Title: Action Feasibility

Overview & Outcomes:

The pros and cons of the possible actions on GAC listed by the students were examined in Actions lesson 4. In this lesson the feasibility of those actions is examined. In the last lesson, Actions Lesson 6, students will make a commitment to take action, follow through on that commitment, and evaluate the results.

This lesson helps learners:

• determine how feasible it is to carry out individual actions.

The concept map found in Actions Lesson 1 shows model relationships among concepts Actions Lessons 1 through 6 seek to develop.

Background Notes for the Teacher:

Through this activity, students will determine the feasibility of the actions they have listed. From the list of actions developed by the class, students will discuss in small groups the feasiblity 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 decsions for the student's contract, as described in the next lesson.

Additional Teacher References.

Hungerford et al. (Investigating and Evaluating Environmental Issues and Action: Skill Development Modules. Champaign, IL: Stipes Publishing Company).

Lewis, Barbara A. (1991). The Kids Guidebook to Social Action. Minneapolis, MN: Free Spirit Publishing. $14.95, (612) 338-2068 ISBN: 0-915793-29-6

Needed Materials:

1. List of actions generated in earlier lesson.
2. Markers/crayons (red, yellow, green, blue)
3. Chalkboard

Preparation:

For each group

Instructional Procedures: (1 Day, 40 minutes)

1. Tell students that a principal reason for studying about atmospheric change is to help prepare you to take actions to help prevent or reduce global warming, ozone depletion, and ground level ozone pollution.

2. Re-establish groups from previous day. Distribute the ACTIONS: PROS AND CONS lists from Actions Lesson 4 to the respective groups.

3. Have each each group engage in the following process:

   In each group, appoint an individual who will serve as the discussion leader. Alternatively, each person in each group could take turns being the discussion leader.

   • The discussion leader's job is as 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.

Assessment/Portfolio Items:

Have students reflect through journal 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, did you change your mind about how feasible any of the actions would be for you to take? If so, which actions and what influenced you to change your mind?"

Click Here to go to Action Lesson 6: Committing to Action