perils of  fertilizers, pesticides, and insectides as applied to the water cycle.  Search the blog to see resources covered this past quarter.  Include a list of the web site URLs used.


Benchmark: Sci.ES.06: Students will analyze the development of energy resources and alternative energy resources.

Contrast the pros and cons of three of the following energy resources:  

• wind
• coal
• passive solar
• nuclear
• geothermal
• hydroelectric
• active solar

Noted Environmentalists

No environmental class would be complete without a look at some of the excerpts of famous environnmentalists:

Please read the following and create a comparative visual (a t-chart, Venn diagrams, comparative mind-map) and be ready to discuss.

3 readings from Aldo Leopold (developed the plan for deer management still used today):   http://gargravarr.cc.utexas.edu/chrisj/leopold-quotes.html
C
1 reading from John Muir (developed the concept for the national park system): http://www.sierraclub.org/john_muir_exhibit/writings/the_mountains_of_california/chapter_10.aspx

1 reading from Thoreau (argued for the need for wild places and civil disobedience):  http://thoreau.eserver.org/civil1.html

1 reading from Rachel Carson (founder of the modern environmental movement):  http://rachels-carson-of-today.blogspot.com/2009/11/silent-spring-rachel-carson-1962.html


======================

Questions

1. Which of the environmentalists has a viewpoint that most matches yours?  Extreme, Spiritual, Reflective, or Action-Oriented?

2.  How do these writers reflect a PROGRESSION in environmental thought?

3.  If you could choose one of these people as an ally in a fight against a tragedy of the commons, which one would it be?

4.  How are these view points related to the idea of "Think Globally , Act Locally?"

1 1/2 - 2 page reflection to be completed by the end of the day Monday. 

Chemical cycle Interactions between water and air

Iron Case (Dani, Cassie)

PCB (Jake L, Casey)

Ozone Issues (Tirzah, Kelsey)

Air-Ocean-Energy Connections

The air is a commons.  So it the ocean.  Finally, energy is a commons.  How do you connect the three?  And how do you regulate it in a world with borders?

Jigsaw read the following sections from the text book.  To do this, you will pair off by twos and choose two of the following readings

Unit 8, Water, Section 8.

Unit 2, Atmosphere, Section 6

Unit 11, Pollution, Section 2

Unit 8, Water, Section 8

Unit 7, Agriculture, Section 8

Unit 2, Water, Section 5

Unit 3, Oceans, Section 4

Shared Document


===============================

International Law:  http://www.hg.org/international-law.html

Wikipedia Thoughts:  http://en.wikipedia.org/wiki/International_law

UN Commission:  http://www.un.org/en/law/

Poverty Traps and Child Labor

Poverty: Bolivia Case Study

courtesy of the United Nations http://www.fao.org/sd/WPdirect/WPre0a89.gif

Wanting environmental sustainability is great, but if people don't have enough resources to meet their daily needs, they won't be worried about the future of our world.  Instead, they will just try to survive until tomorrow.

1.  Use Google Images and look for three different images that define a poverty trap.  What do they have in common with the chart above?  What is different? Be able to describe a poverty trap.

2.  Child labour is a constant of life for many people across the world.  Take a look at the website simulation  on child labor.  The simulation found is here

When you are done, answer the following:
Is child labour a poverty trap or a conscious choice?
Is education a way out or a false hope?
What are common poverty traps in an environmental science class?
What family member is most likely to wisely invest capital to get out of a poverty trap?  Why?



Here are some more sites to look at.  Specifically, we'll be looking at poverty trap, The Millenium Development Goals and the country of Bolivia in the next few days.  Links to look at are below.  I would suggest a 2 or 3 summary statements for each of the following.:

YOUTH (choose 2 of these to summarize)
http://www.voicesofyouth.org/
Child Labour 1
Child Labour 2
Child Labour 3

THESE ARE IMPORTANT, AND PROVIDE THE BASIS OF MOST CHURCH AND HUMANITARIAN  MISSION PROGRAMS
Millenium Development Goals

 Day 3:  Summarizing Factors Using Bolivia

Step 1:  Identify the biome(s) of Bolivia

Step 2

WRITE DOWN AT LEAST 8 OBSERVATIONS FROM THESE WEBSITES

A quick snapshot:   http://www.worldbank.org/en/country/bolivia  
Food Security:  http://www.wfp.org/content/bolivia-food-security-monitoring-2010
Population Pyramid:  http://www.worldlifeexpectancy.com/world-population-pyramid

CIA Factbook:  https://www.cia.gov/library/publications/the-world-factbook/geos/bl.html

Step 3:

READ  BOTH OF THESE, AND SEE WHAT ENVIRONMENTAL ISSUES ABOVE MUST BE CONSIDERED

Indigenous Issues in Bolivia: http://www.globalissues.org/news/2010/04/20/5297

Sustainability Issues:  http://www.fsdinternational.org/country/bolivia/envissues

=====================
Step 4:  Write a 2-3 page paper on the issues of Bolivia, what needs to be considered to make the country sustainable, and how the Millenium Goals and/or Poverty Traps are connected to the issue.  You will have today and part of tomorrow to do this.

Housing Thoughts

Housing is influenced by many items, including culture, status, energy-efficiency and location.

TO start, tell me what size your house should be, in a range of 50 to 10000 sq. ft.

Determine the heating you would use, and whether it is a contributor to the greenhouse effect

Tell me any passive solar features you would use in the building.

How many bedrooms would it have?

What air circulation features would exist?

What insulation features would use, including an approximate R-value for the walls, windows, and ceiling?

Where would it be located?


Keep a list of resources used, including people, web sites.   Turn in a sketch with the notable features in a format of your choice.  This is due on Tuesday.

NIMBY--Wind or Water Rights

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.

Cape Wind: The challenge

Cape Wind is an offshore wind project that is proposed off of Nantucket Sound

It is also a NIMBY issues

Link 1

Link 2

Link 3

http://www.capewindmovie.com/

http://www.saveoursound.org/

Pick a Person:

a) barista, making $20000/year

b) fisher, making $50000/year

c) homeowner, Wampanoag tribe member, and food stand operator, making $30,000/year

d) homeowner who uses the place as a second home

e) construction worker, making $70000/year

f) environmentalist, making $25000/year

g) energy executive, making $2,000,000/year

Pick a location

a) on the Sound

b) within 1/2 mile of the Sound

c) in an apartment

d) within 5 miles of the Sound

Pick a health issue

a) none

b) epilepsy

Pick an ethics viewpoint

a) sustainability for the world!

b) sustainability if it doesn't cost me money!

c) my way or the highway!

d) protect the animals!

Outline your profile on a sheet of paper. Each person in your group must have a different profile.

Do some research to come up with the rationale for why this might be a NIMBY project.

List 10 pros and 10 cons of the project.

Have a discussion from the point of view of your profile. Use the pros and cons to discuss your ideas with another table.

Based on your profile, write a one page summary to explain your view for whether the project should go forward. These reasons for a pro or con choice must be supported by the evidence you gather (that is, does the evidence (not just the opinion) match your viewpoint. This is hard, because feelings don't sway a judicial decision--evidence does. Evidence usually takes the form of numerical data, financial impact, or the more nebulous 'cultural significance'