Lesson Plan for Planning
Module
Purpose:
The Potomac region of West Virginia is now facing
explosive development due to the influx of residents from the
Washington, DC metro area, developing transportation infrastructure, and
the desire of regional urban residents to have a second home in the
country. Growth is coming rapidly, and each county is trying to find
the right solution for its residents - but there are probably as many
perspectives on what is "right" as there are people thinking about it.
This range of opinions leaves local officials with many difficult
decisions regarding the future of their county. This module has been
designed to introduce high school students to the complex issues local
officials face when trying to enhance the economic viability of their
county while protecting quality of life.
Web Based Tools:
v
Interactive Learning Activities: Decision Matrix
Challenge:
Decision Matrix places
students in the role of a newly elected county planner in a typical West
Virginia county. The game provides students with an opportunity to see
first hand the types of choices and decisions county planners face on a
daily basis. Students choose four from a list of eight economic growth
options for their county. The challenge is to direct the county's
economy on a sustainable path, while respecting the desires of residents
to preserve the natural beauty and rural lifestyle of the county. They
are also asked to consider the impacts each option will have on the
county’s water resources. Each option ultimately impacts the economic,
cultural, and environmental fate of the county. The key to success is
finding a combination of options that work together to produce the best
short and long term results. For example, some combinations of options
tend to protect the rural quality of life and minimize long term job
creation, while others encourage job growth at the expense of cultural
and environmental considerations. The "best" combinations of options
encourage business and job creation while also conserving water
resources and quality of life.
The outcomes are the
result of gazing into a crystal ball, GUESSES based on some assumptions
and sprinkled with a bit (maybe a lot) of personal bias. In other
words, the results in this activity represent an opinion on how things
could have turned out in Mountain County if a certain group of options
were selected. The activity has been developed with input from a number
of individuals involved in local planning issues in the Potomac region
of West Virginia; the assumptions reflect how some of these options have
played out in the real world of the Potomac Highlands.
Decision Matrix assumes
that, once decisions are made, that people of the county generally go
along with it. In the real world, of course, citizens can find ways to
follow a different path. We chose not to include this sort of "wild
card" in the activity, just as we chose not to include "acts of God"
(such as a stock market crash) that could derail the best of plans.
v
Bookshelf:
Decision Matrix
includes a significant amount of reading, and a significant amount of
material to absorb. The Planning section of the Bookshelf in the High
School classroom should be considered a resource that can be used as the
game is being played. In addition to various useful links that help
illustrate issues and options, the bookshelf also contains all of the
information text in Decision Matrix as well as background information on
the activity that can help the student better understand what they are
doing. The bookshelf can be open at the same time that the game is
being played so the user can refer back to game information without
backing up in the game itself.
Instructional Procedure:
Decision Matrix can be used as a stand alone
activity, but is really designed to foster further classroom discussion
on issues related to impacts of development, the role of government in
shaping how development occurs, and the citizen's role in government
decision making in a democratic system. It provides students with a
general background on how county planning works in the Potomac region of
West Virginia by placing them in the driver’s seat of the process.
Introduction to the game and the topic could include a general
background on planning and development in West Virginia. A number of
links have been provided in the bookshelf for county and regional
planning and development authorities. These sites provide a glimpse
into how each county is approaching economic growth.
The activity itself can be used in a number of
ways. It is recommended that students first complete the activity on
their own. The game text is provided in the bookshelf, as well as
background information on the activity that can help the student better
understand what they are doing. The bookshelf can be open at the same
time that the game is being played so the user can refer back to game
information without backing up in the game itself. If classroom time is
limited, students can read (and print out) the background material
before hand to help them complete the game in a timely manner. Once
the students have completed the game on their own, other approaches can
be applied to give the students a better feel for the “politics” behind
county development.
As with all activities in the Potomac Highlands
School of Water Resources, the user's final outcome can be printed and
handed in to the teacher.
Examples of other approaches:
· Students can work in
groups, where each student represents a member of the Mountain County
“planning commission.” This approach will expose the students to the
compromise and disagreement that typically exists among county planners
and developers.
·
Students can work in groups, where each group represents a
different “school of thought” about county economic development. For
example, one group could represent farmers wanting to sustain the
current rural quality of life, while another group wants to see the
county developed to its fullest potential. These students can develop
alternative scenarios based on their group's "point of view", because
really this game is not only like gazing into a crystal ball, but
individual people can and often do have very different perceptions about
what a good outcome might be.
·
Students can work in groups, in competition with other
groups in their class, to develop a written strategy and rationale for
the "best" combination of options, and then test their strategy in the
game. Conversely, they can work in groups to select the combination of
options that result in the "worst" outcome.
Note: The Planning
section of the Bookshelf has a form that allows submission of
alternative scenarios. These will be review periodically and those that
are responsive, or really amusing, will be posted on the website.
Follow up:
These are just suggestions for follow up
activities. More ideas can be found within the student and teacher
links. Once the students have completed the web based activity
additional information can be discussed in the classroom. The students
can also explore issues concerning development and water resource
management through at-home activities, and internet and library
research.
Classroom Activities:
v
Mock Planning Commission – County development and
economic growth can happen in a number of different ways. The path
chosen by each county is often dictated by the members of the planning
committee, the future tax burden or growth of development, the opinions
of county residents, and the monetary resources available for
development. In this activity students are divided into groups, where
one group represents the Mountain County Planning and Development
Commission and 2 - 3 other groups each represent the section of the
public supportive of a specific development option. The groups
representing the different options will have the task of researching
their option and developing a report on why their option should be
selected as part of the county development plan. The report should
include the economic benefits, any expected tax burden, the success of
this type of option in other areas, and the type of quality of life it
represents. Once their reports are developed, students will present
them to the Planning and Development Commission. The Commission will
have the task of selecting the best option for development and outlining
the reasons for their selection.
*Students can
use the information located in the Planning section of the Bookshelf and
other internet and library resources to develop their reports.
v
Development and Water Resource Impacts – A teacher
led discussion that covers the water resource impacts associated with
development, land use restoration, and land conservation. Discussion
should focus on both water quality and quantity changes that occur when
the different forms of development occur within a county. Information
about water resource impacts can be found in the bookshelf and under
many of the general links for the high school classroom.
v
Creating a “Green” Golf Course – Golf courses can
have significant impacts on both surface and ground water resources, but
different technologies can be employed to help reduce the impacts on
water. Using the Decision Matrix golf course as the foundation, have
the students develop an environmentally friendly golf course. Students
can use the articles located in the bookshelf, or information found
through internet or library research to locate methods of golf course
“green development.” It is suggested that students work in groups for
this activity.
v
Ensuring agriculture's future in Mountain County.
The landscape of the Potomac Highlands is characterized by forested
uplands and agriculture in the floodplains and on the more gentle
slopes. This "pastoral" landscape in many ways defines who we are and
contributes to our quality of life. Rapid, uncontrolled development
puts this landscape and way of life at risk. In parts of Switzerland,
they actually pay small farmers to keep their land cleared and have a
few picturesque cattle grazing on the fields to draw tourists - even
though farming on that scale is no longer economically viable by
itself. Students can use the articles located in the bookshelf, or
information found through internet or library research to learn about
how development affects agriculture, and research methods that might be
used to preserve an economically viable agricultural community.
v
Storm Water and Suburban Development – Storm water
pollution is the largest pollution source impacting our nation’s
rivers. As urban and suburban areas expand we can only expect to see
and increase in the production of storm water pollution. A teacher led
discussion should cover the typical pollutants associated with storm
water pollution, as well as some of the steps that can be taken by
developers and citizens to reduce storm water impacts. A wealth of
information about storm water can be found here
(link to CWP).
At Home Activities:
The links provided for this module contain various
at home activities for students to complete, such as learning about
water use in their home and what types of impacts a student’s home is
having on their watershed. It is easy to locate these activities when
surfing through the websites.
WV Contents Standards and Objectives.
SCIENCE
Standard 6: Science in Personal and Social
Perspectives
Applying science and
technological innovations to personal and social issues such as health,
populations, resources and environment helps students to develop
decision-making skills. As students expand their conceptual horizons,
they should recognize that collective individual actions manifest as
societal issues. Students must recognize that society cannot afford to
deal only with symptoms; personal and societal actions must be focused
on elimination of the causes of problems. Students should recognize
that unless imposed by legislation social change involves negotiation
among different interest groups. Students must be allowed to encounter
and examine social change in a variety of current and historical
contexts.
Standard 6: Science in Personal and Social
Perspectives (SC.S.6)
Students will:
● demonstrate the ability
to evaluate personal and societal benefits when examining health,
population, resource and environmental issues;
● demonstrate the ability
to evaluate the impact of different points of view on health,
population, resource and environmental practices;
● predict the long-term
societal impact of specific health, population, resource and
environmental practices; and
● demonstrate an
understanding of public policy decisions as related to health,
population, resource and environmental issues.
Science in Personal and Social Perspectives
Objectives
Students will:
SC.10.6.2 research current
environmental issues (e.g., depletion of fossil fuels, global warming,
destruction of rainforest pollution).
SC.10.6.5 engage in decision making
activities and actions to resolve science-technology-society issues.
Standard 4: Science Subject Matter/Concepts (SC.S.4)
Students will:
● apply knowledge, understanding
and skills of science subject matter/concepts to daily life experiences.
Environment and Ecosystems
AB.4.29 investigate and discuss ecology as
the interaction of living organisms and their nonliving environment.
Standard 6: Science in Personal and Social
Perspectives (SC.S.6)
Students will:
● demonstrate the ability
to evaluate personal and societal benefits when examining health,
population, resource and environmental issues;
● demonstrate the ability
to evaluate the impact of different points of view on health,
population, resource and environmental practices;
● predict the long-term societal
impact of specific health, population, resource and environmental
practices; and
● demonstrate an understanding of
public policy decisions as related to health, population, resource and
environmental issues.
Science in Personal and Social Perspectives
Objectives
Students will:
AB.6.1 investigate and discuss the impact
that humans may have on the quality of the biosphere such as depletion
of the rainforest, pollution of estuaries, strip mining, depletion of
fossil fuels and deterioration of ozone layer.
AB.6.3 research current environmental
issues (e.g., depletion of fossil fuels, global warming, destruction of
rainforest pollution).
AB.6.6 engage in
decision making activities and actions to resolve
science-technology-society issues.
Standard 6: Science in Personal and Social
Perspectives (SC.S.6)
Students will:
● demonstrate the ability
to evaluate personal and societal benefits when examining health,
population, resource and environmental issues;
● demonstrate the ability
to evaluate the impact of different points of view on health,
population, resource and environmental practices;
● predict the long-term societal
impact of specific health, population, resource and environmental
practices; and
● demonstrate an understanding of
public policy decisions as related to health, population, resource and
environmental issues.
Science in Personal and Social Perspectives
Objectives
Students will:
BTC.6.4 engage in decision making
activities and actions to resolve science-technology-society issues.
Standard 6: Science in Personal and Social
Perspectives (SC.S.6)
Students will:
● demonstrate the ability
to evaluate personal and societal benefits when examining health,
population, resource and environmental issues;
● demonstrate the ability
to evaluate the impact of different points of view on health,
population, resource and environmental practices;
● predict the long-term societal
impact of specific health, population, resource and environmental
practices; and
● demonstrate an understanding of
public policy decisions as related to health, population, resource and
environmental issues.
Science in Personal and Social Perspectives
Objectives
Students will:
AC.6.1 research current environmental
issues pertaining to chemistry.
AC.6.2 describe the impact of cultural,
technological and economic influences on the evolving nature of
scientific thought and knowledge.
AC.6.4 engage in decision making
activities and actions to resolve science-technology-society issues.
Advanced Environmental Earth Science (11/12)
Content Standards and Objectives
Standard 4: Science Subject Matter/Concepts (SC.S.4)
Students will:
● apply knowledge, understanding and
skills of science subject matter/concepts to daily life experiences.
Environment
AES.4.32 explain common problems related to
the conservation, use, supply and the quality of water.
AES.4.33 explore the relationships between
the extraction and use of natural resources and the impact on the
environment.
AES.4.35 understand the fragile nature of
the Earth.
AES.4.36 research and explain how the
political system influences environmental decisions.
AES.4.38 develop
decision-making skills with respect to addressing environmental
problems.
Standard 6: Science in Personal and Social
Perspectives (SC.S.6)
Students will:
● demonstrate the ability
to evaluate personal and societal benefits when examining health,
population, resource and environmental issues;
● demonstrate the ability
to evaluate the impact of different points of view on health,
population, resource and environmental practices;
● predict the long-term societal
impact of specific health, population, resource and environmental
practices; and
● demonstrate an understanding of
public policy decisions as related to health, population, resource and
environmental issues.
Science in Personal and Social Perspectives
Objectives
Students will:
AES.6.1 research and explain how the
political system influences environmental decisions.
AES.6.3 research current environmental
issues (e.g., depletion of fossil fuels, global warming, destruction of
rainforest pollution).
SOCIAL STUDIES
Tenth
Grade Social Studies Content Standards and Objectives
Standard 1: Citizenship (SS.S.1)
Students will:
● describe, demonstrate
and employ the civic dispositions of good citizenship (Civic
Dispositions);
● develop and employ the civic skills
necessary for effective citizenship by using criteria to make judgments,
arrive at and defend positions and evaluate the validity of the
positions or data (Evaluation Skills);
● demonstrate and employ the participatory
skills of interacting, monitoring and influencing that are essential for
informed, effective and responsible citizenship, including participation
in civic life to shape public policy (Participatory Skills); and
● explain and practice the responsibilities, privileges and rights of
United States citizens (Civic Life).
Citizenship Objectives
Students
will:
SS.10.1.4 analyze the causes of
conflict and propose resolutions.
Standard 3: Economics (SS.S.3)
Students will:
● analyze the role of
economic choices in scarcity, supply and demand, resource allocation,
decision making, voluntary exchange and trade-offs (Choices);
● research, critique and
evaluate the roles of private and public institutions in the economy
(Institutions);
Standard 4: Geography (SS.S.4)
Students will:
● describe the physical and human
characteristics of place and explain how the lives of people are rooted
in places and regions (Places and Regions);
● analyze the interaction of society with
the environment (Environment and Society); and
Eleventh Grade Social Studies
Content Standards
Standard 1: Citizenship
(SS.S.1)
Students will:
● develop and employ the civic skills
necessary for effective citizenship by using criteria to make judgments,
arrive at and defend positions and evaluate the validity of the
positions or data (Evaluation Skills);
● demonstrate and employ the participatory skills of
interacting, monitoring and influencing that are essential for informed,
effective and responsible citizenship, including participation in civic
life to shape public policy (Participatory Skills)
Citizenship Objectives:
Students will:
SS.11.1.1 discuss ways citizens
can work cooperatively to resolve personal, local, regional, and world
conflicts peacefully.
SS.11.1.2 analyze and evaluate the influence
of citizen action on public policy and law making.
SS.11.1.4 develop positions and formulate
actions on the problems of today and predict challenges of the future
(e.g., terrorism, religious conflict, weapons of mass destruction,
population growth).
SS.11.1.7 identify and explain the
importance of the personal and political responsibilities, privileges
and rights of citizens.
Standard 3: Economics (SS.S.3)
Students will:
● analyze the role of
economic choices in scarcity, supply and demand, resource allocation,
decision making, voluntary exchange and trade-offs (Choices);
● research, critique and
evaluate the roles of private and public institutions in the economy
(Institutions);
● analyze the elements of competition
and how they impact the economy (Competition)
Economics Objectives
Students will:
SS.11.3.1 evaluate the lifestyle changes brought on by
industrialization, technology and transportation (e.g., debate
industrialization vs. maintaining natural environment and the
implications for tourism).
Standard 4: Geography (SS.S.4)
Students will:
● describe the physical and human
characteristics of place and explain how the lives of people are rooted
in places and regions (Places and Regions);
● analyze the interaction of society with
the environment (Environment and Society)
Geography Objectives:
Students will:
SS.11.4.4 relate and interpret the
importance of geographic factors to social, political, economic and
technological change (e.g., describe how West Virginia’s geography has
influenced laws that impact business, including tourism, as well as the
quality of life in the state).
SS.11.4.6 analyze and assess the impact of
human decision-making and technology on the environment.
SS.11.4.9 apply geographic factors/features in relationship to
development of civilizations.
Standard 1: Citizenship (SS.S.1)
Students will:
● develop and employ the civic skills
necessary for effective citizenship by using criteria to make judgments,
arrive at and defend positions and evaluate the validity of the
positions or data (Evaluation Skills);
● demonstrate and employ the participatory skills of
interacting, monitoring and influencing that are essential for informed,
effective and responsible citizenship, including participation in civic
life to shape public policy (Participatory Skills)
SS.12.2.40 give examples and explain
the important ways citizens express their views, shape public
policy and monitor governmental actions.
SS.12.2.41 explain the development of
public policy, and the role of public opinion and politics in a
democracy.
SS.12.2.44 use participatory skills essential for
informed, effective, and responsible citizenship that enable individuals
to monitor and influence public and civic life by working with others,
clearly articulating ideas and interests, building coalitions, seeking
consensus, negotiating compromise, and managing conflict.
Cacapon Institute, PO Box 68, High View, WV 26808 304-856-1385
email: Cacapon
Institute
www.cacaponinstitute.org
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