The Question:
Is my chosen action feasible?
Background Information.
From the list of actions developed by the class, students will discuss in small groups the feasibility of taking each action. Specifically, each student will share with the group members how feasible it is for them to take certain actions and their reasons for this decision. This "group process" of sharing may influence students' thinking about how feasible it is for them to take certain actions. This activity will help students make decisions for the student's contract, as described in the next lesson.
Before beginning this activity.
Reproduce copies of each of the other groups' list of actions (e.g., if the class is divided into six groups, then each group would have six 6 lists).1.Tell students that a principal reason for studying about ultraviolet radiation is to help prepare them to take actions to help prevent or reduce stratospheric ozone depletion and become aware of other global atmospheric changes.
2. Distribute the ACTIONS: PROS AND CONS lists from the previous activity to the respective groups. In each group, appoint an individual who will serve as the discussion leader. Alternatively, each person in a group could take turns being the discussion leader.
3. The discussion leader's job is to
a) read an action,b) have each person in the group share his/her feasibility rating (5=high to 1=low) for that action and give the reason as to why s/he rated it as such, and
c) record each individual's rating in the appropriate column on the list. This process (a through c) must be repeated for each action on each of the lists.
4. If time permits, have each group share some of the actions that they rated as highly feasible.
Make copies of lists completed in previous activity (ACTIONS - PROS & CONS).
Procedure.
Follow the Instructional Procedures for the Actions Lesson 5, in the Global Atmospheric Change curriculum
Assessment 1.
Feasibility rating of ACTIONS - PROS AND CONS
Assessment 2.
Have students reflect through writing how the group process of discussing the feasibility of each action changed their thinking about the feasibility of taking any of the actions. An example question to pose to students could be as follows: "As a result of the group discussion, how did your mind change about the feasibility of any of the actions? Which actions and what influenced you to change your mind?"