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Simulating Climate and Sustainability: Curbing Energy

Use and Greenhouse Gas Emissions with ClimWay

Gradelevel
:

HighSchool
Subject
:
EnvironmentalScience,EarthScience

BroadGoals:
1. Evaluatecompetingdesignsolutionsfordeveloping,managing,andutilizingenergy
resourcesbasedoncostbenefitratios.
(
ESS3HS2,
SEP:CEDS,
DCI:ETS1.B
).
2. Evaluatethewaysinwhichpublicpolicy,technologicalcapability,andcitizenmotivation
influencesustainabilityactions,andinteractwithoneanother.(
CC:IETS,SAQ
)
3. Understandhowcurrentenergyuseandgreenhousegasproductionaredistributed
amongdifferentsectors,andwhichsectorshavethegreatestpotentialforsustainability
improvements.
4. Understandhowsimulationscanbeusedtodesignandexaminesolutionstocomplex,
interdisciplinaryproblems.

SpecificObjectives:
1. Studentswillevaluatecompetingsustainabilitydesignsolutionsbyresearching
measuresappropriatefortheirsectors(BG1).Studentswillchoosetheirpreferred
measures,understandthatsustainabilitymeasurescanactovershortorlongtime
scales,havevaryingbenefitsandcosts,andcangiveexamples.(BG1)
2. Studentswillexaminethesustainabilitylandscape,understandingtheprimaryplayers
andcontributors.
a. Studentscanidentifynonrenewableandrenewableenergysources,andthe
relativedegreetowhichtheyproducegreenhousegases(BG1).
b. Studentscanidentifywhichsectorsproducethemostgreenhousegasesand
consumethemostenergy(BG3).
3. StudentswillusetheClimWaysimulationtoevaluatewhicheconomic,social,and
technologicalfactorsmightplayaroleinaparticularsustainabilityaction(BG2).
4. StudentscanexplainhowsimulationssuchasClimWaycanbehelpfulineffective
decisionmakinginregardstosustainabilityandclimatechange(BG4).

Standards:
IdahoStateStandardESS3HS2,ESS3HS3
ScienceandEngineeringPractices:ConstructingExplanationsandDesigningSolutions,
EngaginginArgumentfromEvidence
DisciplinaryCoreIdeas:ETS1.B:DevelopingPossibleSolutions
CrosscuttingConcepts:InfluenceofEngineering,Technology,andScienceonSocietyandthe
NaturalWorldScienceAddressesQuestionsabouttheNaturalandMaterialWorld


Materials:
ComputerswithInternetAccess(ClimWaySimulation)
Duration:2classperiods(onestandard,oneblock)

Procedure:
1. IntroductoryGuidelines:
a. Studentswillcomplete(atleast)onegameofClimWay.Togetcreditfor
completingthegame,theymustemailtheteacher:
i.
ScreenshotsofoftheirfinalObjectivesandClimStatscharts(in2058)
ii.
APDFoftheirActionPlan(thiscanbesavedasaPDFbyselectingthe
Printfunctioningame)
iii.
AworddocumentorPDFofresponsestotheplaythroughquestions
b. StudentsmayworkindividuallyorinpairsontheClimWaysimulation,butmust
submittheirownwrittenanswerstoplaythroughquestions.
2. Givestudentsatleast30minutestosimplyplayaroundinClimWay.Likemostgames,
oneofthebestwaystolearnClimWayistoplayit.However,afewpointerswillhelp
studentsimmenselyinovercomingthegameslearningcurve.
a. Emphasizethegoalsofthegame:toreduceoverallenergyconsumption,toshift
energysourcesfromnonrenewablestorenewables,toreducegreenhousegas
emissions,andtoadapttopossibleeffectsofclimatechange.Progresstowards
eachofthesefourgoalsisdisplayedontheObjectivesscreenandisaccessible
atanytime.
b. TheClimStatsscreenwillbeveryimportantasstudentstracktheirprogress.
Showthemthattheycanalsoviewstatisticsforindividualfeaturesbyclickingthe
OtherObjectstab.
c. Remindstudentsthattheycanaccessallthefeaturesinthegamebyclickingon
theiriconsinClimCity,orbyselectingthemunderDirectAccessinthelower
leftcorner.Donthesitatetousethis!Somefeaturescanbedifficulttofindon
themap!
3. Oncestudentshavegottenafeelforthegame,theycancontinueplayingthroughtheir
firstattempt,orrestart.Irecommendplayingthegameallthewaytotheendtwicethe
firstattemptcanbeabitbumpyasstudentsnavigatethelearningcurve,andtheir
subsequentplaysthroughwillgivethemmoreofachancetoteststrategies.
4. Thestudentsshouldcompletetheplaythroughquestionsastheyplaythrough!

Assessment:
Studentsshouldsubmitresponsestothefollowingplaythroughquestions:

Asyouareplaying:
1. Whichformsoftransportationemitthemostgreenhousegasesnearthebeginningofthe
game?
2. Didanycatastrophesresultingfromclimatechangeoccur?Didanyofyouradaptation

measuresmitigatetheconsequencesofthesecatastrophes?
3. Whichsectorsconsumethemostenergy?Whichproducethemostgreenhousegases?
4. Nametwoactionsyoucantakeonindustriesotherthancarsthatreducecarfuel
consumption(eitheranamountperturn,ratechange(tendency),orboth).
5. TowhichfeaturedomostoftheRecyclingCentersactionsapply?
6. Nametwoactionsthatrequirepredominantly:
a. PublicAuthoritiesPoints
b. EnterprisePoints
c. CitizenPoints
Giveabriefexplanationwhytheseactionsrequirepointsinthesecategories.
7. Answeroneofthefollowingquestions:
a. OpenuptheactionpagefortheSchoolfeature.TheWalkingBus,Cycling
Bus,andSchoolBusallreducecarfueltendenciesby0.05%,andcostthe
sameamountoftotalpoints.Whydoyouthinkthepointdistributioninthe
categoriesisdifferentfortheschoolbusandwalking/cyclingbus?Whichdoyou
thinkwouldbethemostcostlytoimplement?Whichdoyouthinkwouldbethe
easiesttoimplement,andwhy?
b. OpenuptheactionpagefortheSupermarket.TheSeasonalandLocal
Produceactioncosts2/2/4points(PA/EP/CP).Whydoyouthinkthisaction
costspointsinallthreecategories?Giveanexampleofapublicaction,
enterprisedevelopment,andcivilianactionthatmightbenecessaryin
successfullyimplementingsomethinglikeaFarmersMarket?
8. OpenuptheThermalPowerStationfeature.Severalactionschangethegreenhouse
gascoefficient.Whatdoesthismean?(hint:readthedescriptions).Selectoneofthe
alternativeenergytypes,andwriteaparagraphdescribingthebenefitsofthisenergy
sourcerelativetocoal.

EndofGame:
9. Inafewsentences,describeyourgeneralstrategyforwinningtheClimWaygame.
10. Inwhichsectorswereyoubestabletoreducegreenhousegasemissionsandenergy
consumption(seeyourendofgameClimStats)?

Closure
:
RecapofStrategies(5min.orso,ifassignmentcompletedoutsideofclass).
OutofDoorticket(ifactivityisinclass):WhichactiondoyouthinkBoiseshouldimplement?

PotentialAlternativeLessonPlan
:
SustainabilitySimulationandArgument
1. GoalsandObjectiveslargelythesame,withtheadditionofstudentsengagingin
argumentanddebatetomakesustainabilitydecisions.Lessfocusongame,morefocus
ongroupdebate.
2. Day1:SortstudentsintogroupsfordifferentsectorsinClimWay(BuildingsAgriculture,
Forestry,andAquacultureIndustry&WasteTransportationEnergyTownHall/Policy

Committee).HaveeachgroupexploretheirsectorinClimWay,andgeneratealistof
actionstheybelievewillbemosteffectiveinachievingtheGHGandenergygoals.They
shouldincludethepointcostsoftheseactionsintheirconsiderations.
3. Outsideofclass,studentswillresearchtheseactionswhattechnologytheyrequire,
prosandcons,limitations,etc.Thisresearchshouldbedividedbetweenstudentsinthe
group,andtheyshouldcomepreparedwiththisresearchinwriting/texttothenextclass
period.
4. DuringDay2,studentswillregroupintotheirsectorgroupsandbrieflysharetheir
researchandconclusionswithoneanother.Theclasswillthenengageinargumentsin
favoroftheirproposedactions.Thiscouldbedoneinacoupleofways:
a. Morecasual/simple:Eachsectorgrouphearstheargumentsofitsindividualson
theproposedmeasures.Thegroupthendecideswhichmeasuresarepreferred,
andselectsarepresentativetopresentthesemeasuresverballytotherestofthe
class.
b. Moreelaborate:Eachsectorgrouphearstheargumentsofitsindividualsonthe
proposedmeasures.Studentsmaychooseanamefortheirclass/city.The
teachergivesthecity100pointstobespentonsustainabilityactions.Thegroup
thendecideswhichmeasuresarepreferred,andselectsarepresentative(city
councilperson)topresentthesemeasuresverballytotherestoftheclass.The
classwillthenelect(orteacherwillchoose)amayor,whowillrecordthepoints
associatedwitheachmeasurepresentedbythecouncilpersons.Intheevent
thatthetotalpointsareexceeded(pointsshouldbeallottedsuchthatthis
happens),thesectorsthendebateabouthowbesttoallotpointstodifferent
sectors,prioritizecertaindecisions,orproposealternativeactionsenablingthe
pointsbudgettobeadheredto.
5. Asaresult,theclassgeneratesaSustainabilityActionPlan.Studentscanbeassessed
byrubriconhowthoroughlytheyresearchtheirchosenaction(s)andtheirpresentation
clarity.ClosurescanincludestudentsreflectingontheSustainabilityActionPlanthe
decisionmakingprocessspecifically,theeffectivenessofthemeasuresadapted,other
measuresthatcouldhavebeenconsidered,howrealisticthisdecisionmakingmodelis
fortherealworld,etc.

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