Activities

Problem-Solving Activity

(15-20 minutes)

Students are assigned to small groups; each group is assigned one of the four campus watersheds. Based on their identification of the issues from the previous activity:

  1. What management strategies do you think would be best to try with this watershed? Why?
  2. For each strategy, advise on whether individual or collective action is more appropriate; whether incentives or regulations would be appropriate; and sources of funding (taxpayers, polluters, landowners, UGA, etc.)

Problem-Solving Activity II

Option A: Students are assigned to small groups; each group may be assigned one of the four campus watersheds. For the issues and/or solutions from the PowerPoint, and/or from the prior activities:

  • Develop a series of action steps to motivate the on-campus/student community to address a particular campus watershed concern
  • Develop a series of action steps to motivate the off-campus/general Athens community to address a particular campus watershed concern

Option B: Recall the first example of pollution from the PowerPoint. Students at UGA discovered leaking sewer lines that ran under Broad Street. Recall the second example of pollution from the PowerPoint. A major source of fecal coliform in our waterways is dog waste. Both of these types of pollution affect our watersheds here in Athens. Answer the following questions in small-group discussion and/or in writing.

 

  1. What is the difference between the two situations? Which is point source and which is nonpoint source?
  2. Does management of each problem involve Individual action? Collective action?
  3. Should these problems be resolved using incentives or regulation? (e.g., would you enact a law to change behavior? Why or why not?)
  4. If you do think a law is necessary, how would it motivate behavior change?
  5. (a.) Think of another source of pollution or human-induced disturbance to campus or any other rivers/streams that might best be resolved using a regulation and explain why.  (b.) Think of another source of pollution or human-induced disturbance that might best be resolved using incentives. (c.) Think of another source of pollution or human-induced disturbance that might best be resolved using other means (such as basic education) and who should provide those means.

 

Problem Solving Activity III

(30-60 minutes)

Students work individually on computers, but have an associated group of 4-5. This activity is best performed on laptops (students can work in pairs if not everyone has a laptop) or in a computer lab.

Part A (20-30 minutes): Explore the EPA’s Water website (links above). Look at what the EPA recommends as individual actions to protect water and what collective actions are proposed (both in the form of regulations and incentive programs).

Consider one of the human impacts to campus watersheds that have been discussed in this module. Using information and arguments from the readings, website, PowerPoint, and class discussions, answer the following questions:

  1. Which of your personal actions affect the watershed? What can you do in your personal life to mitigate those effects?
  2. When might collective actions be called for? Provide examples. If collective action is necessary, is incentive or regulation more appropriate? Why?
  3. Are some human impacts unavoidable? Why or why not?
  4. How do you motivate the Athens community to mitigate or minimize the impact of this disturbance?

Part B (next class period or latter half of class): Use your computer to create a presentation of your answers to these questions to be presented to your group during the next class period (or at the end of class, depending on how long class lasts).

Think and Share

Est. Time 7 minutes (41-48 minutes into class)
Students are to write on the prompt below for 2 minute and should be prepared to share their response with the class.

A. (Think – 2 minute) Tweet Prompt in 140 characters or less “Draft a memo to President Morehead about how UGA should reduce the impact of invasive species on watershed on campus”

B. (Share – 5 minutes) The instructor will ask students to share their answers with the entire class and promote discussion. Many of the answers may be the same, so once students’ answers become repetitive, the instructor should ask for responses that are different than what has already been suggested.

Additional Resources:

Bringing Nature Home, Book and Blog: http://www.bringingnaturehome.net/what-to-plant.html

Center for Invasive Species and Ecosystem: http://HealthInvasive.org/

Georgia Invasive Species Task Force: http://www.gainvasives.org/

Georgia Native Plant Society: http://gnps.org/

Ladybird Johnson Wildflower Center's Native Plant Database: http://www.wildflower.org/plants/

U.S. Forest Service,.Miller, J.H., Manning, S. T. and Enloe, S. F. A Management Guide for Invasive Plants in Southern Forest. Available for Forest Service Office for free but the River Basin Center may have additional copies available.

USDA National Invasive Species Information Center: http://www.invasivespeciesinfo.gov/plants/main.shtml

Informative Poster Assignment

Create a poster about an invasive species that can be displayed in a public location to education the public about a specific invasive species, how to identify it, its impact on the ecosystem and native plants that are alternatives for gardening and landscaping.