Lesson

Overview

Essential
Learnings

Extensions

Gotcha! :A story line is read to the class, presented as a real article about an issue involving environmental risk. During the discussion that follows, the teacher observes students’ perceptions and reactions to the issue. The teacher then identifies the article as fictional and shares his/her observations. The class discusses how perception influences reactions to issues of risk.

Communication1.1, 1.2, 1.3

Writing: Students write their own "Gotcha" story and read it to a friend or family member. Students observe their audience’s reaction and share the observed perception and response with the class. Writing 1.1, 2.2, 2.3

(p. 16-17)

Defining Risk: The class generates a list of words, phrases, and concepts that they relate to "risk", leading to the idea of "probability". Students give examples of risks they face daily, and evaluate the likelihood of each risk occurring and the seriousness of consequences. The class discusses how they chose to make these "risk assessments".

Math 1.4, 5.3

Communication 3.1, 3.3

(p. 17-18)

Ranking Risks: Individually, students log 10-15 risks they face throughout a day. Cooperative groups compare/contrast the individual lists and compile a single list that represent risk exposure of all members of the group. The group ranks the risks in order of danger. The activity is repeated as a whole class, using group lists. Groups and/or class discuss the types of risks, how danger is evaluated, and why we choose to take risks.

Reading 2.1, 2.2

SS-Geography 3.2

Science 3.2

 Social Studies: Students debate the necessity of instituting helmet and seatbelt laws, in consideration of risk. Civics 4.2, 4.3. Communication 3.1, 3.3

Things Aren’t Always What They Seem
(p. 22-23)

Everyday Risks: Class discussion defines terms: expert, lay people, values, perception. Students rank the provided list of 30 Activities and Technologies from least to most dangerous. The class discusses reasons for differences in individuals’ rankings, including concepts of "personal perceptions" and "values". Students compare their ranking to those done by the League of Women Voters, college students and experts, discussing reasons for similarities/differences in groups’ rankings.

Reading 2.2, 2.3

Science 3.2

SS-Geography 3.3

Language Arts/ Science: Students use the list of 30 Activities and Technologies to survey parents and other adults. The class compares these adult rankings with rankings done by the class, League of Women Voters, college students, and experts. Class discusses possible reasons for similarities/differences. Communication 1.1, 1.2. Science 3.2.

Things Aren’t Always What They Seem
(p. 24)

Exploring Differences in Risk Assessment: Experts vs. the Public: Class generates a table, listing factors that experts and lay people use to evaluate risks. Cooperative groups discuss questions related to how risk is evaluated and how values, experience, and scientific data should be used. Groups share their answers with the class and respond to class input.

Science 3.1

Civics 4.3

Communication 3.1, 3.2, 3.3

 Arts: Students list songs that deal with risk, and bring lyrics to class, if possible. Class discusses the risk identified in the song, the perception of the songwriter, and how the music and lyrics convey a message. Arts 2.1, 4.1, 4.4

Environmental Risks: Students discuss a list of "Environmental Research Needs" and rank the needs in order of priority. Class discusses the reason for students’ choices, including concepts such as values, voluntary vs. involuntary risks, and quantitative vs. qualitative analysis. Students compare their list to the research priorities set by the ORD (research division of EPA). Discussion follows, summarizing why different people and groups assess risk in different ways.

Civics 4.2, 4.3

Reading 2.2

Language Arts: Students conduct research on an environmental risk from the list of "Environmental Research Needs". Students sharing the same topic meet to discuss the current status of their issues and identify expert vs. lay perception of the risk. Each group presents its findings to the class. Communication 2.2, 2.3, 3.2. Reading 1.5, 2.1, 2.2.

(p. 34-40)

Probability and Tossing a Single Coin/ Two Coins and Probability Distributions and Estimates: Students compare predicted with actual outcomes for flipping one then two coins. A tree diagram is used to explain the outcomes for simultaneously flipping 2, 3, and 4 coins. Students expand their understanding of probability by testing the frequency of outcomes for flipping a coin 5 times in a row. Histograms made by the students are compared to the "normal distribution". Students learn about discrete vs. continuous random variables and other concepts, including statistical significance, normal distribution and random distribution. Finally, students relate their knowledge of probability to environmental risk assessment.

Math 1.4, 3.1, 3.2, 5.3

Science 3.2

Math: Students study scientific journals for use of p-values (probability values) and the use of standard deviation with mean calculations. Math 1.4

(p. 40-41)

Uncertainty and Risk: Students apply their understanding of probability and uncertainty to the risk association between cell phone use and brain cancer. Students will distinguish between causation and association. Class will discuss the impact of uncertainty on making risk decisions.

Math 1.4, 5.3

Science 3.1, 3.2

(p. 48-49)

Tool Time: Cooperative groups brainstorm how they might assess the risk of a provided scenario. Students then study the "Table of Tools" (i.e. Event Tree, fault tree) and choose the most appropriate tool to assess the risk for their scenario. Groups present their scenarios, choice of tool, and the strengths and weaknesses of using that particular tool. Individual students write their own evaluation of how the tool helps decisions on risk management.

Communication 3.1, 3.2, 3.3, 2.3

Writing 2.2, 2.3

Reading 1.5, 3.2

Language Arts: Students find and read an article that reports quantitative results of a risk assessment. Students identify how risk estimate was calculated, what "tool" was used, and whether uncertainty was reported. Reading 2.1, 2.2, 2.3

(p. 49-50)

A Closer Look at Fault Trees: Students study the structure of a fault tree, using the "Fault Tree for Car Failing to Start". Students are then provided with a problem and work backward from the undesirable event to create a fault tree for that problem.

Writing 2.2, 2.3

Reading 3.2

Writing: Students create a fault tree for failing a school course, or failing to do their homework. Writing 2.2, 2.3

(p. 50-52)

A Closer Look at Toxicity Testing and Epidemiological Studies: Students apply their understanding of dose/response relationship in toxicity to a debate that questions "Should saccharine be taken off the government’s list of suspected carcinogens?"

Science 2.2, 3.2

Communication 2.2, 2.3, 3.3

Civics 4.3

Science: A guest speaker from the local community (i.e. toxicologist, engineer, epidemiologist) share their profession with the class. Science 3.2

(p. 63-64)

The Case of Sybron Chemicals: Cooperative groups read student pages about alternative philosophies on how to communicate the risks of "Sybron Chemicals, Inc." Groups then choose the philosophy they think is most appropriate, explaining the choice to the class. Individual students read about and respond to the company’s choice of how to communicate risk.

Communication 3.2

Reading 2.1, 2.2, 2.3

Civics 4.3

(p. 64-66)

Communicating the Risk Associated with Radon: Students compare two risk charts and two brochures on the risk of radon, discussing which of each set was more effective/ helpful and why. Students then create a list of guidelines to be used in creating a brochure for effectively communicating risk to the public.

Reading 2.1, 2.2, 2.3

Writing 2.3

Civics 4.1, 4.2, 4.3

(p. 66)

Evaluating the Professionals: Cooperative groups use the Risk Communication Guidelines (provided) to evaluate sample risk communication pieces (brochures, newspaper and magazine articles) for unbiased, accurate, effective information.

Reading 2.1, 2.2, 2.3

Communication 3.2

Writing 4.2

Civics 4.2

Reading 2.1, 2.2, 2.3, Writing 4.2

(p. 66-67)

Numbers, Big and Small—What Do They Really Mean?: The class participates in a visual demonstration to understand the scales: one part per million, one part per billion, etc. The group then discusses why it is important for the public to understand these scales and how these numbers are used and possibly misunderstood.

Math 1.1, 5.3

Civics 4.2

Reading 2.2

(p. 68)

Taking Action: Communicating a Local Risk to Your Community: Cooperative groups research a local risk and create a flier to communicate the risk to their school/community. Groups critique each other’s fliers and discuss the effectiveness of the fliers for increasing awareness and motivating action.

Communication 3.2

Writing 2.2, 2.3, 4.2

SS-Geography 3.1, 3.2

Civics 4.2

Writing 4.2

(p. 82-83)

Supermarket Sweep: Students make a grocery list, limited to $20, for one person over seven days, maximizing for nutrition and satisfaction. Students list items purchased (after gathering information from ads or a trip to the store), the cost, and justification for the purchase. Cooperative groups discuss their lists, how well they meet goals, and how trade-offs play a role in similar decision-making.

SS-Economics 1.3

(83-83)

The Great Debate: Cost/Benefit Analysis of Protecting Endangered Species: Students complete background reading "Cost/Benefit Analysis and Ethical Considerations". Classes discusses questions related to reading, and connect with the similarity between cost/benefit analysis by public policy makers and the supermarket choices of Part A. Students groups then debate two questions, involving the use of cost analysis in protecting endangered species. The lesson concludes with class discussion on how cost actually plays a role in endangered species policy, and how this relates to environmental justice.

SS-Economics 1.3

Civics 2.2, 4.1, 4.3

Communication 2.2, 3.1

SS-Geography 3.1

Reading 2.1, 2.2

Language Arts: Students write about the pros/cons of using cost/benefit analysis on a local environmental or health problem. Writing 1.1, 2.2, 2.3, Reading 2.1, 2.2, 2.3

(p. 93-95)

Coral Reefs and Mangrove Swamps: Class brainstorms examples of ecological risks (those faced by other species and natural resources) and the sources of these risks. After reading provided articles on coral reefs and mangrove swamps, students identify the risks and their sources that were mentioned in the articles. Cooperative groups research a specific reef or swamp and discuss management ideas to reduce the risks.

Reading 2.1, 2.2

Communication 3.2

SS-Geography 3.1

Civics 4.1

(p. 96-101)

Managing Wildfire Risk (along the Wildland/Urban Interface): Students discuss the risks of wildfires for homes/businesses in the wildland/urban interface. Students use a Wildfire Decision Tree to decide whether or not to take action to protect homes from fire. Cooperative groups develop a Wildfire Decision Matrix as a quantitative means to assess options. Class discussion assesses the usefulness of both decision-making tools.

SS-Geography 3.1, 3.2

Reading 3.2

Language Arts: Students use a decision-making tool for another decision, such as implementing a school recycling program, or how to utilize a vacant lot near the school grounds. Reading 3.2, Writing 2.2, 2.3

(p. 101-103)

Living with Natural Hazards: Making Decisions Under Conditions of Uncertainty: Class brainstorms and discuss natural hazards to consider when choosing a geographical location to live. Cooperative groups label a map of the U.S. for natural hazards. The groups decide on a geographical location to make their home, using provided materials, and considering criteria such as probability of occurrence, uncertainty and mitigation. Groups present their decision and process to the class.

SS-Geography 1.1, 3.1, 3.2

Math 5.3

Communication 3.2

(p. 174-175)

Developing a Plan: Class chooses a risk present in their school or community. After characterizing the risk (its source, affected population, extent of exposure, adverse consequences), groups devise an action plan to reduce the risk. The class creates a list of criteria to assess each group’s plan.

Communication3.2

Civics 4.1, 4.2, 4.3

Writing 2.3

(p. 176)

Implementing the Plan: Groups use a "Plan Implementation" worksheet to organize the steps necessary to put the plan from Part A into action.

Writing 2.2, 2.3

Civics 4.1, 4.3

(p. 176)

Follow-Up: The class evaluates the results of their risk action plans. Discussion includes whether risk was reduced, stumbling blocks experienced and how overcome, changes that students would make if repeated.

Civics 4.3

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