Potomac Highlands Watershed School

Planning Lesson Plan

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

 

Cacapon Institute - From the Cacapon to the Potomac to the Chesapeake Bay, we protect rivers and watersheds using science and education.

Cacapon Institute
PO Box 68
High View, WV 26808
304-856-1385 (tele)
304-856-1386 (fax)
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Frank Rodgers,  Executive Director

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