The+Economy+vs.+The+Environment?

toc ** Lesson Plan: The Economy vs. the Environment? **

Grade Level and Subject Area
9th and 10th grade History and Science Students

Timeframe
6+ days

Introduction
One of the most hotly debated issues of the 21st century is how to protect our earth and preserve its natural resources, while stimulating economic growth and expansion. During this lesson, students will research the conflict between development and the environment. They will be asked to position themselves on one side of the issue, debate the issue, and attempt a compromise. During the debate, students will take on the roles of different members in the community (i.e. a fisherman, a politician, landscape company owner etc.). Students will use their own watershed as a case study. They will learn how historically Waltham’s rivers and streams have contributed to its economic growth and success. They will also explore how the economic growth of cities within the Charles River Watershed (i.e. Waltham) impacted the Boston Harbor Estuary.

Essential question[[image:Ecocity-poster.jpg width="240" height="210" align="right" link="@http://media.treehugger.com/assets/images/2011/10/Ecocity-poster.jpg"]]
Can there be a balance between economic prosperity and environmental protection?

Learning objectives or expected outcomes
//Students will://
 * Learn about the environmental and economic importance of watersheds and estuaries by exploring:
 * www.Estuaries.gov
 * Water Science for Schools
 * Jobs and Dollars: Big Returns from Coastal Habitat Restoration
 * Examine how Waltham’s many sources of water fueled economic growth throughout 19th and 20th by exploring:
 * The Charles River Museum of Industry and Innovation
 * Library of Congress: Boston Manufacturing Company
 * Identify environmental issues that are currently affecting the Charles River Watershed (i.e. algae, sediments), by conducting research, interviewing experts, and exploring the
 * Charles River Watershed Association website
 * EPA, Urban Rivers of New England, Charles River
 * Consider the conflicts that arise because of the need for economic growth and environmental protection.
 * Learn how to debate effectively, by participating in a mock debate.
 * Develop compromises that might be made in order to protect both watersheds/estuaries and economic development.

Relevant Standards
NOTE: Below, I included learning standards from the Science and Math Frameworks. I was also going to list the relevant standards from the Massachusetts Technology Literacy and Massachusetts Recommended PreK-12 Information Literacy standards, but it seemed like too much and I know the focus is on the Science content.


 * MA Science & Technology Framework**
 * __Science Content Standards__**
 * Ecology
 * 6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.
 * Strand: Earth and Space Science
 * Topic: Materials and Energy Resources : Relevant Learning Standards
 * 2.1 Renewable energy resources and nonrenewable energy resources.
 * 2.2 Effects on the environment and on the carbon cycle of using renewable and nonrenewable resources.
 * Topic: Earth Processes and Cycles: Relevant Learning Standards
 * 3.4 Water flows into and through a watershed.
 * 3.5 The hydrologic cycle includes evaporation, condensation, precipitation, surface runoff and groundwater percolation, infiltration, and transpiration.

**Estuarine Concepts and Principles**

 * Principle 5: Humans, even those living far from the coast, rely on goods and services supplied by estuaries.
 * Principle 6: Human activities can impact estuaries by degrading water quality or altering habitats; therefore, we are responsible for making decisions to protect and maintain the health of estuaries.

Materials and Equipment

 * Computers with Internet access
 * Research Pathfinder handout
 * Rubric

Background Information
This will be a collaborative project, carried out by 10th grade US History I students and 9th grade Environmental Science students. A US History teacher, Environmental Science teacher, and the HS library teacher will develop the project. The library teacher will prepare recommended resources for the students and teach the students about online source evaluation. The science teacher will prepare students for the project by teaching students about estuaries and watersheds (using the TOTE Estuaries 101 lessons) in class. The history teacher will cover the industrial revolution with his/her students and discuss the environmental cost of the industrial growth.

Outline of the Lesson

 * 1) What is a Watershed? Students in both history and science learn about watersheds, and how economic growth can impact watersheds and estuaries (particular attention will be paid to Waltham/Charles River Watershed).
 * 2) Research. Students will learn about the environmental and economic importance of watersheds and estuaries by exploring www.Estuaries.gov and http://ga.water.usgs.gov/edu/watershed.html. Students will also examine how Waltham’s many sources of water fueled economic growth throughout 19th and 20th. centuries and identify environmental issues that are currently affecting the Charles River Watershed (i.e. algae, sediments). They will conduct research, interview experts, and explore the Charles River Watershed Association website: http://www.crwa.org/.
 * 3) Chose a side. Students will pick a position – environmental protection or economic growth - and research their position.
 * 4) Debate. Students will participate in a moderated debate, where they present and defend their position on economic growth vs. environmental protection.
 * 5) Compromise or win/win conclusion: After the debate, students will work in teams of 4 (2 people representing economic growth and 2 people representing environmental protection) to develop sound compromises or win/win conclusions that protect both watersheds/estuaries and economic development. The group will type of their recommendations, share them with the class, and submit it to the teachers.

Assessment
Student learning will be evaluated using a rubric. The teacher will assess whether the student was able to effectively debate his/her position and develop a sound compromise or win/win conclusion (submitted in written form to the teachers).

- www.estuaries.gov - Water Science for Schools: http://ga.water.usgs.gov/edu/watershed.html - Charles River Watershed Association website: http://www.crwa.org/ - TOTE Estuaries 101 handouts and PP (See Ms. Boninti in the Liblrary for these resources)
 * //Your sources of information and recommended references://**


 * NOTE:** Some of the ideas for this project were adapted from the following source:

“Estuaries, Finding the Balance.” National Geographic Society Expeditions Archive. National Geographic Society. 2011. 11 Nov 2011. .