Learning Intention

To understand that environmental issues have no simple solutions

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Success Criteria

• Identified and describes a stakeholder perspective

• Explain the impacts on an environmental issue based on different perspectives

• Critically evaluate an argument and explain what gives it weight

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Curriculum links

Science as a human endeavour

• Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)

Science inquiry skills

• Communicate ideas, findings and solutions to problems including identifying impacts and limitations of conclusions and using appropriate scientific language and representations (VCSIS113)

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Justification

Students need to be able to understand ethical considerations when dealing with an environmental issue and be able to acknowledge opposing parties arguments. It is important for students to have an informed opinion in order to be able to defend their points of view. Also, being able to understand a view they do not agree with is key to developing their empathy and understanding for why people think the way they think. Students also need to be able to communicate their ideas effectively. Including a reflection, the activity will develop students critical thinking skills in evaluating the merit of their peer's ideas. Lastly, the group discussion shows students that many issues in our society have no easy solutions, both perspectives will have valid arguments and finding a middle ground is the key to solving many of the world's problems.

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Topic: 'Australia is debating if the production of plastic should be done all in house, by importing zero plastics, in an effort to remove nurdles from entering the environment'

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Activity guide
 

Part 1:
Some points for each group:

For

• There would be no more nurdles entering the environment, which means wildlife is protected

• Bioaccumulation of heavy metals through nurdles would no longer be an issue, human lives are protected

• More jobs

 

Against

• The economy cannot survive this change

• Who funds the loss in the capital for businesses who are forced to change?

• What about the jobs of people importing? Will they be transitioned?

 

Scientists

• Use information from past activities, how nurdles affect the ecosystem, how they affect us, what would building factories to make plastic do to Australia?

 

Government

• Why they would want to do this

• What are the factors that need to be considered for this plan

 

Part 2:

Running activity

Have the class set up like groups presenting their ideas in a government forum?

Have the government at the back of the classroom so that all the other groups are presenting to them. Have the for group on one side and the against on the other. Have scientists in the middle. Ensure the government goes first and presents why this is an issue and the outcome they want. The government will decide which party they wish to go with, ask them why they choose a side and get them to justify their position.

 

Part 3:

Use their responses as a formative assessment to see if students are able to critically evaluate an argument and justify why it was strong.

 

Part 4:

Write students answers on the board

Facilitating questions

Is one side right? Is it viable to stop importing plastic? What can we do? Is there a solution or can nothing be done?

 

The idea that there is sometimes no answer to an issue is important to get across to students after the discussion is done. The manufacturing of plastics solely in Australia would solve the issue but the cost to the economy would mean it would be impossible to convince the Australian government. Ask them about what the middle ground would look like. What would appease both sides?

 

Assessment

Use a rubric to assess presentation and reflection, mark as a group.