7D Social Tradeoffs #1 In making decisions, it helps to take time to consider the benefits and drawbacks of alternatives....

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Social Trade-Offs

To make and evaluate decisions by weighing the benefits and drawbacks of each alternative.

In this lesson, students practice the skill of decision-making through role-playing.  Students are presented with a scenario in which they, along with their brothers and sisters, have just inherited a section of forestland.  They must attempt to balance their interests with those of their siblings in order to reach a fair settlement on the use and management of the land.  Students will work as a class to evaluate the benefits, drawbacks, and potential risks associated with each alternative before making a final decision. 

It is recommended that students be given many additional opportunities to practice their decision-making skills across disciplines, and within the context of everyday life. (Benchmarks for Science Literacy, p.164)

Preview the Web articles central to the lesson and print them out ahead of time, if necessary.

Go to, or print out, the Four Views of the Forest introductory page on the Oregon Museum of Science website.  Read the introduction with students, presenting them with the following scenario: 

Grandma Peterson has left a parcel of forestland to her grandchildren: Alex, Kim, Marty, and Sam.  Each one has a very different viewpoint and opinion of what should be done with the land. You must try to resolve this issue as a class.

You will be divided into teams, with each group representing one of the children. (Depending on size of class and teams, there may be two groups representing each child.) You will begin by learning more about the natural cycles of the forest, how forests are managed, and the ways in which humans can impact the forest in positive and negative ways. You will work with your group to develop a plan for how Grandma Peterson’s land should be used and managed. 

You will present this plan to your classmates, who will evaluate it and decide whether or not to support it. 

Tell students:" In order to make an informed decision on how to use the land, you will need to learn more about the forest ecosystem.  Forests are constantly changing, either quickly or slowly, with or without human interference.  We will begin by reading about two forests: one that goes through a natural cycle of change, and one that is changed as a result of humans." 

Have students read the Westside Time Machine to learn about the natural succession that occurs over a 1000-year time period. After teams read the article, either online or on printouts, have them answer the following questions:

• How does the forest change over time?
• Why do the shade-tolerant trees take over?
• What role does fire have in the natural cycle of a forest?

Ask students:

• How was the cycle of this forest different from the previous one?
• What was the role of humans in the cycle of change for this forest? 
• How have humans’ decisions impacted the forest?

Print out the Four Views of the Forest page and allow each group to read the profile of the sibling that they will be representing. 

• Alex/Investor   - concerned with producing income
• Kim/Science Buff  - concerned with protecting plant and animal habitats
• Marty/Outdoorsman  - interested in using land for recreational activities
• Sam/Conservationist – concerned with protecting the soil and water

Have each group answer the following questions, keeping in mind the viewpoint that they represent:

• How do you view this part of the forest?
• Is it of value to you? Why or why not?
• How would you use this land? 
• What would your interest in protecting it be, if any?

Have groups look at the remaining four pictures independently, jotting down answers to the above questions:

• Road 
• Standing Snag
• Stand of Trees
• A Forest Stream

Students should work in groups to complete the following research according to the role that they have been assigned:

Alex/Investor 
Promote Tree Growth
Forest Products

Kim/Science Buff 
Home is Where the Habitat Is
Vole’s Eye View

Marty/Outdoorsman 
Forest Fun 
Time Treasures (Explores the value of the artifacts left behind by people who have enjoyed and used the land.)

Sam/Conservationist 
Water Ways 
Sheltering Soil

If time permits, encourage students to read the research assigned to other groups, as it might be helpful in formulating their arguments.

Have students write 2-3 sentences to explain what they learned from each article.  They will refer back to these notes when the team works on a forest management plan.  Allow time for students to research and discuss ideas in small groups. 

Distribute a map to each group. (Print out the pdf file of Page 17 for a blank map that students can color.)  Students should divide and label the land to show how much they will set aside for the following: logging, recreation, conservation land, and/or animal preserve. 

Each group can also create a poster and/or written management plan to address the following:

• How will you use the land? (see map)
• How did you make this decision?
• How will this affect others, either negatively or positively?
• Are there any risks involved in this plan?
• How will this benefit humans?  Are there any drawbacks for humans?
• How will this benefit animals? Are there any drawbacks for animals?
• How will this benefit the natural cycle of the forest?  Will it interfere?
• How much human intervention will you use to manage the forest?  What method will you use? (Forest fires, weeding out, logging, etc.)

Allow each group to present its plan.  The rest of the class will evaluate the merits of each plan according to a student-generated set of criteria and/or the following:

• Who will be affected by this plan? How?
• Do the benefits of this plan outweigh the drawbacks? 
• What trade-offs are being made?
• Are the risks involved in this plan worth taking?

Have students vote for the plan that they consider the most realistic.  They should not feel obligated to vote for their own group's plan, but rather the plan that balances the benefits and drawbacks most effectively.  Tell students that they will be asked to justify their decision in writing.  Tally votes and allow students to share some of the reasons they are for the plan and/or against it.  Allow time for students to ask additional questions of the group and raise any concerns that were not addressed.

Have students complete a journal entry using words and/or pictures to answer the following questions:

• Which plan did you vote for? Why?
• Do you think that this was a fair way to handle the decision-making?  Why or why not?
• Did you have to compromise in order to accept this plan? In what way?
• Do you think that it was a fair compromise?  Why or why not?
• What steps does one need to go through when making a decision?

Go to the Tech Museum of Innovation’s exhibit on robots entitled Get a Grip.  This online exhibit explores the increasing role of technology in our society. Use Case #1 Robots in the Workplace to explore the issue of replacing humans with robots in the workplace.  What are the benefits? Drawbacks? Risks? Are the risks worth it? 

Consider relating the issues presented in the case study to the school setting.  What would happen if robots replaced humans in the cafeteria, computer lab, gym, or library? What would be the benefits and drawbacks?  What would be the potential risks?  Is it worth it to take those risks? Allow students to conduct a classroom debate related to this issue.

Created : 06/06/2000