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| Overview |
| Grade Level: 10-12 |
| Background Information:
Hydroelectric Power has long been touted as a clean alternative
source of energy. It produces roughly 70% of the power in the Pacific
Northwest. However, hydroelectric is not without its costs. Salmon
runs on the major river systems, such as the Columbia River, and
on minor rivers, such as the Elwha River in Olympic National Park,
have suffered greatly in recent decades, and some of these salmon
species are becoming listed as endangered or threatened species.
Today, large dams on the Columbia River, owned by the Bonneville
Power Administration (BPA) provide the majority of power for the
Pacific Northwest. Yet hundreds of small, privately owned dams are
scattered around the region. These are in various states of disrepair,
and often only provide enough power to fuel a small community or
one or two factories. However, these dams do as much or more damage
to the salmon runs in their area than the large dams (BPA dams have
extensive programs to help the fish successfully navigate the dams).
This lesson is derived from real testimony given to Congress regarding
two of these small dams in the pristine Olympic National Park in
Washington. In this lesson, students will use roll playing to discuss
the merits of tearing down these dams so that the Elwha River can
run free. Some of the testimony given for this lesson is taken directly
from congressional records, some is paraphrased to make it more
accessible to students, and some is made up in order to facilitate
the discussion. The activity is presented in the form of a council
meeting to encourage students to try to build consensus in finding
solutions instead of militantly standing behind their own viewpoints.
A historical timeline is provided at the end for additional background
information.
Acknowledgement
Thanks to Roger Oakes, Lakeridge High School, for his help in refining
this activity.
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| Content Standards |
| Related National Standards:
This lesson addresses the following National Content Standards
found at: http://books.nap.edu/html/nses
Content Standard C: As a result of their activities in grades
9-12, all students should develop understanding of:
- Interdependence of organisms.
- Human beings live within the world's ecosystems. Increasingly,
humans modify ecosystems as a result of population growth,
technology, and consumption. Human destruction of habitats
through direct harvesting, pollution, atmospheric changes,
and other factors are threatening current global stability,
and if not addressed, ecosystems will be irreversibly
affected.
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Content Standard F: As a result of their activities in grades
9-12, all students should develop understanding of:
- Natural resources
- Humans use many natural systems as resources. Natural
systems have the capacity to reuse waste, but that capacity
is limited. Natural systems can change to an extent
that exceeds the limits of organisms to adapt naturally.
· Environmental Quality
- Many factors influence environmental quality. Factors
that students might investigate include population growth,
resource use, population distribution, over consumption,
the capacity of technology to solve problems, poverty,
the role of economic, political, and religions views,
and different ways humans view the earth.
- Science and technology in local, national, and global
challenges
- Understanding basic concepts and principles of science
and technology should precede active debate about the
economics, policies, politics, and ethics of various
science- and technology-related challenges. However,
understanding science alone will not resolve local,
national, or global challenges.
- Humans have a major effect on other species. For example,
the influence of humans on other organisms occurs through
land use - which decreases space available to other
species - and pollution - which changes the chemical
composition of air, soil, and water.
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| Extension Web Sites
from PBS: |
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Online
Newshour - Rush to Market
This is a transcript from the Jim Lehrer newshour in which people
discuss the issue of salmon vs. development in the Seattle area
and will give students another example of the complexities of this
issue!
The
American Experience - Divided over Dams
This site provides a text that covers the pros and cons of dam building.
Nature
- Fish Food
Look at this site for a brief rundown of the salmon life cycle.
The
Living Edens - Kamchatka: Land of Abundant Salmon ... Filets
This is a lesson plan teaching about anadromous fish and the salmon
life cycle. Includes video and a fish dissection activity.
Anyplace
Wild - Salmon and Alaska
This site contains a list of salmon facts, description of the Native
American relationship to salmon, and other relevant Internet connections.
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| Activity 1: Land Use Controversies
- The Stakeholders |
| Time Allotted:
15 minutes
Materials:
Large paper and markers or chalkboard space and chalk for brainstorming
| Objectives: |
- Students will describe possible conflicts between various
people in land-use issues.
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| Brainstorm Activity: |
- Ask the students to imagine a pristine wilderness in your
area. Have them brainstorm with a partner or as a group
"who can you think of that might be interested in the value
of this area". Have them come up with as many people or
groups of people that they can think of.
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Watch
the AFG Video Segment:
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Sipsey
Wilderness - Clash of Viewpoints
Differing
viewpoints about wilderness preservation and resource
utilization have existed for hundreds of years. |
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- Ask students to add to their list after watching the video.
- If they have made their lists in small groups, have the
groups report to the class as a whole and compile a class
list of possible stakeholders in a land use debate.
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| Discussion Questions: |
- Who is right?
- Which uses are incompatible with each other?
- Who do you think should be able to determine the use for
the land?
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| Activity 2: The Elwha River
Council |
| Time Allotted:
Two class periods with two optional 20-minute extensions (these
can be done as homework).
Materials:
Copies of the 8 personal statements
(1 statement for each group) and student
instruction sheet. Photocopy the student instructions on to
the back of each of the personal statements. Each student should
get a copy of one personal statement and the instructions.
Directions for Council Members
Poster Board or paper for visual aids (materials for 8 groups)
| Objectives: |
- Students will develop an understanding of a conflict between
the needs of society (dams and hydropower) and natural resources
(salmon and the native ecosystem).
- Students will be able to describe opposing points of view
in a major controversy.
- Students will work in small groups to understand a perspective
relating to the issue of power generation and salmon fisheries.
- Students will use roll playing to explain a perspective
regarding the removal of dams in a small river system to
a larger group.
- Students will build consensus to try to come up with a
solution to the problem of salmon vs. dams.
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| Part 1: Preparation
Time allotted: 1 class period
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- Break students into eight small groups who will represent
the eight different community perspectives and one group
of 4-6 students who will serve as Council members. Any students
who are absent on this first day can also serve as Council
members at the final meeting. Give the students in each
community group copies of one of the personal statements
along with the student instructions. Give each of the Council
members a copy of the Elwha Council Instructions and Historical
Background and Outline to review.
- Optional: You may want to give these out in the prior
class period and have them read the statements for homework.
Have them write a one-page description of the person's perspective
in their own words. They should include: who they are, how
they are connected to the problem, their views on the problem,
and how the student would feel if they were in the same
position as their character. Students also might include
an outline of the main points or arguments their character
provides.
- Students will spend the first class period preparing for
the Council meeting: outlining their arguments, making a
visual to provide to the Council, and electing a spokesperson
who will present their arguments to the Council. Have students
watch the related AFG Video Clip to get some more perspective
on the issues that might be important to their character.
They might also spend some time brainstorming possible solutions
that would be acceptable to their characters.
Note: Another option for this activity is to not have separate
Council group. Presentations would be given to the entire
class and all students would participate in the questioning
and deliberations.
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| Part 2: The Council
Time allotted: 1 class period
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- Place students in a circle.
- The spokesperson for each group will present their arguments
to the general council.
- The council will have time to ask questions of each group.
- The council will then break while students meet in small
groups to come up with ideas for possible solutions. These
discussion groups should a mixture of students representing
all the different community perspectives. Encourage students
to work toward a solution that is acceptable to all sides.
- Have each group present their ideas to the Council.
- If there is time, the Council can meet privately to deliberate
and make a final decision. They will present their final
plans to the group at large.
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Part 3: Synthesis
Time allotted: 20 minutes
Using the Environmental Decision
Making Model, students should answer the question: "Should the
dams on the Elwha River be removed". This should be done individually.
Suggested Assessment
Use the assessment rubric below to score student presentations
for this activity.
Elwha River Project Rubric:
| Clearly & Seriously presents
points as expressed by their person |
5
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4
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3
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2
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1
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| Visual Aid Enhances the presentation |
5
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4
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3
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2
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1
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| Personal synthesis(taking on
character) |
5
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4
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3
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2
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1
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| Polite to other participants |
5
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4
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3
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2
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1
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| Works with group
to try to come up with a solution |
5
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4
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3
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2
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1
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| Participation in whole process |
5
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4
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3
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2
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1
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Note: The Environmental Decision Making Model can be used to evaluate
individual student understanding. We often use it to help students
format essays on a test.
| Extension Activities |
- Watch 'When the Salmon Runs Dry.' A 60-minute video outlining
the larger debate surrounding the economy of saving the
salmon. Available from Oregon Public Broadcasting.
- The Elwha River Ecosystem and Fisheries Restoration Act
was passed in 1992. Since then, there has been a lot of
debate, and some action, regarding the two dams on the river.
Students can conduct research using the Internet and news
databases such as SIRS to learn what has happened regarding
the dams since the passage of the Elwha River Act. Alternatively,
they might research the facts on the dam before beginning
this debate.
- They then may want to write their congressmen stating
their opinions on what should be done.
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Related Web Sites
For more information, see
Elwha River
Restoration Project
Elwha Restoration
Project Office
To contact your congressman
Contacting the Congress
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