Download - AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

©2019AISUnitcreatedbytheFlatheadLakeBiologicalStationandtheFlatheadLakers.FundedbytheMontanaDepartmentofNaturalResourcesandConservation,FLBS,andFlatheadLakers.

BeAISAwareUnit

Managing AIS DoyoueverwonderhowlocalcommunitymembersareimpactedbyAIS?

¿ GradeLevelMiddleSchool

¿ SubjectAreasEnvironmentalScience,EconomicsandHumanImpacts

¿ KeyTopicsAquaticinvasivespecies,economicimpact,societalimpact

¿ DurationPreparationTime:5minActivityTime:30min(50minutesw/economicsextension)

¿ SettingClassroom(groups)

¿ SkillsReadingandsharinginformation

Overview1Articlereadbyeachgroup2Minutestosharewhattheylearned3Peoplepergroup

Eachsmallgroupwillhave15-20minutestoreadonefactsheetandwatchoneshortvideoabouttheimpactsofAquaticInvasiveSpecies(AIS)onvariousstakeholdersinMontana.Theywillprepareandgiveashortpresentationtosharewiththeclassabouttheirstakeholder.

ObjectivesStudentswillbeableto:• synthesizeanarticleaboutAISandeconomyandsociety.• shareinformationorallyabouttheimpactsofAISonavarietyofstakeholdercommunities.

• Learnabouttrade-offstopolicyfromavarietyofperspectives.

MaterialsActivity• SixreadingsabouttheimpactsofAISonvariousstakeholdersinthecommunity.

AdvancedPreparation• Copythestudentreadingsorusetheprovidedlaminatecopies• Copythestudentworksheets#1-2(double-sided)• Assignstudentstogroupsofthree(orwhateverisappropriate)

BackgroundThisisashortlessonprovidingstudentswiththeopportunitytolearnabouttheimpactsofAISonavarietyofstakeholdersinMontana.Thelessonchallengesstudentstoquicklyreadandsynthesizethisinformationintoashortpresentationtosharewiththeirclassmates.Thereisanextensionincludedtoengagestudentswiththinkingabouttrade-offs(importantineconomicsandsustainabilityscience)foranyparticularactionthatimpactsstakeholders.

Vocabulary:Stakeholder:acustomer,employee,orcommunitymemberwhomaybeaffectedbyoraffectsalocalproblemorissues.Tradeoff:abalancingoffactorsallofwhicharenotattainableatthesametime.

² StandardsCommonCore:WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.CCSS.ELA-Literacy.SL6-9Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.MTSocialScienceStandardContentStandard1Studentsaccess,synthesize,andevaluationinformationtocommunicatesocialstudiesknowledgetorealworldsituations.


Procedure¿ TheActivity(25minutes)

• Placestudentsingroupsofthree(ormoredependingonclasssize).• ExplainthateachgroupwillreadandsummarizeonearticleabouttheimpactsofAISonvarious

communitymembers(stakeholders).Then,thegroupswillpresenttwo-minutesummariestotheclass.

• Assignorallowthestudentstoselectwhicharticletheywillread.Passoutthestudentworksheets(#1-2).

• Allowstudents15-20minutestoreadthearticleandpreparetheirpresentation.Thepresentationshould:1)summarizethearticle/videoandpresentkeypoints;2)discusstheeconomicorothersocietalimpactofAIS;3)provideoneexampleofhowthisstakeholderrelatestotheirlife.

• Asthepresentationsarebeingmade,havetheotherstudentswritedownoneortwothingstheylearnedabouteachstakeholder.

¿ WrapUp(5minutes)• HavestudentsshareoneortwothingstheylearnedabouttheimpactsofAISonvariousstakeholders,

orcontinuewiththeeconomicsactivity.¿ Economics/SustainabilityExtension(20minutes)

• Engagestudentswiththisscenario:• Becauseoftheecologicalandeconomicdamagesconnectedwithzebraandquaggamussels,

managersdecidetocloseFlatheadLaketoallmotorizedboatstopreventtheirintroduction.Byadoptingthispolicy,managershavereducedtheriskofmusselintroductiontoFlatheadLaketonearlyzero.Managersunderstandthatsomegroupswillbehappywiththisnewpolicywhileothergroupswillbeveryunhappy.Pleasediscusswhichgroupswillbebetteroff(happy)becauseofthenewpolicyandwhichgroupswillbeworseoff(unhappy)andwhy.

• POSSIBLEANSWERSAREPROVIDEDBELOW,butyourstudentsmaythinkofothergroups/stakeholdersaffectedbythispolicy.Themainteachingemphasisshouldbethatalldecisionshaveconsequencesforavarietyofstakeholdersandmanagersaretaskedwithweighingthebenefitsvs.costsofanydecision.

• GroupsthatwillbebetteroffifzebraandquaggamusselsarekeptoutofFlatheadLakebecausemotorizedboatsarenolongerallowedonthelake:o SKQDamoperators–thehydroelectricfacilitywillnothavetoshutdowntheirfacilitytoclean

infrastructureofmussels.Operatorslosemoneywhentheyshutdownthedambecausetheyarenotgeneratingelectricitytosell.

o Irrigators–farmerswillnothavetospendextratimeandmoneycleaningandrepairinggateheads,pumps,screens,andirrigationpipes.

o Countygovernment–propertyvalueswillnotbenegativelyimpacted,sorevenuegenerationwillremainsteady.Servicesprovided–fireandpoliceprotection,roadandsewermaintenance,andpubliceducation–canbemaintainedatcurrentlevels.

o Lakeshorehomeowners–beacheswillremainmussel-free,thusnofoulodorsorcutsfromsharpshells,andpropertyvalueswillbeprotected.

o Near-shorerecreationistssuchasswimmers,beachgoers,andnon-motorizedboatowners(ex.kayaks,canoes,andstanduppaddleboards)–mussel-freebeachesmeannofoulodorsorcutsfromsharpshells.

o Anglerswhodon’tusemotorizedboatsorfishfromshore–theseanglerscanexpecttofishforthesamefishthathavebeeninthelakesincethemid1990s(postMysisshrimpintroduction).

ManagingAIS


• GroupsthatwillbeworseoffifmotorizedboatsarenolongerallowedonFlatheadLaketopreventtheintroductionofzebraandquaggamussels:o Motorizedboatowners–thesefolkswillnolongerbeabletoenjoythelake;instead,theymust

trailertheirboatstoanotherlaketousethem.Thiswillcosttheboatownersadditionalgasmoneytogettothenewlake.

o Fishingguidecompanies–theguideswillnolongertaketheirclientstoFlatheadLaketocatchlaketrout.Guidescantaketheirclientstootherlakesbutitwillcostadditionalgasmoney,andtheclientsmightnotliketheotherlakesasmuchasFlatheadLake.

o Anglerswhousemotorizedboats–thesefishermenwillneedtotrailertheirboatstoanotherlaketofish.Thiswillcostextragasmoneytogotoanotherlake,andthisotherlakemaybeinferiortoFlatheadLakeintermsofsceneryandfishingexperience.

TeacherResourcesAssessmentOptionsHavestudents:• completetheManagingAISactivityasdescribed.• createa30-secondvideosummarizingtheirunderstandingofAISimpactstostakeholdersintheir

community.Modifications• Studentsmaydressupfortheirpresentationsand/orcreateaskittoplaytherolesofthestakeholder

duringtheirpresentation.• Theworksheetscanbeenlargedforstudentsinneedoflargertext.ExtensionsStudentscan:• createanactionplanfortheproposedFlatheadLakeclosurepolicyonmotorizedboats.• conductadebateortownhallmeetingtodiscusstheproposedclosureofFlatheadLaketoall

motorizedboats.StudentstaketherolesofstakeholdersandFlatheadLakemanagersinthediscussion.• interviewstakeholdersintheircommunitytolearnhowinvasivemusselscouldfurtherimpactthe

region.OnlineResourcesDNRCEstimatedEconomicDamagesofInvasiveMusselstoMontanaFactSheet:http://dnrc.mt.gov/divisions/cardd/docs/misac-docs/dnrc_econ_one_pager_final_0119.pdfDNRCEnumerationofPotentialEconomicCostsofDreissenidMusselsInfestationinMontanaReport:http://dnrc.mt.gov/divisions/cardd/docs/misac-docs/dnrc_economic_cost_dreisseid_mussels_0119.pdfAcknowledgementsManythankstoNanetteNelson,JeddTougas,BriannaHarris,MikeDurglo,GailCrawford,NathanDepoeforcontributionstoandcommentsonthislesson.

ManagingAIS


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ManagingAIS


Name PresentationWorksheet StudentWorksheet(1of2)

Asyoureadyourassignedarticleandviewtheshortvideo,takenotestoanswerthefollowingquestionsforyourgroup’stwo-minutepresentation:Article:_____________________________________________________________1)Summarizethearticle/videoandpresentkeypoints:2)DiscusstheeconomicorotherimpactsofAISonthisgroupofpeople:3)Provideoneexampleofhowthisstakeholder(communitymembers)relatestoyourlife.

ManagingAIS


WrapUp StudentWorksheet(2of2)

Asyoulistentothepresentations,listoneortwothingsyoulearnedabouteachstakeholder:AISImpactsonFishingAISImpactsonInfrastructure:ElectricityGenerationAISImpactsonAgricultureAISImpactsonAmericanIndianCommunitiesAISImpactsonHomeownersAISImpactsonWatercraftUsers

Download - AIS Lesson 7 Managing AIS lessonplan final · Microsoft Word - AIS Lesson_7_Managing AIS_lessonplan_final.docx Created Date: 10/15/2019 5:34:27 PM

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