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.