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Town
Hall Meeting
Program
Area
This activity
is designed as an application of the ecological concepts learned
in the Grade 10 Advanced and General Science and Environmental
Science courses. It may be done in conjunction with other subjects
such as Geography or English.
Learning
Outcomes
Teaching,
learning and evaluation will focus in the student's ability to:
- Apply
ecological concepts;
- Gather
and evaluate information;
- Creativity
present information;
- Respect
various points of view;
Articulate
the need to preserve the natural environment.
Classroom
Development
- Select
a controversial issue. Sample topics include: loss of agricultural
land, habitat destruction, waste disposal, and resource management.
- It is
important that all students become a character with a name,
identity and costume.
- Published
activities often have a list of roles and descriptions of them.
If students are presented with an issue and are asked to include
a list of people (roles) who would be concerned shareholders,
they will most likely come up with a good list. Students may
then choose their roles and create characters from that. This
will give them ownership of the assignment. As a teacher, you
do not have to create 25 roles; with some direction the students
can do this.
- Some
roles, such as that of an Arctic botanist, lend themselves to
research. Other roles, such as a local store owner, require
an imagination. Matching student strengths with the demands
of the roles allows different levels to work together.
- A speech
is required but other means of expression can and should be
encouraged.
- A second
class in the school should be invited to be an audience. The
students in that class should vote on the issue. This may help
to improve the calibre of the performances. A dress rehearsal
without an audience is also recommended.
- Support
people such as a judge, mediator, reporter, and videocamera
operator are required. These roles may be given to students
who are qualified for and/or interested in such positions.
Timing
Allow at
least 5 periods. A possible breakdown could be: 3 periods to introduce
and research, 1 period for a dress rehearsal and teacher coaching,
1 period to present. The assignment can stretch over two weeks
with some independent work expected.
Resources
"Arctic
Hearing-Oil Pipeline." Andrews, W. A., and Donna K. Moore.
Investigating Terrestrial Ecosystems. Toronto: Prentice,
1986.
"Lake
Simcoe-A Case Study." Soil Conservation Kit. Don Mills,
Ontario: Federation of Ontario Naturalists, 1989.
"To
Compromise or Not to Compromise: A Highway through the Marsh."
Project Wild. Western Regional Environmental Education
Council, 1985.
"Not
in Nimbyville." Included in this package.
Cross-disciplinary
Links
The following
is a list of the numerous cross-disciplinary links associated
with this activity.
Geography
- research and analysis of the problem.
History
- a full analysis of many problems requires a long term perspective.
This often involves looking forward and looking back.
Economics/Business
- personal and regional finances are important in reaching decisions.
Students will gain the perspective of a small business owner,
a taxpayer, and an elected official.
Mathematics
- analysis and presentation of information.
English
- preparation and delivery of a speech.
Drama -
the creation and performance of a role.
Science
- application of ecological concepts.
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