Lesson 6C: The realities of protecting land

Lesson 6C: The realities of protecting land                Grade level:   8-12                 Time Length: 1-2 class periods

Cross Curricular/Cross Lessons: 1D: Consistent Issues; 5B: Current Environmental Challenges; 6A: Sustaining Forests; 6B: How Forests Protect Water

PDE Academic Standards: 4.3.10/12; 4.5.10/12; 4.8.10/12; 1.1.11; 1.6.11; 7.6.12; 7.3.12; 7.4.12

 

Objectives:

Students will apply their knowledge of forest ecology to a land management plan

-Students will understand the challenges of protecting land in the long-term

-Students will present and defend their findings

 

Materials:

-Seeking the Greatest Good

-Land management activity instructions (Appendix G)

-Land management maps (Appendix G)

 

Anticipatory Set:  (2min)      “Moment of Zen”       Discuss the quote as it relates to both students and the topic.

“Conservation is the state of harmony between man and land”

                                                                                                – Aldo Leopold

Procedure:

–View Chapter V and VI of the film Seeking the Greatest Good

-Have students break into groups, each representing one character in this dilemma:

-Sibling one (assign a name)
-Sibling two (assign a name)
-Sibling three (assign a name)
-Developer
-Downstream neighbor

-Based on the information provided above, have each group formulate a management plan for the land based on their character’s needs and interests.  Each group will need a calculator to calculate costs and revenues for their plan.  Once they have discussed their plan within their group, have the groups come together to discuss their various plans, leading them towards a compromised plan that takes everybody’s opinion into account.  The final plan may not satisfy everybody’s wishes, but it should at least take them into account.

 

 

Closure/Summary:            (3min)

Students should be able to answer the Key Questions:
What happens when you force an ecosystem to do something other than what it was intended? What is the effect of deforestation?  What is the effect of a healthy or unhealthy forest on drinking water? What has this exercise taught you about making land-use decisions with multiple stake holders?  What has this taught you about the challenges of protecting land?

 

 

Evaluation:

Students will be evaluated on the quality of their plans and presentations