Transcript Human Impact Role Playing Game Instructions PPT

Marine Science
Human Impact Unit
DRL-1316782
Scenario:
A significant effect of global climate change is sea level
rise. This is especially important to coastal communities
like those in the Tampa Bay Region where it is estimated
that the sea will rise about one half meter by the year
2050. In this role playing game your task will be to
1. Identify the possible effects of sea level rise on your
specific area
2. Come up with a plan to help adapt to the effects of this
sea level rise on a particular location in the Tampa Bay
Region.
Tampa Bay Locations and Roles
Industry: Port of Tampa
Commercial/Residentia Natural environment for
recreation: Fort DeSoto
l: Downtown Tampa
Beach
A.
B.
C.
D.
E.
City Legislator
Marine scientist
Civil engineer
Industry CEO
Homeowner
A.
B.
C.
D.
City Legislator
Marine Scientist
Civil Engineer
Store/Restaurant/Hotel
/Office building
Owner/Hospital
administrator
E. Homeowner
A.
B.
C.
D.
E.
County Legislator
Marine Scientist
Civil engineer
Park Superintendent
Tourist - Fisherman,
sun worshiper, bird
watcher, etc.
What the process will look like
Marine Scientist
(Port)
Marine Scientist
(Downtown)
Marine Scientist
(DeSoto)
Legislator (Port)
Legislator
(Downtown)
Legislator (DeSoto)
Port
Legislator
Marine Scientist
Civil Engineer
Industry CEO
Homeowner
Civil Engineer(Port)
Civil
Engineer(Downtown)
Civil
Engineer(DeSoto)
Industry CEO (Port)
Store/Hotel/etc.
Owner (Downtown)
Park
Superintendent(DeS
oto)
Homeowner (Port)
Homeowner(Downto
wn)
Tourist (DeSoto)
Downtown
Fort DeSoto
Legislator
Marine Scientist
Civil Engineer
Store/Hotel/etc.
Ownder
Homeowner
Legislator
Marine Scientist
Civil Engineer
Park Superintendent
Tourist
Stage 1
Expert group planning for role play:
Before you engage in your role playing you will be assigned a
particular role (see above). In that role, you will meet with other
students in the same role (All students in Role A together, B
together, etc.) to research what someone in your role needs to
know about climate change, weather, and impacts on the built
and natural environment in order to engage in the role playing
activity in an intelligent manner.
Together you will develop a list of “Talking Points” on poster or
PowerPoint to bring to your “Specific Location” Group
Resources needed for students to engage in
their role (See Resource Folder)
1. Maps of locations showing what's there
and possible extent of sea level rise.
2. Relevant websites (ClimateCentral …)
3. Articles related to sea level rise for each of
the locations.
Stage 1 Continued
Each expert group needs to Identify the problems associated with sea level rise from the
perspective of the role and possible adaptations from their role.
Marine scientists
• Identify the physical and biological
effects of sea level rise.
• Possible adaptations to mitigate the
effects of sea level rise on the physical
and biological marine environment.
Civil engineer
• Identify the effects of sea level rise on
buildings and other infrastructure
• Possible adaptations to mitigate the
effects of sea level rise on buildings and
infrastructure.
Homeowners and Tourists
• Identify the effects of sea level rise on
residences and recreational areas
• Possible adaptations to mitigate the
effects of sea level on residences and
recreational areas.
Legislators
• Identify the available financial, legislative, or
other resources that could be used for
adaptation to sea level rise.
• Possible use of available financial, legislative,
or other resources to mitigate the effects of
sea level rise in his/her district.
Business owner/Park superintendent
• Identify the effects of sea level rise on the
business/industry/park.
• Possible adaptations to the
business/industry/park to mitigate the
effects of sea level rise.
Stage 2
Role playing in Location groups
1.Groups will be formed made up of students in all five
roles (A-E). Each group must have at least one Legislator,
Marine Scientist, and Civil Engineer. The charge to the
group will be to negotiate from the different perspectives
to come up with one coherent and workable plan in
response to the threat of predicted sea level rise in their
location. Students should remain in their role during this
activity and should draw upon the knowledge that they
developed in their role’s expert group.
Stage 2 Role Playing within Location
Groups
2. Each member will introduce themselves and present their
talking points from their expert group.
3. Students will use resources and work collaboratively to
address the task at hand:
• “Identifying the possible effects of sea level rise on your
specific area”
• “Come up with a plan to help adapt to the effects of this sea
level rise on a particular location in the Tampa Bay Region.”
Stage 3: Presenting Plan
Criteria for plan and presentation:
• Details about how the plan responds to the threat of
storm surge in that particular location to both the
built and natural environment.
• Specific actions and how they are related to both
climate change and the particulars of that location.
• Costs of actions both monetary, social (give specific
examples for students for example, loss of park,
beach, and environmental).
• Pros and Cons of plan.
• Presentation materials [Poster, video, PowerPoint]
Stage 3: Presenting Plan
• Legislators will present an overview of the
group's plan to the meeting attendees.
• Other students in the group will be given the
opportunity to present the pros and cons of the
plan from the perspective of their roles.
• Remaining students in the class will be in the
role of community members who will ask followup or clarifying questions of the presenting
group.