| 5 | <p>This is the first part of a larger 3-part case study in which each step guides students through three different types of analyses of this problem. This current case (Part 1) requires students to integrate information across the following five “knowledge domains” to develop a baseline understanding of the problem: (1) technology and natural science, (2) environmental issues, (3) governance, (4) national energy security, and (5) society. Students gain a more complex understanding of the problem by learning how to interpret knowledge from different disciplines, make connections across domains, and evaluate sometimes conflicting perspectives.</p> | 5 | <ul>
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| | | 6 | <li>I lecture about what fracking is and why it is done. </li>
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| | | 7 | <li>Then I give each student a worksheet that has EITHER the benefits or dangers of fracking. They read the worksheet and there is a question at the bottom that asks, based on what you have read, would you support or not support fracking? </li>
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| | | 8 | <li>Then they have to find a student who had the opposing worksheet (so if you had benefits, you find someone who had dangers) and then you tell the person what you learned. </li>
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| | | 9 | <li>Then we discuss positives and negatives as a class and put them on the board.</li>
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| | | 10 | <li>Next I presented the Power Point with the case study information.</li>
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| | | 11 | <li>After that, they do the activity which involves them working in a group and brainstorming questions from the point of view of the farmer. </li>
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| | | 12 | <li>Then they brainstorm questions from the point of view of the county government.</li>
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| | | 13 | <li>Finally they get an assignment to write a memo from the point of view of a citizen of the county to either support or not support inviting the energy company into the county. They must use some kind of data to support their argument. (We looked at graphs of earthquake increases and we looked at job growth from fracking). </li>
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| | | 14 | </ul> |
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