• 1. Have students discuss the influence of the stakeholders in an environmental decision.

    Set the stage by connecting back to Activity 2. Remind students that in the previous activity they explored the geographic factors and the various levels of influence of the stakeholders on the decision to build a dam in the Lake Turkana region. Ask: Which stakeholders did you think had the most influence and why? How did the geographic information inform your thinking about stakeholder influence? (Answers will vary based on the class discussion at the end of Activity 2.) Explain to students that throughout this lesson, they have been uncovering the complexity of environmental decisions. So far, students have identified that when analyzing an environmental decision all stakeholders have to be identified, as well as their level of influence. It is also important to explore the geographic and political climate of the region or resource connected to the decision. In this activity, students will explore what happens once a decision has been made. They are going to identify and analyze the consequences of the decision to place a dam in the Lake Turkana region.


    2. Have students identify the consequences of a decision.

    Explain to students that a consequence is a relationship between a cause and an effect. The environment is a complex system in which both biotic (living) and abiotic (nonliving) factors are interconnected. Organisms (biotic) rely on land formations and water resources (abiotic) for water, shelter, and nutrients. In some instances, organisms (biotic) help erode rocks, change the flow of rivers and streams, and create new land formations (abiotic). When actionable decisions are made about environmental resources (e.g., water and land rights, natural resource mining), we are altering this environmental system. Alterations within the system have consequences. For example, damming a river will reduce the water flow downriver and affect wildlife in that region. Sometimes these consequences are intended or known during the decision-making process. Other times, the consequences are unintended and not always known until after the decision and/or time has passed. Ask students to read the full Case Study: Friends of Lake Turkana they read parts of in Activity 1. Encourage students to reread those sections in addition to sections they have not read yet. It is important at this stage that students have a full understanding of the case study. As they are reading, have them highlight any consequences linked to the decision of placing the Gilgel Gibe III Dam upstream of Lake Turkana. Once students are finished reading, have them visually illustrate the consequences in a Consequence Web. Ask them to draw a square in the middle of a sheet of paper and write in the square the decision made. Then have them write all the consequences around it in circles in a web-like configuration. Have students think about what additional effects the consequences will have on the environment or the people. If there are additional consequences, have students add them to the web next to the original ones. Students' Consequence Webs should have at least four levels of circles. As the circles move farther away from the square, they should get smaller and smaller. Students should draw arrows as they make connections between the levels of consequences. Ask students to write the connections above the arrows. Some consequences of building the dam are that it will reduce the freshwater flow into Lake Turkana, increase the salinity level of the lake, affect the fish population, and reduce fishing opportunities for local residents.


    3. Have students reflect on the consequences of the decision.

    Once students have finished their Consequence Webs, ask each student to share their web with a partner. In pairs, have them decide what their final web will look like and ask them to modify their webs. Display one web on the overhead document projector. Ask students if they agree with the example. Ask: Is there anything that has been missed? Which of these consequences are intended and which are unintended? Can you think of any unintended consequences that the author of the case study might not have included? Ask students to take notes on the back of their Consequence Web during the discussion. Ask students to hold onto their Consequence Web and notes. They will use these in Activity 4 of this lesson.

    Alternative Assessment

    Use students' Consequence Webs to assess evidence of student thinking and connections within the case.

    Extending the Learning

    This case is very complicated and crosses national borders. Ask students to pick two different stakeholders. Have them identify a body of research; for example, a website or white paper, and identify additional consequences of this decision from the perspective of the stakeholder.

  • Subjects & Disciplines

    Teaching Approach

    • Learning-for-use

    Teaching Methods

    • Cooperative learning
    • Discussions

    Connections to National Standards, Principles, and Practices

    Common Core State Standards for English Language Arts & Literacy

  • What You’ll Need

    Materials You Provide

    • Pencils

    Required Technology

    • Internet Access: Optional
    • Tech Setup: Projector

    Physical Space

    • Classroom

    Grouping

    • Large-group instruction
    • Small-group instruction
  • Background Information

    This work is modified from the decision-making process called Stakeholder Consequences Decision-Making (SCDM) process. This process is generally used when individuals are at the stage of making a decision. The SCDM process consists of four stages: establishing constraints and considerations; identifying consequences; assessing impact on stakeholders; and weighing impacts on stakeholders. The case studies provided have already articulated a decision. The model was modified so it can be used as an analysis tool. The modification includes identifying stakeholders, influences over the decision, and consequences of the decision.


    Prior Knowledge

    • None

    Recommended Prior Activities

    • None

    Vocabulary

    Term Part of Speech Definition Encyclopedic Entry
    abiotic Adjective

    characterized by the absence of life or living organisms

    aquatic Adjective

    having to do with water.

    basin Noun

    a dip or depression in the surface of the land or ocean floor.

    Encyclopedic Entry: basin
    biotic Adjective

    having to do with living or once-living organisms.

    collective decisions Noun

    decisions made by a group of individuals that account for the needs of many others.

    conflict Noun

    a disagreement or fight, usually over ideas or procedures.

    consequence Noun

    result or outcome of an action or situation.

    controversy Noun

    disagreement or debate.

    dam Noun

    structure built across a river or other waterway to control the flow of water.

    debate Verb

    to argue or disagree in a formal setting.

    desert lake Noun

    large body of water in a desert region, often characterized by high salinity.

    ecology Noun

    branch of biology that studies the relationship between living organisms and their environment.

    Encyclopedic Entry: ecology
    environment Noun

    conditions that surround and influence an organism or community.

    environmental impact Noun

    incident or activity's total effect on the surrounding environment.

    flood-retreat cultivation Noun

    agricultural method that relies on silt left on a flood plain (following a flood) to cultivate crops.

    geographic Adjective

    having to do with places and the relationships between people and their environments.

    geo-literacy Noun

    the understanding of human and natural systems, geographic reasoning, and systematic decision-making.

    hydroelectric power Noun

    usable energy generated by moving water converted to electricity.

    indigenous people Noun

    ethnic group that has lived in the same region for all of their known history.

    individual decisions Noun

    Decisions that are made by an individual that only account for that individual's needs

    intended consequences Noun

    results of an action or situation that are deliberately brought about and/or anticipated.

    outflow Noun

    water, sediment, and chemicals discharged by a river or other flowing body of water.

    political Adjective

    having to do with public policy, government, administration, or elected office.

    region Noun

    any area on Earth with one or more common characteristics. Regions are the basic units of geography.

    Encyclopedic Entry: region
    seasonal flooding Noun

    overflowing of a body of water from its banks, usually predicted by yearly rains or storms.

    stakeholder Noun

    person or organization that has an interest or investment in a place, situation or company.

    tourism Noun

    the industry (including food, hotels, and entertainment) of traveling for pleasure.

    unintended consequences Noun

    results of an action or situation that are not deliberately brought about and/or anticipated.

    upstream Adjective

    toward an elevated part of a flow of fluid, or place where the fluid passed earlier.

    waterfowl Noun

    birds that live near the water.

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