Cities in the Classroom - Kevin Copes

Lesson Plan 1 Lesson Plan 2

Key Concepts:

• Choice
• Cost/Benefit Analysis
• City Planning
• Natural Resources
• Scarcity
• Trade-off

SS.C.1.3.5 Know the major responsibilities of his or her state and local governments and understand the organization of his or her state and local governments.

Lesson Objectives:

Students will:

• Analyze and debate the tradeoffs between increasing arable farmland and making other development ventures through draining/filling wetlands as opposed to retaining the wetlands' value as a natural resource.
• Students will discuss the economic factors involved in making decisions about draining wetlands versus protecting them to retain their value as a natural resource.
• Students will describe how cost/benefit analysis applies to wetlands issues.

Introduction:

Wetlands are located all over the world and in every state of the United States. Although you have lived near a wetland your whole life, chances are you have received many benefits from wetlands, perhaps without knowing about it. This lesson will take you on a journey of discovery into an issue that is now the subject of debate throughout the country: The balancing act between the loss of our wetlands and the economics benefit for the community when you lose it.

 Resources:

•"United States Environmental Protection Agency": This site offers information on wetlands.
www.epa.gov/owow/wetlands.htm

•"United States Government Information/Resources": This site provides information on a Supreme Court ruling that prohibited the city of Chicago from constructing a landfill over wetlands used by migratory birds.

www.npwrc.usgs.gov/resource/wetlands/eastwet/index.htm

This site will convey the history behind the wetlands debate.

•"BLS Career Information":This site provides information on what being a city planner would be like.

Process:

Start the lesson by asking the students if they have ever seen an area of land that seems totally inhospitable—like the Tiger Bay State Forrest, just east of DeLand. What if an ugly swamp that is now a breeding ground for mosquitoes could be turned into a water park, golf course, or fertile farmland? All of these uses of the land might help the local economy far more than a dank old swamp or desert. Or could they? Since this lesson focuses on wetlands have the students visit the EPA's wetlands overview site: www.epa.gov/owow/wetlands/vital/what.html

After the students have read the information at this Web site, guide a brainstorm session focusing on economic benefits that wetlands create.

Wetlands do more for society than we tend to think. They act as a natural water filter, preventing pollution from entering more accessible bodies of water. Wetlands are nature's first line of defense against floods. They act as giant sponges, decreasing the severity of floods. They also help guard inland areas from wind and storm surges associated with hurricances.  For more information about the economic benefits of wetlands, have the students visit the EPA's wetland factsheet.

Of the economic benefits wetlands offer, many are unseen and recently discovered. But what if the value of development outweighs the value of the wetlands? For example, imagine a rapidly expanding city, like DeLand. This city is growing so fast that development in wetlands areas surrounding the city seems essential for expansion. The expansion in question will create many new jobs, provide space for new homes, and provide incentives for other forms of economic growth.  Tell the students to make a choice based on the scarcity of the resources available. Lead a discussion with the class by asking what they think should be done. If the class sides with the wetlands and believes development can be bypassed play the part of devil's advocate and argue for development. If the students side with development over keeping the wetlands make sure you argue for the wetlands. The goal of this discussion is to transmit every option to the students and give them some basis for their choices.

Conclusion:

Did you learn something about the hard choices and painful decisions involved with the wetlands? Natural resources may seem abundant, but that is not always the case. Future generations will suffer from poor management of these resources. Mindful trade-offs and good management are essential for maintaining and preserving these resources as long as possible. But when a choice has to made, you will be prepared to make an educated and responsible one.

Lesson adapted from Econ Ed Link/Council for Economic Education http://www.econedlink.org/lessons/index.php?lesson=EM308&page=teacher

Lesson Objective

• Students will problem solve a solution in regards to a community problem. 
• Students will discuss the economic factors involved in making decisions about keeping open a community recreation area in a challenging economic climate.
• Students will describe how cost/benefit analysis applies to recreation issues. 

Introduction

Skyler is a teenager living in DeLand who enjoys skating at the local (city-funded) skate park. The city is in a budget crisis and keeping open the skate park is a relatively expensive proposition. There is maintenance and staffing costs and while the parks and leisure department sees the value in keeping the park open, it’s difficult today. What can he do?

Process

Students should research what the exact cost is of keeping the park open. Contact the Director of Parks and Recreation to see what the budget challenge looks like. Instructor should lead a brainstorming session to seek possible solutions to the funding crisis. Are there any solutions that can be handled at the city level i.e. alternative monies? Maybe leasing the supervision out can be investigated. Is it ok to take a loss for the city to provide a valuable service to the community? See what types of solutions the students can come up with.

The students should create a detailed proposal. If possible, bring the proposal to the appropriate member of city government.

Conclusion

Every community in Florida is having funding issues based on our tax structure. If a skate park doesn’t apply for your community, substitute another similar situation. This activity gives the students an opportunity to talk with the City Manager, Finance Director, and the Director of Parks and Recreation. There might even be a call to talk with the City Attorney’s office to see what they can and cannot do.