Activity: Defining Values, by Jason Albert

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Overview and learning goals

Students will be introduced to the term values and begin defining it as they discuss and analyze an environmental issue of local, regional, or national interest.

Prerequisite knowledge

Students should have an understanding of how the environment is used by human beings. For example, they should have prior knowledge of natural resource use and extraction as well as some of the benefits and costs of such actions. Students should be proficient at comparing and contrasting.

Intended grade level

8 - 12

Time involved

Preparation time: 60 minutes
Student time: one 45-minute period (or longer if discussion warrants more time)

Alignment to standards (for entire unit)

Boulder Valley School District standard 5: Students know and evaluate interrelationships among science, technology, and human activity and how they can affect the world.

Materials

• 6 laminated 3x5 cards
• On each card, write an environmental issue of local, regional, or national, concern (one in which values are involved). Examples:
  • For Boulder, CO: Protection or extermination of the prairie dog populations; purchasing more open space or land for residential and commercial development.
  • For the western United States: Burn policies of forest management offices
  • For the arid western US: Water allotment (students often feel the impact of water restriction policies)
  • Issues of sprawl (note that you can use satellite images on the Internet to help explore this issue)

Preparation

The teacher should be familiar with all issues presented on 3 X 5 cards. Laminate the cards for durability.

Procedure

1. Have students break into pre-arranged groups of four. Assign one student to be the recorder, giving him/her the laminated card.
2. Give the groups about 15 minutes to discuss their issue. Have them answer the following questions.
   • What are the benefits and costs to individuals and community?
   • How does the role of the individual compare to that of the community?
   • Who benefits more: the individual or community? Are the benefits mutually beneficial or exclusive?
3. Reconvene as a class. Have groups report on their issue and provide responses to the questions.
4. To conclude, provide on an overhead the meaning of “values.”
5. Assessment: For homework, have each student write a paragraph on how the term values relates to an issue discussed in class.

Extensions and applications

Issues presented on the cards can easily be modified to include issues of historical importance. For example, Boulder, CO has a long history of purchasing land to be preserved as open space.

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