Unit Plan, Video
Charlene Turner
Place Based Education Unit Planning Sheet
Place Based Education Unit Planning Sheet

Game

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Geoengineering Game Experiment

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Exemplar Type: LESSON/ GAME
Title: Geoengineering Game Experiment
Grades: 11-12, Undergrad
Discipline: Engineering
Submitted By: Sean Ferguson

Geoengineering Game Experiment

This is a role‐playing game that introduces the idea of climate engineering as a global conversation, not just a conversation among expert communities. The basic procedures are incredibly simple and can be conducted quickly (sub‐30 minutes) or over a span of days to allow for deeper conversation and negotiation. The intent is to have a robust conversation on the reasons why decisions were made and the end result of the“global” engagement with climate change mitigation.

The game mechanics of this game are fairly simple. The goal is to generate discussion of the ethics, responsibilities, and contextual challenges of attempts to “fix” climate change problems. Each group represents a country and you should position your thoughts and actions with a goal to understand how different members of that society might consider geoengineering at a local and global level. Each group will investigate the options I have presented, the socioeconomic options and hurdles, and determine what interventions you might take. There is no pre‐determined means of winning and the options presented are not all inclusive. The few restrictions one has on choices is the GDP for each member state. One can’t simply “solve” the problem by spending $trillions when one does not have $trillions available.

BENCHMARKS REPRESENTED IN THIS EXEMPLAR

Big Ideas

  • Everything must go somewhere because there is no such place as “away”. Matter and energy do not appear or disappear. They cannot be created or destroyed. In a healthy community, one species’ waste is another species’ food

  • All systems have limits. Healthy systems live within their limits. Tap the power of limits

  • We are all in this together: We are interdependent on each other and on the natural systems

  • A small shift in one thing can produce big changes in everything

  • Treating symptoms makes them worse over time, creates new problems and doesn’t address the fundamental problem. Create change at the source not the symptom

  • Quick fixes to complex problems tend to back fire

  • Sustain-ability requires individual and social learning and community practice

  • We all depend on and are responsible for “the commons”, i.e., what we share and hold in trust for future generations. Recognize and Protect the Commons

Higher Order Thinking Skills

  • Anticipatory: Futures Thinking

  • Emergent: Lateral Thinking

  • Complex: Critical Thinking

Applied Knowledge and Actions

  • Inventing The Future

  • Responsible Local and Global Citizenship

  • Sustainable Economics

Dispositions

  • Humble

  • Mindful

  • Open Minded

  • Risk accepting

  • Collaborative

  • Respectful

  • Responsible

Applications and Actions

  • Create Social Learning Communities

  • Engage in Dialogue

  • Engage in Role-Playing

  • Learning Journeys, Simulations & Games

  • Apply technology appropriately so that today’s solutions don’t become tomorrow’s problems

  • Design for whole systems integrity with ecological principles and physical laws in mind

  • Facilitate a shared understanding of sustainability and regeneration

  • Take responsibility for the difference you make

  • Practice justice and equity for all

  • Take responsibility for the effect you have on future generations

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The Fish Game Facilitator's Guide

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Exemplar Type: LESSON/ GAME
Title: The Fish Game
Grades: K-12, Undergrad, Grad, Doc, Post Doc
Discipline: Math Science, History/ Soc Studies
Submitted By: Jaimie Cloud

The Fish Game is often used in schools and communities around the world to start the conversation about education for sustainability with students and stakeholders. The simulation invites us to 'go fishing' and the object of each game is to “have as many fish as possible by the end of 10 rounds”. The game teaches system dynamics, ecological principles, responsible citizenship and more!

The game is a role play simulation. It provides people an experience that demonstrates how easy it is to operate from our frames and not be able to see the feedback. This makes it difficult to take responsibility for the difference we make and in the context of interdependence--everything we do and don't do makes a difference. This explains why we are in an unsustainable situation at present. It also provides an opportunity to re-frame for a sustainable future and to think about our thinking and adjust thinking when necessary as a strategy for thriving over time.

BENCHMARKS REPRESENTED IN THIS EXEMPLAR

Big Ideas

  • Creativity (the generation of new forms) is a key property of all living systems and contributes to nature’s ability to sustain life

  • Humans are dependent on Earth’s life-support systems

  • All systems have limits. Healthy systems live within their limits. Tap the power of limits

  • We are all in this together: We are interdependent on each other and on the natural systems

  • A sustainable solution solves more than one problem at a time and minimizes the creation of new problems

  • Quick fixes to complex problems tend to back fire

  • The significant problems we face can’t be solved with the same thinking we used to create them. Our prior experiences with the world create cognitive frameworks (also known as mental models/maps) that inform what we can perceive. They shape our behavior and our behavior causes results. If we want to produce different results, it all begins with a change in thinking

  • Fairness applies to all. To us, to them and to the “we” that binds us all together

  • Sustain-ability requires individual and social learning and community practice

  • We all depend on and are responsible for “the commons”, i.e., what we share and hold in trust for future generations. Recognize and Protect the Commons

  • Individual Rights are upheld by Collective Responsibilities. We must reconcile them when they come into conflict with one another

  • We must pay attention to the results of our thinking and behavior on the systems upon which we depend if we want to thrive over time. Read the Feedback

  • We are all responsible for the difference we make. Everything we do and everything we don’t do makes a difference

Higher Order Thinking Skills

  • Anticipatory: Futures Thinking

  • Emergent: Lateral Thinking

  • Complex: Critical Thinking

  • Complex: [Living] Systems Thinking

  • Mindful: Metacognition

  • Mindful: Questioning, Mindful: Transference

Applied Knowledge

  • Healthy Commons

  • System Dynamics and Change

  • Responsible Local and Global Citizenship

  • Sustainable Economics

Dispositions

  • Mindful

  • Open Minded

  • Persevering

  • Collaborative

  • Responsible

Applications and Actions

  • Create Social Learning Communities

  • Engage in Role-Playing, Learning Journeys, Simulations & Games

  • Honor the specific knowledge and skills that each person and culture brings

  • Build from successes, Learn from mistakes, develop strategies to improve, and apply what is learned

  • Teach and Learn

  • Ask different questions and actively listen for the answer

  • Tap the power of limits and use constraints to drive creativity

  • Take responsibility for the difference you make

  • Embrace mutually beneficial rights of humanity and nature

  • Take responsibility for the effect you have on future generations