How I used these materials/Ecosystems Jenga
From OOGEEP
Submitted by Marti Kolb
Contents |
[edit] Objectives
Students will be able to identify renewable and non renewable resources. Students will be able to infer the need for natural resources in our daily lives. Students will understand the balance of resources and what happens when a resource is exploited.
[edit] Standard
Explain how the supply of many non renewable resources is limited and how it can be extended through reducing, reusing, and recycling but cannot be extended indefinitely.
[edit] Materials
Jenga games for student workgroups, paper for recording results
[edit] Vocabulary
natural resources, renewable resources, non renewable resources, conservation, recycling
[edit] Preparation
Students should be divided into groups of 4-6 students each with one Jenga game for each group. Typically Jenga Extreme and Jenga type games are divided into three colors with fifty-four blocks. One color represents renewable resources, a second color represents non renewable resources, and the third color represents conservation practices. Indicate these color codes to the students. Original Jenga games are made of natural would and could then be painted appropriately. (Less expensive versions of this game are available at large department type stores.)
[edit] Engagement
Groups of students will play Jenga with the object being to remove pieces but not let the tower fall. However, pieces which are renewable resources and conservation measures maybe added to the top of the game tower after they are removed in subsequent rounds. Students might identify a measure which would extend the life of the tower when replacing a block by suggesting a conservation method and/or alternative product or use. Pieces which are non renewable resources are out of play. Students need to record the numbers of each color piece removed and/or added to the stack. The color of the piece which tumbles the tower should also be noted. Continue to record the number of levels of the tower as pieces are added. These numbers could easily be used in a graph and/or pie chart differentiating the different colors/concepts. Play at least two or three rounds before returning to the class for further discussion. Try replaying the Jenga game after group discussion and compare results of the rounds.
[edit] Exploration
Possible questions to explore might include the following. What does the tower represent? What does removing a block represent? Why are there three different colored blocks? How many block were removed before the tower fell? What color of block made the tower fall? Did one person cause it to fall or was it a combination of people causing it to fall? Could you prevent the tower from falling? Could you take out all of the non renewable resource blocks and the tower still stand?
[edit] Explanation
Students should identify who is responsible for the conservation of our resources. Students should identify a list of conservation methods. Students should be able to identify individual roles in the use and/or conservation of our natural resources. Students should be able to model the tower scenario with our natural resource supply.
[edit] Elaboration
Continued discussion should include resource exploration, global trading, and resource conservation. What ways are there to conserve natural resources such as reducing, reusing, and recycling? How have other materials been developed to replace or supplement non renewable natural resources such as plant based products?
[edit] Evaluation
Ask students to draw, cut out pictures from magazines, or generate computer pictures depicting various products. Identify what resources were needed to manufacture these products. Indicate if the resource is renewable or non renewable. Indicate it the product can be reused or recycled.
[edit] Extensions
A speaker opportunity may come from a local solid waste district. Solid waste districts throughout the state are charged with developing recycling and conservation programs. Each of the eighty-eight counties is a single district or part of a multi county district or authority. Check the ODNR or OEPA website for local contact information. Visits to local landfills and compost facilities may highlight how much material is disposed of on a regular basis. Students could then brainstorm how to eliminate some of the disposed waste.
Activity adapted from Interactions with Ecosystems Jenga, Toronto District School Board Jenga is a trademark of Hasbro game.