DIY Wild Treasures Challenge 4:
What’s the difference between a good and bad loop?
(45 minutes)
During “What’s the difference between a good and bad loop?” your students simulate an entire market economy by mining, refining, manufacturing, distributing, retailing, consuming and disposing of “Earthsquares” (1/2” square pieces of paper representing a nonrenewable energy source that is mined from below ground). During this simulation, groups experience an exponential increase in demand for Earthsquares accompanied by an exponential increase in waste production. After three rounds, the students will have experienced a pattern that will help them figure out if what they simulated represents a positive or negative feedback loop.
Although this enactment requires a lot of materials and set up time, it will be well worth it. It’s not often that one gets to be a part of and watch the entire operation of an otherwise mysterious economy. It is recommended that you involve each group in creating and setting up their own simulation areas. All of the items used at the Wild Treasures site near Keene were "rescued" from the waste stream. What sorts of found objects can you reuse for this activity that will further demonstrate how much stuff we throw away?
During “What’s the difference between a good and bad loop?” your students simulate an entire market economy by mining, refining, manufacturing, distributing, retailing, consuming and disposing of “Earthsquares” (1/2” square pieces of paper representing a nonrenewable energy source that is mined from below ground). During this simulation, groups experience an exponential increase in demand for Earthsquares accompanied by an exponential increase in waste production. After three rounds, the students will have experienced a pattern that will help them figure out if what they simulated represents a positive or negative feedback loop.
Although this enactment requires a lot of materials and set up time, it will be well worth it. It’s not often that one gets to be a part of and watch the entire operation of an otherwise mysterious economy. It is recommended that you involve each group in creating and setting up their own simulation areas. All of the items used at the Wild Treasures site near Keene were "rescued" from the waste stream. What sorts of found objects can you reuse for this activity that will further demonstrate how much stuff we throw away?
Materials
(1 set for each of 4 teams)
1. Feedback Loop Challenge card:
1. Feedback Loop Challenge card:
What’s the difference between a good and bad
loop? You are about to become a part of a
story about small packages of energy called Earthsquares.
Earthsquares are small white pieces of paper about
the size of your thumbnail. Earthsquares represent
a non-renewable resource. It is mined nearby and used to power all the stuff
in your homes. Your challenge is to have fun acting out this story. Then,
figure out if what you were doing is in the best interest of future
generations. Your teacher will
tell you how to proceed. ©2003 Wild Treasures |
2. An assortment of props to help each role create and display their identify from afar. Each of the roles must have at least the following materials:
I. Miner
a. A pile of 1000 1” colored squares (4 colors, including white) mixed up in a clear unbreakable container
b. A large spoon with which to mine the Earthsquares.
c. A large clear yogurt container to act as a trash can. Label it “Garbage.”
d. A means in which to transport its mined Earthsquares to the Refiner.
e. A “Miner” sign that can be seen from across the room
e. Directions for Miner (see below) [[[[insert pdfs? ]]]]]]]]]]]
II. Refiner
a. An empty clear unbreakable container like a yogurt container to serve as a container in which to receive the miner’s deliveries
b. A large clear yogurt container to act as a trash can. Label it “Garbage.”
c. A means in which to transport its refined Earthsquares to the Manufacturer.
d. 1 clothes pin (spring-loaded)
e. A “Refiner” sign that can be seen from across the room
f. Directions for Refiner (see below)
III. Manufacturer
a. 1 small table
b. 15 clear plastic sandwich bags
c. 15 ties for sandwich bags
d. 15 labels saying, “Earthsquares – 5 per pack” (small enough to put into sandwich bag with the Earthsquares.
e. A large clear yogurt container to act as a trash can. Label it “Garbage.”
f. 1 large yogurt container for receiving the Refiner’s deliveries.
g. A “Manufacturer” sign that can be seen across the room.
h. Directions for Manufacturer (see below)
IV. Retailer
a. 1 small table
b. 1 cash registrar or equivalent (on table)
c. 1 bell or buzzer (on table)
d. A cardboard box to act as a trash can. Label it “Garbage.”
e. 8 crayons or magic markers
f. 20 8 1/2” x 11” sheets of paper
g. A “Retailer” sign that can be seen across the room
h. Directions for Retailer (see below)
V. Consumer
a. 4 SUV or pickup truck plastic vehicles (approximately 8” x 16”). Each vehicle should be labeled: 1 Billion people.
b. $100 of monopoly money
c. An assortment of actual or representations of common household products (T.V., radio, phone, microwave, stove, refrigerator, etc.)
d. A large clear yogurt container to act as a trash can. Label it “Garbage.”
e. A “Consumer” sign that can be seen across the room.
f. Directions for Consumer (see below)
VI. Disposer
a. 1 large plastic dump truck or alternative way to pick up players’ trash.
b. 1 large container (at least 8” x 12” x 4” deep) to act as landfill.
c. A “Disposer” sign that can be seen across the room
d. Directions for Disposer (see below)
I. Miner
a. A pile of 1000 1” colored squares (4 colors, including white) mixed up in a clear unbreakable container
b. A large spoon with which to mine the Earthsquares.
c. A large clear yogurt container to act as a trash can. Label it “Garbage.”
d. A means in which to transport its mined Earthsquares to the Refiner.
e. A “Miner” sign that can be seen from across the room
e. Directions for Miner (see below) [[[[insert pdfs? ]]]]]]]]]]]
II. Refiner
a. An empty clear unbreakable container like a yogurt container to serve as a container in which to receive the miner’s deliveries
b. A large clear yogurt container to act as a trash can. Label it “Garbage.”
c. A means in which to transport its refined Earthsquares to the Manufacturer.
d. 1 clothes pin (spring-loaded)
e. A “Refiner” sign that can be seen from across the room
f. Directions for Refiner (see below)
III. Manufacturer
a. 1 small table
b. 15 clear plastic sandwich bags
c. 15 ties for sandwich bags
d. 15 labels saying, “Earthsquares – 5 per pack” (small enough to put into sandwich bag with the Earthsquares.
e. A large clear yogurt container to act as a trash can. Label it “Garbage.”
f. 1 large yogurt container for receiving the Refiner’s deliveries.
g. A “Manufacturer” sign that can be seen across the room.
h. Directions for Manufacturer (see below)
IV. Retailer
a. 1 small table
b. 1 cash registrar or equivalent (on table)
c. 1 bell or buzzer (on table)
d. A cardboard box to act as a trash can. Label it “Garbage.”
e. 8 crayons or magic markers
f. 20 8 1/2” x 11” sheets of paper
g. A “Retailer” sign that can be seen across the room
h. Directions for Retailer (see below)
V. Consumer
a. 4 SUV or pickup truck plastic vehicles (approximately 8” x 16”). Each vehicle should be labeled: 1 Billion people.
b. $100 of monopoly money
c. An assortment of actual or representations of common household products (T.V., radio, phone, microwave, stove, refrigerator, etc.)
d. A large clear yogurt container to act as a trash can. Label it “Garbage.”
e. A “Consumer” sign that can be seen across the room.
f. Directions for Consumer (see below)
VI. Disposer
a. 1 large plastic dump truck or alternative way to pick up players’ trash.
b. 1 large container (at least 8” x 12” x 4” deep) to act as landfill.
c. A “Disposer” sign that can be seen across the room
d. Directions for Disposer (see below)
Procedures
1. Provide each team with the materials list for each player and explain your plan for distributing the materials.
2. Distribute the materials and allow students time to set up their own site, decide on their roles and review their directions.
3. Tell the teams that they have 15 minutes to complete all 3 rounds. Their ability to complete all 3 rounds is essential for answering the questions that follow the exercise. Tell them to begin.
4. When 15 minutes is up say, “To earn an Earthstone, you need to answer a few questions.” Distribute or project Feedback Loop A and Feedback Loop B diagrams (see below). Explain, “You have 5 minutes, in your groups, to answer the following questions:
a. Which feedback loop best represents what your entire group was doing? What makes you think so?
b. Which type of feedback loop do you think is NOT in the best interest of future generations? Why?
c. Does a thermostat’s operation reflect Feedback Loop A or B? Why?
d. Describe at least one other common example of both types of feedback loops?
5. When 5 minutes is up, facilitate a whole class discussion around their answers.
6. After the discussion say, “Each group can pick an Earthstone if your group (1) Said Feedback Loop “B” represents what you acted out, AND/OR (2) Said Feedback Loop “B” is NOT in the best interest of future generations because a change in one part of the loop changes the original part even more in the same direction. An increase will cause a further increase; a decrease will cause a further decrease, AND/OR (3) Participated in thoughtful discussions around the questions.
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