Simulation Activity
Water World
:
Students will be assigned roles as players in a water rights simulation. The object of the simulation is to evaluate how the decisions and actions of others affect other players in the game.
The class will be divided into five fictional regions that border or host the Rubicross River. Tape will be used as a boundary demarcation line for the river and the regions. Players will then be given a fact sheet about their region that informs them of the quantity and quality of their resources. Each student will also get a role in his or her region. Roles will include: members of the interregional water council, the average consumer, the industrial polluter/consumer, head of state and non-affiliated observers. The point of the simulation will be for the regions to come up with a working resolution that they all agree to in regard to water consumption and discharge. The simulation is driven by a set of activity cards that informs role players of the conditions that they must operate under. For instance, card number one will announce,
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Region One plans on building a reservoir to ensure a stable quantity of water. However for the plan to work, flow of the river will have to be completely stopped for 10 months to allowed the reservoir to fill. Regions two and three will be completely cut off from water from the Rubicross during this time and they protest vehemently. Region one’s president is strongly in favor of the project but international opposition and the threat of conflict with region three becomes real. After each region contemplates the matter for fifteen minutes they must develop a position. The heads of state and the water council will try and broker a deal that is acceptable to all parties. If no deal is reached after the negotiations then region one will have ten minutes to decide on whether or not to unilaterally build.
Throughout the simulation observers will note the decisions that are made.
Upon conclusion, group discussion will allow participants and observers to share their observations. Students will be evaluated on four criteria: 1) Completing a KWL exercise, 2) Communicating a description of the student’s personal role 3) Participating fully in each round of the simulation and 4) Demonstrating respect for others and the learning process. Student input into the evaluation process will be allowed. A rubric that describes the grading criteria, weights of each component, and allows for student input is included in Figure 3.
Figure 3: A Rubric for Waterworld Simulation:
1. Student demonstrated understanding of the activity’s primary goal and objective orally and in writing by completing and discussing a What do I Know /What do I Want to Know/What Have I Learned exercise: (25%)
Student Grade:_______________ Teacher Grade: ______________
2. Student could name and describe his or her role in the simulation orally and in writing.
(15%)
Student Grade:_______________ Teacher Grade: ______________
3. Student completed tasks as called for throughout the simulation orally and in writing. (35%)
Student Grade:_______________ Teacher Grade: ______________
4.Students demonstrated respect for others in the activity and facilitated the learning process. (25%)
Student Grade:_______________ Teacher Grade: ______________
Water Rights in Conflict: Guided Research Project
Write an evaluation of a freshwater rights case with international implications. Your report should thoroughly describe the short and long-term political, environmental, health, and economic implications of the problem, the initiatives that are planned or are in place to resolve the problem, and your prognosis with recommendations for the successful resolution of the problem.
One or more of the following should be included in the report:
Maps
Green Cross Severity Spectrum Tool
Tables
Graphs
Recommended steps for the water rights paper:
Choose a body of freshwater that borders or passes through international boundaries.
Name the body of water and the countries that share its use.
Name and describe the local and international political, environmental, and economic aspects of the problem
Evaluate the severity of the problem using the Green Cross Severity Spectrum
Describe one or two initiatives that are being planned or carried out that deal with the problem
Speculate on the feasibility of these programs to solve the program in the short term and the long term.
Offer recommendations based on the strengths and weaknesses of the initiatives in place.
Suggested topics:
Jordan River
The Nile
The Danube
The Amazon
The Rio Grande
The Great Lakes
Assessment will be done by the criteria outlined in a rubric (see figure 4)
Figure 4. Rubric for the Research Project.
Student’s Name: __________________________
Topic: ___________________________________
Date: ____________________________________
Research Question: _________________________
Y N
Project correctly names a body of water and the countries
that border it. __ __
Project includes a map of the subject area: __ __
Content: Y N
International scope of the problem is described adequately __ __
Political orientation toward the problem by the established
government and opposition is described __ __
Environmental implications of the problem are described __ __
Economic implications of the problem are explained __ __
Green Cross Severity Spectrum is used correctly to evaluate
the severity of the problem __ __
|
Initiative to curb the problem are presented in detail
|
__ __
|
Speculation on the feasibility of the problem solving initiatives
Offered __ __
Project adheres to form:
Project is neatly written and free from grammatical errors __ __
Project includes proper citation of sources including an
annotated bibliography (MLA style) __ __
Comments(on back):
