Analyzing the Problems

This is an icon of marsh grasses This is Part 1 of Lesson 4 of Project Resilience curriculum.

Students consider all of the environmental challenges presented in Lessons 1-3 to make connections and synthesize ideas. Then students work in groups to construct a claim about which environmental problem is a priority to address in coastal Louisiana and brainstorm solutions to the problem.

Learning Objectives

  • Students will analyze environmental problems facing coastal Louisiana to understand the underlying causes and connections between them.
  • Students will use claim, evidence, and reasoning to construct an argument about which environmental problem should be addressed first.

Materials

Preparation

  • It is suggested to let students form groups with others that have chosen the same priority problem, but if students will be more successful in assigned groups, determine them in advance.
  • Print copies of the Turning Problems into Solutions: CER Student Sheet.

Directions

Making connections (20 min)

  1. Introduce Lesson 4 by explaining the following: Now that we have explored many of the problems facing coastal Louisiana, let’s shift our focus to solutions. But in order to arrive at effective solutions, we need to make sure we understand the root of the challenges and how they can have an impact on other challenges.
    • Remind students of the driving question we have been focusing on so far (in slide 51): How is our changing coast affecting the people who live here?
  2. As a class, create a list of environmental problems/challenges facing coastal Louisiana. Draw upon issues explored during Lessons 1-3 to create the list. Post this list somewhere that will be accessible to the class.Note: students will need to refer to this list during Part 2 of the curriculum, so do not discard it!
  3. The list of problems may include: subsidence, sediment loss, wetlands/estuary destruction, the decline of wetlands species, loss of fishing economy, flooding, sea level rise, hurricanes, etc.
    • Students may add issues not addressed in the Project Resilience curriculum as well (such as pollution, oil spills, etc.), allow this.
  4. Write each problem on its own piece of paper and hang them on the walls around the room. A digital brainstorming platform (like Padlet) would also work well for this.
  5. Have students find a partner. Give each pair a small stack of sticky notes.
  6. Tell students their goal is to analyze the problems and to see if problems connect to each other.
    • Depending on your class size and the number of problems your class came up with, consider assigning each pair of students to focus on a specific problem.
  7. Students should write one idea per sticky note to address the “get at the root of the problem” questions/prompts below, and then add them to the respective problems posted on the walls.
    • Read through the questions together as a group before students get started with their partners. Define primary, secondary, and linchpin problems as needed (see definitions below).
    • Make sure sticky notes are being added to each of the different problems.

Getting at the Root of the Problem Questions: (slide 52)

  • How would you define the problem?
  • What is/are the cause(s) of the problem?
  • Are the causes of the problem anthropogenic (caused by humans), natural, or both?
  • Is the problem a primary or secondary problem? Is there a linchpin problem?
    • Secondary problems are dependent upon primary problems. Without addressing the primary problem, the secondary problem cannot be solved.
    • A linchpin problem is one that all other problems stem from.
  • What is the scale of the problem? (Individual, community, population/species, ecosystem, global, etc.)
  • What are the resulting effects of the problem? How are people in your community affected by the problem?
    • There will likely be many, and they will likely lead to more connections.
    • A problem can be the “effect” of another problem.
  • Does the problem connect to another problem?
    • Add sticky notes to show connections. For example, land loss connects to diverting water from the river, sea level rise, and subsidence. Add sticky notes that say “Connects to land loss...” on each of the other problems.

Make a claim (10 min)

  1. When students have finished hanging sticky notes, pose this question (slide 53):

    If you had a limited amount of resources, which problem would be the priority to address? Which problem, when fixed, would have the greatest impact?
  2. Have a gallery walk. Tell students to think about the question as they read through the problem analyses. Give each student three different colored dot stickers (red, yellow, and green are suggested). Tell them to place a red dot sticker next to the problem they feel should be the #1 priority, a yellow dot sticker next to the #2 problem, and a green dot sticker next to the #3 problem.
    • As students walk around reading the analyses and ranking the problems, they should engage in conversation with each other about what they find interesting/challenging about the different problems, what they still have questions about, and which problem they chose as the priority.
  3. Instruct students to look around the room to see which problems received the most votes.
    • Ask students to share their reasoning for choosing these problems as priorities over others.
    • Ask students to call out any connections between the top-ranked problems. Refer to the analysis of sticky notes for evidence.

Proposing Solutions (20 min)

  1. Have students form groups with others who chose the same priority problem as them, if possible. It is ok if there are multiple groups focusing on the same problem (it is better for group sizes to be small so students will have more opportunities to engage in deep conversation).
  2. Tell students that they will work with their newly formed groups to create a presentation about their priority problem, which will be shared with their classmates tomorrow.
  3. Each group will make a poster on chart paper (or using a digital platform) that will include their claim, their supporting evidence, and their reasoning. Proposed solutions should also be included and should be described in as much detail as possible. Encourage creativity! Provide students with internet access if they would like to research their problem/solutions further. Pass out copies of the Turning Problems into Solutions: CER Student Sheet for groups to use as they plan what to write on their poster (optional).
  4. Show the question and CER details (slide 54) while groups work:
    • Question: If you had a limited amount of resources, which problem would be the priority to address.
    • Your claim: Which problem should be the priority? Provide details about the problem.
    • Your evidence: What specific factors support your claim? Give examples when possible.
    • Your reasoning: Why does your evidence support your claim?
    • Your solution(s): Describe your ideas for a solution to this important problem. Explain how the solution will address the problem and how it would benefit the people who live in your community.

Groups will finish up their CER and solutions posters using the first 15 minutes of class tomorrow.

Assign journal prompt #9.

Prompt #9: Think back to when we began this unit about coastal Louisiana and reflect on how your thinking has changed. First, recall the ideas you used to have about the environmental problems facing your community. Write down what it is that you used to think, starting with the words “I used to think…” Next, think about how your ideas have changed as a result of what we have been studying. Write down a few lines to capture where you are in your thinking now, starting with the words “Now, I think…”

 

Background

Resources for using Claim-Evidence-Reasoning with students:

Adaptation and resilience:

Given the complexities of the environmental threats facing the gulf coastal communities, both adaptation and resilience must be considered when we begin to discuss solutions. Adaptation in this context means taking action to cope with the effects of environmental change. For example, the fishing industries will likely need to alter their fishing practices to adapt to shrimp occupying different areas in the ocean. Sediment diversion projects can help re-establish land forming processes in the delta. These are both examples of adaptation, but it is important to note that not all communities can, or need to, adapt in the same manner. Resilience defines a community’s ability to respond and bounce back from threats, but risk and vulnerability play a large role in determining this. Not all places/people/things are able to be resilient due to variations in their local conditions. Thus, a variety of solutions are needed and a ranging scale of implementation of these solutions.

For students to consider which problem is the most important to address, given the reality of limited resources, they will need to expand their thinking to include the unique impacts of environmental threats on a range of scales. Suggest that students consider their chosen environmental threat from the perspective of various stakeholders and begin to think about trade-offs and how multiple solutions are likely needed. The overarching challenge of living with more water is at the crux of every scenario. Creative solutions are needed not only in coastal Louisiana but in coastal communities around the world.

Examples of Resilience & Adaptation organizations in Louisiana:

  • LA SAFE (Louisiana’s Strategic Adaptations for Future Environments) was created to help Louisiana’s communities and economies adapt to coastal challenges and take advantage of emerging opportunities by discussing adaptation alongside restoration. By demonstrating the power of citizen-led planning informed by science and fueled by the vision of residents, LA SAFE is developing a suite of adaptation projects that can be used as we become a stronger, safer, more resilient Louisiana.

     

  • The Water Institute of the Gulf’s Resilience Lab undertakes research, outreach, capacity building, development of best practices, and knowledge exchange focusing on developing innovative solutions to the challenges confronting river and coastal communities.

     

Other examples of adaptation & resilience:

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Credits

This activity was developed for Project Resilience, funded by the Gulf Research Program of the National Academies of Sciences, Engineering, and Medicine.