Reflection: Diverse Entry Points Spaceship Earth: Concept application (2 of 5) - Section 3: Tragedy of the commons: Opposing views

 

My choice of Vine has a few purposes.  First, it provides motivation for students to actually understand the main idea of the texts.  Second, it forces students to synthesize information in a meaningful way.  Third, students literally can take on a number of roles in the creation process that may not traditionally be valued in a science classroom (comedian, actor, singer, dancer, etc).  And fourth, they are fun!  

These Vines are also amazing formative assessments because they allow me to quickly see whether or not students have understood the important idea of each text.

  Vines any student can climb
  Diverse Entry Points: Vines any student can climb
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Spaceship Earth: Concept application (2 of 5)

Unit 2: Citizen science, Student design
Lesson 4 of 13

Objective: Student will be able to: 1) identify the distribution of resource use around the world; 2) articulate the essential idea of the tragedy of the commons; 3) apply the tragedy of the commons to the design of resource management strategies; and 4) critically evaluate the presentation of the tragedy of the commons in an educational video game product

Big Idea: In 1968 Buckminster Fuller described science as a "world-engulfing industrial evolution." How might conceptual familiarity with the tragedy of the commons enable us to better understand management needs of Spaceship Earth?

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Standards:
Subject(s):
Science, Statistics, field work, Community Mapping, engineering design thinking
  55 minutes
graphic spaceship
 
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