Impact of Deforestation on the Chicken Run Community
C. Fouch & T. Strong

A Module for Investigative Case Based Learning in the Classroom

 

Overview:

This case will involve the use of botany, environmental science, animal biology, ecology, forestry and mathematics. Students will design a conservation model that will address the ecological concerns of the community.

 

Case:

Tiny Chicken Run Hamlet vs Generous Philanthropist

Fifty acres have been donated by an anonymous philanthropist to build a community in the mountains based on strong conservation principles. These acres are located above the tiny hamlet called Chicken Run.

Members of this community have been picketing
against any development in the mountains above them. They have had to fight before to stop such projects because of possible runoffs, flooding and mudslides.

The community had been promised that sound conservation principles would be followed in another area adjacent to them, but this was not done.

Their spokesperson said residents no longer believe the promises of developers unless proof is offered. Until then, they will continue to picket.


Learning Objectives:

Students will:

1. Obtain topographical map of the area and related data.

2. Research and analyze appropriate data as to deforestation.

3. Survey and select area for removal of trees and landscape according to water flow.

4. Build and produce an ecologically balanced model that will address the concerns of the community.

 

Relation to Science Education Standards:

QCC State of Georgia

Uses appropriate tools to collect and analyze data and solve problems.


Uses encyclopedias, books, science references magazines and other media to obtain information related to science concepts.


Plan, design and conduct scientific investigations to answer questions.

 

Elements of ICBL

1. Case:
Students will be shown pictures of flooding caused by improper clearing of trees. The grouping will be quads. Questions students will consider:


a. Why is this important to our area?
b. Who started this problem?


2. Resources:
Georgia Forestry, Department of Agriculture, City and County Planning.
Some sources will be provided, others will be found by students.


3. Investigative Activity:
Students will be able to construct a model using analyzing skills,
research skills, and collaborative skills to foster community awareness.

Students will collaborate on division of labor
1. contact agencies
2. obtain topographical maps
3. interview construction personnel
4. construct community model using plywood base, soil, and model homes made of cardboard
5. place accompanying data, map, and illustrations on teacher tripod or make a poster with this information

Students will do a group presentation after completion of their model


4. Assessment:

General behavior:
Cooperation between group members. Collaboration between groups.

Products:
Topographical maps
Copies of interviews
Drawings and illustrations
Assignment notes
Community model

Criteria:
Group cooperation. 20%
Accuracy of data 20%
Neatness 10%
Realism of the model 30%
Oral presentation 20%

Suggested schedule:
Day 1 Introduction
Day 2 & 3 Library Research
Day 4 & 5 Complilation of data and research
Day 5 & 6 Construction of Model
Day 7 Presentations

 

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