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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.

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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.

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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?

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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.

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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

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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

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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.

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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:

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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.

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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.

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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.