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)

Friday, 1/18

Tragedy of the Commons

Who is at Fault?

The RESULT of the case

Monday, 1/21

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.

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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

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Tragedy Revisited

Working Ecosystem, Try 2

Coyote Removal

Dead Zone


You and ONE partner have until 12:45 to complete one of the two case studies above

• answer the questions.
• write a summary statement of what's going on (what are the issues, the concerns, and the solutions).
• identify a pyramid of producers, first, second, and third level consumers.
• does enivronmental degredation exist?  If so, explain your ideas for fixing it.  If not, tell me why.

Working Ecosystem?

Caribou

Levels of Organization

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

Part 2:  Organizing Biomes Poster

I. Using what you found yesterday, you and ONE partner should compare two biomes (you could include freshwater or saltwater biomes).  Use the first structure  above to help create a pyramid of organization for a predator in your biome.

II. Check the second visual.   Describe the landscape of your biome, and its temperature range and flora.  Find a picture of working ecosystem in your biome by using Google.

III.  Now, identify a potential environmental problem in your Biome.  Provide some details.



Part 3:  Reflection
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?  
What happens to the future of the biome when environmental problems arise?  Is the problem manageable?

Day 1, Chapter 1

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.


ENVIRONMENTAL SCIENCE


SUSTAINABLE


ECOSYSTEM

Monday, 3/18

Starting at 8:45, you each get a chance for a 3 minute presentation.   When you get done, each person should write a summary statement that

a) describes the issue
b) states whether it's a personal change they would want to make (be honest--I doubt you will agree to all of these)
c) explains why.

You MUST present tomorrow, because this personal change project is your final assessment.


See you all tomorrow.

-mapowell

The Real Change is Inside of You: Personal Change Project

This world can benefit from some personal changes, and you are the one to tell us about it.  This project will be done individually, and is due on MONDAY.  

It is worth 90 points--50 points for your research and 3 minute presentation, 20 points for the reflection, and 20 points for the class reflection . 

It will be your goal to tell us, as a class, about a change that you believe benefits the world,and why you believe it matters.  (For example, you had the banana plantation exploration on Monday--do this for your topic)

You must talk, include a digital artifact,and write a reflection after your presentation.  This will take the place of a semester individual test.
Possible topics (yours must be approved individually by your teacher--NO ONE GETS TO DUPLICATE)

• Bamboo as a building material
• LED vs. incandescent lighting
• European rail systems vs. US highways
• Needs vs. Wants in a Society
• Macromansions vs. Microhousing (400 sq ft or less)
• Microloans for Women
• Wind power in Iowa pros and cons
• Grow/plan your own garden
• Reducing a carbon footprint
• Seedsavers repository
• International Potato Center
• Off-the-grid lifestyles
• Meatless Mondays/Buy Fresh, Buy Local
• Farming with minimal chemicals
• Childbearing in an Overpopulated World
• Sustainable Wind and Solar
• Battery problems
• Should Wolves and Mountain Lions be brought back to Iowa?
• Carbon Sequestration
• Superinsulation
• Building Solar Houses in Iowa
• Oglalla Aquifer worries
• The air we breathe
• Acid precipitation
• How much clothing do you need and how often should you replace it?
• How long should you keep a vehicle?
• Should you replace your water-guzzling household items?
• Recycled paper products:   genuine change or consumer scam?
• Can vertical integration of livestock be sustainable?
• Adding swamps/marshes to our sewage systems
• Choosing new appliances using Energy Star
• Can regular maintenance of a car save fuel?
• Can I build in a sustainable manner?
• Finding hope in the challenges
• Cleaning our water
• Stopping malaria and guinea worm
• Increased prices vs. environmental sustainability

Project:

10 points--3 minute presentation to the class

20 points--quality of information presented to the class

10 points--resources used to gather information

10 points--quality of presentation

Personal Reflection on Project (individually filled out)

Environmental Science Question Review (individually filled out)

Influential readings about Personal Change Strategies

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


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Questions to Discuss

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?"

Personal Change

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.  Mrs. D will split you into multiple groups. (30 min)

Is it Sustainable to Eat Bananas?

Is the Human Cost of Bananas Worthwhile?

Ecotourism:  An Alternative to Raising Bananas?


Present your case studies to the group in a summary fashion. (30 min)

Spend 20 minutes and  provide a position statement for this issue.  The format is up to you, but one easy solution is to follow this plan 

You DO NOT need to write an essay.   You do need to hand this statement in.

Divide into groups based on your position.  Discuss.

Air-Ocean-Energy Connections

The air is a commons.  The water is a commons.   Energy consumption and efforts directly affect these issues.

First: 8:15-9

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

Create a class chart that connects this information.   To do that, write down the three most important ideas on each section on separate sticky notes (Abbi, they are in the supply cabinet).  Put your name/partner on each of the stickies and put on the board.  Try to organize the information by moving stickies as needed or drawing arrows to show connections.  DOCUMENT THE CLASS WORK and send me a picture, please.

YOUR RESPONSE

Create a pollution impact sketch or chart for the years 1800, 1900, and 2000.  Take a look at web pollution resources, and  connect the impacts of wind power, biomass burning, oil/gas/grease power, water power, solar, and geothermal in a pre-1900 world.  Include effects on the land, the water, and the air.

Norman Borlaug and Ending Poverty Traps

Watch the video (perhaps as a class)



Teaching people how to grow their food, giving them food, and showing them how to have clean water free of parasites is a critical piece in relieving proverty and poverty traps.  America has cheap food, and reliable water.  That is not the case everywhere in the world.


Write a 2-3 page essay on food security and poverty traps in Bolivia, using the resources I have provided.  HAND IN BEFORE YOU LEAVE TODAY

  Read this first page before starting.

Today's Discussion

Backchannel if you don't feel like talking aloud

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

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

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

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The UAC Project

3/3 notes

I'll be calling by Skype about 9 am.

The following things need grades in the gradebook and I have lots of holes.  Get stuff in, please.:

• energy presentation 
• 1/2 page individual summary on bullet questions
• pressure cooker or ethanol subset questions

Last week:

• Water Rights Reflection form

Wrestlepalooza

• Geochemical cycles
• Biodiversity
• Climate Change paper.