Activity 5: Funding Frenzy · Activity 5: Funding Frenzy Adaptation involves making adjustments in...
11
Page | 39 Activity 5: Funding Frenzy Adaptation involves making adjustments in our decisions, activities and ways of thinking in response to observed or expected changes in climate, with the goals of (a) reducing harm and (b) taking advantage of potential opportunities. Adaptation can include behavioural changes, operational modifications, technological interventions, planning changes and revised investment practices, regulations and legislation. While adaptation in the natural environment occurs spontaneously, adaptation in human systems often benefits from careful planning that is guided by both scientific research and detailed understanding of the systems involved. 6 One of the most commonly cited barriers to adaptation is deficiencies in information for decision making. Decision makers are looking for the right type of information, at an appropriate scale and level of detail that is accessible and understandable. 7 Summary In this role-play activity, students will act as stakeholders in a working group session. They will try to build consensus on how best to use federal funding to address their climate change adaptation needs. Duration: Two 60-75 minute sessions Learning outcomes After participating in the activity, students will be able to: • Describe socio-economic impacts of climate change from a variety of stakeholder perspectives • Recognize and analyze differing priorities for climate change research • Demonstrate an understanding and appreciation of the consensus process Competency outcomes During this activity, students will develop or improve these abilities: • Communication • Critical thinking • Collaboration • Creativity and innovation Set-up and materials q Stakeholder Profiles (each student should get his/her own copy) q Stakeholder Note-Taking Sheet (one per student) q Alliance-Building Sheet (one per student) q Laptop or iPad (one per group) with access to one common Google Slides document 6 Excerpted from Canada in a Changing Climate: Sector Perspectives on Impacts and Adaptation, F.J. Warren and D.S. Lemmen, editors (2014); Government of Canada, Ottawa, ON, p. 20. 7 Ibid., p. 276.
Transcript of Activity 5: Funding Frenzy · Activity 5: Funding Frenzy Adaptation involves making adjustments in...
P a g e |39
Activity 5: Funding Frenzy
Adaptationinvolvesmakingadjustmentsinourdecisions,activitiesandwaysofthinkinginresponsetoobservedorexpectedchangesinclimate,withthegoalsof(a)reducingharmand(b)takingadvantageofpotentialopportunities.Adaptationcanincludebehaviouralchanges,operationalmodifications,technologicalinterventions,planningchangesandrevisedinvestmentpractices,regulationsandlegislation.
Whileadaptationinthenaturalenvironmentoccursspontaneously,adaptationinhumansystemsoftenbenefitsfromcarefulplanningthatisguidedbybothscientificresearchanddetailedunderstandingofthesystemsinvolved.6
Oneofthemostcommonlycitedbarrierstoadaptationisdeficienciesininformationfordecisionmaking.Decisionmakersarelookingfortherighttypeofinformation,atanappropriatescaleandlevelofdetailthatisaccessibleandunderstandable.7
SummaryInthisrole-playactivity,studentswillactasstakeholdersinaworkinggroupsession.Theywilltrytobuildconsensusonhowbesttousefederalfundingtoaddresstheirclimatechangeadaptationneeds.Duration:Two60-75minutesessionsLearningoutcomesAfterparticipatingintheactivity,studentswillbeableto:• Describesocio-economicimpactsofclimate
changefromavarietyofstakeholderperspectives
• Recognizeandanalyzedifferingprioritiesforclimatechangeresearch
• Demonstrateanunderstandingandappreciationoftheconsensusprocess
CompetencyoutcomesDuringthisactivity,studentswilldeveloporimprovetheseabilities:
• Communication• Criticalthinking• Collaboration• Creativityandinnovation
Set-upandmaterials
q StakeholderProfiles(eachstudentshouldgethis/herowncopy)q StakeholderNote-TakingSheet(oneperstudent)q Alliance-BuildingSheet(oneperstudent)q LaptoporiPad(onepergroup)withaccesstoonecommonGoogleSlidesdocument
6ExcerptedfromCanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,F.J.WarrenandD.S.Lemmen,editors(2014);GovernmentofCanada,Ottawa,ON,p.20.7Ibid.,p.276.
P a g e |40
Tip:OneGoogleSlidesdocumentsavesdocumentloadingtime;andallowsgroupstoaccesseachother’sslides.Asanothertime-saver,considercreatingslidesforeachstakeholdergroupaheadoftimewiththefollowingheadings:socio-economicimportance;impactsofclimatechange;researchneeds(socialand/orscientific).
Whattodo
Day1
1. Introducetheactivitywiththefollowingscenario:
2. Divideclassintoteamsoftwotothreestudents.Eachteamreceivescopiesofaspecificstakeholder
profile.
Tip:Forclassroommanagementpurposes,ensurethateachmemberofthegroupreceiveshisorherowncopyoftheprofile.Usepageprotectorssothattheprofilescanbeusedagainnextyear.
3. TellstudentsthattheywillbepreparingthreetofourslidesinGoogleSlidesfortheir“pitch.”Thepitchshouldincludethesocio-economicimportanceoftheirsectorandtheimpactsonitofclimatechange,aswellastheirresearchneeds(socialand/orscientific).
Tip:Considerassigningeachstudentasub-topicsothateveryoneisaccountableandeachstudenthasaparttopresent.
4. Askstudentstosilentlyreadtheirprofile,highlightingwordsorexpressionstheydon’tunderstand.Givethemtimetodiscusstheirunderstandingoftheprofilewiththeirteamtoensuretheyareonthesamepage.
5. Explainthatthereisnotmuchtimetoprepareforthispresentation:theywillhaveanother10minutestore-readtheprofile,plus15to20minutestofigureoutwhattoputontheslidesanddecidewhosayswhat.Emphasizethattheyshouldfocusoncontentfirstandonlyworkonmakingtheirslidesattractiveiftheyhavetime.
6. PlacethedesksinaU-shapefacingtheprojectionscreen.
ThefederalgovernmenthasjustannouncedthecreationoftheClimateAdaptationResearchFundtobeadministeredbytheNationalResearchCouncil(NRC)ofCanada.TheNationalResearchCouncilistheGovernmentofCanada’spremierorganizationforresearchanddevelopment.Workingwithclientsandpartners,theNRCprovidesinnovationsupport,strategicresearch,andscientificandtechnicalservicestodevelopanddeploysolutionstomeetCanada'scurrentandfutureindustrialandsocietalneeds.This$1millionfundistobeusedforresearch-basedprojectsthatwillenableCanadatoadapttoclimatechangeimpactsacrossavarietyofsectorslikeforestry,agriculture,mining,etc.Thisresearchcanbeusedforscientificstudy(scienceandtechnologyfocus),forsocialscienceresearch(focusonpeopleandsocietalissues),oramixtureofboth.Yourinterestgrouphasbeenaskedtomakeapitchtothefederalgovernmentonhowbesttousethesefundsforyoursector.
Yourgroupwillhavetwotothreeminutestopresentyourcase,highlightingyoursocio-economicimportanceandtherelevanceofyourresearchneeds.
P a g e |41
7. Justbeforethefirstgrouppresents,telltheclassthatyouhavejustreceivednewsfromthepeopleattheNRC.
TheNRChasdecidedthattheywillonlybefundingfourstudiestodeepenthesignificanceofeachstudy.Thismeansthataftertheinitialpitchesaremade,thegroupsaregoingtohavetobuildallianceswitheachotherinordertofindcommongroundforastudy.TheNRChaspreparednote-takingsheetstofacilitatethejoboftryingtofindissuesandresearchneedsincommon.Youshouldaskquestionstofindoutmoreabouttheothergroups’positions.Itisveryimportanttolistentoeachpresentationandjotdownyourinitialthoughts.
8. HandouttheStakeholderNote-TakingSheettoeachstudent.Askthemtotakenotesduringthepresentations.
9. Forhomework,askstudentstofillouttheirAlliance-BuildingSheettopreparefortheirgroupmeetingnextclass.Thesheetindicateswhoyouwouldliketomergewitharoundaspecificissue,andyourreasonstosupportthisdecision.
Day2
10. Askthestudentstogetintotheiroriginalstakeholdergroupstodiscusstheirnotes.Asateam,theyshoulddecideonwhichstrategicalliancescouldbeformedwiththeothersectors.
11. Givestudents10minutestoapproachpotentialalliestodiscusstheircommoninterestsbasedontheirAlliance-BuildingSheets.
Tip:Morethantwoteamsmaywanttobuildalliancestogether.Ifthisisthecase,splitthemintosub-groupsforintensivebrainstorming;theycanthencomebacktogethertomergetheirdiscussions.
12. Askstudents,asanalliance,tocomeupwithajointpitchforthefunding,usingasimilarformattotheiroriginalpresentation(commonsocio-economicimportance/impacts;commonresearchneeds).Theyshouldalsohighlightthewin-winaspectofthisalliance.
Tip:Considerassigningeachstudent(orpairs)asub-topicsothateveryoneisaccountableandeachstudenthasaparttopresent.
13. AskeachalliancetopreparethreetofourslidesinGoogleSlidesfortheirpresentation.
14. Asaclass,decidewhogetsfundingandhowmuch(optional).
15. Generateawhole-classdiscussionoftheconsensus-buildingactivity.Howdiditfeeltoshiftfromcompetitortocollaborator?Whatskillsdidyouhavetouseinthesedifferentroles?Whichdidyoupreferandwhy?Whatweretheadvantagesordisadvantages?
P a g e |42
Activity5–TeacherbackgrounderTHEADAPTATIONPLATFORM
TheAdaptationPlatform,auniquemechanisminCanada,bringstogetherrepresentativesfromindustry,professionalandnot-for-profitorganizations,federal,provincialandterritorialgovernments,andresearcherstotacklesharedclimatechangeadaptationpriorities(SeeFigure1).Collaborationbetweenthepublicandprivatesectors,andacrossjurisdictionsanddisciplines,isessentialtoaddressthecomplexandcross-cuttingissueofclimatechangeadaptation.
Platformparticipantsareboththeusersandproducersofadaptationknowledgeandtools.Asaresult,thePlatform’sworkisdemand-driven,facilitatingtheanalysisandimplementationofadaptationaction,anddirectlyrespondingtotheneedsofdecision-makersinCanada’spublicandprivatesectors.Byprovidingthestructuretopoolfinancialresources,knowledge,andpeople,theAdaptationPlatformworkstocreatenewinformationandtoolsforadaptationandgettheseproductstotheappropriateusers.
Canada’sAdaptationPlatformisstructuredaroundseveralcomponents:aplenarybody,aseriesofsubject-matterspecificworkinggroups,asecretariatandabroadnetworkofindividualsengagedindeliveringadaptationactions.Additionally,RegionalAdaptationCollaboratives(includingthePan-TerritorialAdaptationPartnership)areactiveacrossthecountryperformingoutreachandenhancingregionaldisseminationofPlatformresults.
Figure 1 . Canada’s Climate Change Adaptation Platform. Source: Natural Resources Canada, http://www.nrcan.gc.ca/environment/impacts-adaptation/adaptation-platform/10027.
P a g e |43
NaturalResourcesCanada,chairoftheAdaptationPlatform,hascommittedongoingresourcestosupporttheoverallPlatform,selectedWorkingGroupactivities,andtoprovidethesecretariatfunction.
Subject-matterspecificWorkingGroupsfocuseffortsonsharedadaptationprioritieswithintheirparticularsubjectmatterarea.Plenarymembers,comprisedofsenior-levelrepresentativesofgovernmentsandnationalorganizations,identifycriticalandemergingadaptationprioritiesinCanadaandtosupportcollaborativeeffortsinfocusedareasofwork.Plenarymembersalsogeneratesupportforadaptationactionanddisseminateadaptationknowledgewithintheirorganizationsandextendednetworks.8
Theseconsensus-buildingactivitiesareanintegralpartoftheadaptationplanningprocess(seeFigure2).
Figure2.Stepsintheadaptationplanningprocess(EyzaguirreandWarren,2014).Source:Canada’sMarineCoastsinaChangingClimate,p.83.
8Excerpt from The Adaptation Platform: Equipping Canadians for a Changing Climate (4th Annual Report) (2016); Natural Resources Canada. http://www.nrcan.gc.ca/sites/www.nrcan.gc.ca/files/earthsciences/pdf/adaptation/AP-Annual-Report-2015-16_EN.pdf
P a g e |44
Figure3:NumberofclimatechangeadaptationarticlesbyCanadianresearchersbysector(2000–2013).Source:CanadainaChangingClimate:SectorPerspectivesonImpactsandAdaptation,p.12.
MoreinformationFormoreinformationonclimatechangeimpactsandadaption,seeNaturalResourcesCanada’swebsite:www.nrcan.gc.ca/environment/impacts-adaptation.Foralistofadditionalresources,includingregionalinitiatives,pleaseconsultCanada’sMarineCoastsinaChangingClimate,p.273.
ActivitydevelopedwithbyBeyondtheBlackboardEducationalConsulting©2017
P a g e |45
Activity5–StudentBLM:StakeholderGlossaryBuildingcode:codeusedbytheconstructionindustrytoensurethatsafetyconditionsaremet
Commodity:tradegoods,articlesofcommerce
Consumption:theuseofgoodstosatisfyneeds(e.g.waterorenergyconsumption)
Cost-benefitanalysis:evaluatethepotentialcostsandbenefitsofadecision
Crop:acultivatedplantthatisgrowncommerciallyonalargescale
Drainagebasin:anareawherewatercollectsfromriversandstreams
Ecosystemservices:Thevarietyofresourcesandprocessesthataresuppliedbyecosystemsandbenefithumansocieties.Theseincludeproductslikecleandrinkingwaterandprocessessuchasthedecompositionofwastes
Erosion:conditioninwhichtheearth’ssurfaceiswornawaybytheactionofwaterandwind
GDP:themeasureofacountry’seconomy.Itisthetotalmarketvaluesofgoodsandservicesproducedbyacountry.
Hydroelectricity:electricityproducedbywaterpower
Hydrological:referstowater
Infrastructure:thecombinationoffacilitiesandequipmentneededforthefunctioningofacountryorarea(e.g.waterinfrastructureortransportationinfrastructure)
Resilience:abilityto“bounceback”afteranevent
Retrofit:tosubstituteoraddpartstoanexistingstructuretoadaptittonewconditions
Smelting:extractmetalsbyheating
Stakeholder:apersonororganizationthathasaninterest(orstakes)inaspecificissue
Supplychain:thenetworkofcompaniesinvolvedinproducing,handlingand/ordistributingaspecificproduct(e.g.seedproducer>farmer>processingplant>distributor>grocerystore)
Threshold:astateorlevelmarkingaboundary(tippingpoint)
Vulnerability:thestateofbeingvulnerableorexposedtoathreat,suchashazardsassociatedwithchangingweatherandclimatepatterns,thesensitivityofspecificpopulations,andtheabilityofindividualsandcommunitiestotakeprotectivemeasures.
P a g e |46
Name: Date:
Activity5–StudentBLM:StakeholderNote-TakingSheet
Socio-economicrelevance/importance
Impactsofclimatechange
(positive/negative)
Researchneeds—societalissues
Researchneeds—scienceand
technologyissuesStakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
Stakeholder:
P a g e |47
Activity5–StudentBLM:Alliance-BuildingSheet
Stakeholder: Teammembernames:
Socio-economicsimilarities Socio-economicdifferences Researchneedssimilarities Researchneedsdifferences
Stakeholder1
Potentialwin-winsolutions
Stakeholder2
Potentialwin-winsolutions
Rubric
TheAlliance-BuildingSheetincludesananalysisofatleasttwostakeholdergroups.Eachanalysis:
Exemplary Proficient Satisfactory UnsatisfactoryClearlycomparessimilaritiesanddifferencesinsocio-economicimpactsbetweentheirprofileandtheotherstakeholder’s.
Clearlycomparessimilaritiesanddifferencesinresearchneedsbetweentheirprofileandtheotherstakeholder’s.
Providescreativepotentialwin-winsolutions,i.e.,solutionsthatwouldbenefitbothparties.
P a g e |48
Activity5–TeacherBLM:PresentationRubric
Exemplary Proficient Satisfactory UnsatisfactoryUnderstandingofcontentSocio-economicprofileofthestakeholder
Theslidescommunicatethesocio-economicprofileofthestakeholderwithahighdegreeofeffectiveness.
Theslidescommunicatethesocio-economicprofileofthestakeholderwithconsiderableeffectiveness.
Theslidescommunicatethesocio-economicprofileofthestakeholderwithsomeeffectiveness.
Theslidescommunicatethesocio-economicprofileofthestakeholderwithlimitedeffectiveness.
UnderstandingofcontentResearchneedsofthestakeholderandtheirimportance.
Theslidescommunicatetheresearchneedsofthestakeholderandtheirimportancewithahighdegreeofeffectiveness.
Theslidescommunicatetheresearchneedsofthestakeholderandtheirimportancewithconsiderableeffectiveness.
Theslidescommunicatetheresearchneedsofthestakeholderandtheirimportancewithsomeeffectiveness.
Theslidescommunicatetheresearchneedsofthestakeholderandtheirimportancewithlimitedeffectiveness.
ViewpointQuestionsareansweredfromtheviewpointofthestakeholder
Consistentlyanswersquestionsfromtheviewpointofthestakeholder.
Frequentlyanswersquestionsfromtheviewpointofthestakeholder.
Sometimesanswersquestionsfromtheviewpointofthestakeholder.
Rarelyanswersquestionsfromtheviewpointofthestakeholder.
OralcommunicationInformationisgivenwithappropriateuseofnotes,eyecontact,clarity,andvolume
Consistentlygivesinformationwithappropriateuseofnotes,eyecontact,clarityandvolume.
Frequentlygivesinformationwithappropriateuseofnotes,eyecontact,clarityandvolume.
Sometimesgivesinformationwithappropriateuseofnotes,eyecontact,clarityandvolume.
Rarelygivesinformationwithappropriateuseofnotes,eyecontact,clarityandvolume.
ActivelisteningActivelisteningskillsaredemonstratedbyprovidingthoughtfulresponsestootherstudents’statementsandaskingquestionsofpresenters
Consistentlydemonstratesactivelisteningskills.
Frequentlydemonstratesactivelisteningskills.
Sometimesdemonstratesactivelisteningskills.
Rarelydemonstratesactivelisteningskills.
P a g e |49
Activity5–TeacherBLM:GroupCollaborationRubric
Exemplary Proficient Satisfactory Unsatisfactory
Contributiontogroup
Contributesknowledge,opinionsandskills.
Consistentlycontributesknowledge,opinionsandskills.
Frequentlycontributesknowledge,opinionsandskills.
Adequatelycontributesknowledge,opinionsandskills.
Rarelycontributesknowledge,opinionsorskills.
Problem-solving
Looksforandsuggestssolutions;and/orrefinessolutionssuggestedbyothers.
Consistentlylooksforandsuggestssolutions;and/orrefinessolutionssuggestedbyothers.
Frequentlylooksforandsuggestssolutions;and/orrefinessolutionssuggestedbyothers.
Adequatelylooksforandsuggestssolutions;and/orrefinessolutionssuggestedbyothers.
Rarelylooksforandsuggestssolutionsorrefinessolutionssuggestedbyothers.
Consensus-buildingskillsValuestheknowledge,opinionandskillsofallgroupmembersandencouragestheircontributions.
Consistentlyvaluestheknowledge,opinionandskillsofallgroupmembersandencouragestheircontributions.
Frequentlyvaluestheknowledge,opinionandskillsofallgroupmembersandencouragestheircontributions.
Adequatelyvaluestheknowledge,opinionandskillsofallgroupmembersandencouragestheircontributions.
Rarelyvaluestheknowledge,opinionandskillsofallgroupmembersorencouragestheircontributions.
TimeManagement
Staysfocusedonthetask
Consistentlystaysfocusedontask.
Frequentlystaysfocusedontask.
Adequatelystaysfocusedontask.
Rarelystaysfocusedontask.
Collaborationskills
Workstowardsgroupgoals.
Encouragespeopletoworkwelltogether.
Consistentlyworkstowardsgroupgoalsandencouragespeopletoworkwelltogether.
Frequentlyworkstowardsgroupgoalsandencouragespeopletoworkwelltogether.
Adequatelyworkstowardsgroupgoalsandencouragespeopletoworkwelltogether.
Rarelyworkstowardsgroupgoals.
