The lesson-level assessment will be the students’ decision statements, which will be assessed using a rubric.
Subjects & Disciplines
- analyze various consequences from a decision about the British Columbia oil pipeline and determine their impact on stakeholders
- analyze the role that stakeholders play in determining the outcome of a complex decision
- explain the complex nature of natural resource management issues and recognize the solutions to these issues are usually multi-layered and complex
- assess and summarize the impact that a decision will have on the stakeholders within British Columbia
- construct a decision statement weighing the tradeoffs of the decision on each stakeholder
- consider human impacts on the marine and terrestrial ecosystems when making their decision statement
- assess and summarize the impact that a decision about constructing an oil pipeline will have on the stakeholders within British Columbia
- identify the role that stakeholders play in determining the outcome of building an oil pipeline through British Columbia
- identify various geographic, political, social, and environmental factors that may influence the decision to build an oil pipeline in British Columbia
- assess and summarize the impact that a decision about an oil pipeline would have on the stakeholders in British Columbia
- Cooperative learning
- Role playing
- 21st Century Student Outcomes
- 21st Century Themes
Critical Thinking Skills
- Geographic Skills
Science and Engineering Practices
- Analyzing and interpreting data
- Asking questions (for science) and defining problems (for engineering)
- Constructing explanations (for science) and designing solutions (for engineering)
- Engaging in argument from evidence
- Obtaining, evaluating, and communicating information
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per learner, 1 computer per small group, Interactive whiteboard, Presentation software
- Computer lab
- Media Center/Library
Students will need to be in participant structures that allow for whole class discussion as well as small group work. A space that allows students to move freely between these structures is needed.
Students will need to be in participant structures that allow for whole class discussion as well as small-group work. A space that allows students to move freely between these structures is needed. Students will also need access to computers where they can talk with a small group.
Students will need to be in participant structures that allow for whole class discussion as well as small group work. A space that allows students to move freely between these structures is needed. Students may need to access computers while they are constructing their decision statements with their small groups.
- Heterogeneous grouping
- Large-group instruction
Exposure to the Environmental Decision Making Process could be helpful. For more information about this process, explore the following resources:
For students who are less familiar with oil extraction and transportation, the following resources provide additional information:
- Students should have prior knowledge of the importance of oil to the modern economy for energy, heat, electricity, and fuel for cars and airplanes.
- For this lesson, it would also be helpful for students to know a little about the process of how oil is extracted from the ground, transported to refineries, and prepared for use. The details are not essential, but students need to understand where the demand for oil comes from, why oil pipelines are necessary, and the social and environmental impacts of extracting and transporting oil via pipelines and tankers.
- Students should be able to identify potential cultural, environmental, and economic aspects of this decision
- Students should be able to obtain, evaluate, and communicate information about their decision.
- Students should be able to select evidence from text and media to support their decisions.
- Identification of potential cultural, environmental, and economic aspects of this decision
- Students should be able to identify stakeholders that could be influenced by the decision to build a pipeline in British Columbia
- Knowledge of the controversy around the decision to build an oil pipeline in British Columbia
- Students should know about the controversy around the decision to build an oil pipeline in British Columbia
- Identification of stakeholders that could be influenced by the decision to build a pipeline in British Columbia
Recommended Prior Lessons
all the different kinds of living organisms within a given area.
result or outcome of an action or situation.
system of production, distribution, and consumption of goods and services.
community and interactions of living and nonliving things in an area.
capacity to do work.
to pull out.
indigenous (Native American) peoples of Canada south of the Arctic.
material that provides power or energy.
characteristic to or of a specific place.
region between the high and low tide of an area.
fossil fuel formed from the remains of marine plants and animals. Also known as petroleum or crude oil.
large ship used for transporting petroleum.
series of pipes used to transport liquids or gases over long distances.
area of tall, mostly evergreen trees and a high amount of rainfall.
industrial installation that purifies a substance, in order to make it more useful.
person or organization that has an interest or investment in a place, situation, or company.