M&Ms Win the World Over
Introduces local action-taking options

Geologic Sequestration
Explores geologic techniques for carbon sequestration

Triage Triangle
Applies a decision making toll to global climate change concepts

Local Acts Make Impacts
Promotes local action-taking

Remediation Techniques
Synthesize different players' expert solution proposals and identify the advertising associated with the proposal.

Day 9 - Quick View
Students explore positive and negative aspects of conflict, learn basic negotiation concepts, and attempt to find "win-win" solutions. Students continue to learn about different methods to mitigate carbon dioxide emissions by exploring geologic sequestration.  Students are also encouraged to make a pledge to change personal behaviors in a way that benefits the environment, and are sent to the community to make take local action and disseminate information on climate change.

M&M's Win the World Over - Students have the opportunity to get as many M&Ms as they want, if they can determine how to create a win-win situation. With the goal of obtaining as many M&Ms as possible for their team, student teams learn that by working together, instead of the more traditional competitive approach, they can gain an endless supply of candy for both teams.

Geologic Sequestration - Students learn about geologic sequestration as a technique used to reduce carbon dioxide in the atmosphere. Students review different geologic formations that can store carbon dioxide, including deep coal seams and saline reservoirs.  Students also learn about enhanced oil recovery and enhanced methane recovery through a lab activity that simulates the way these operations are conducted. 

Triangle Triage - Students create a physical graph (using their bodies, lined up according to their individual preference for environment, economy, or equity) to analyze historical factors affecting global climate change. For example, a discussion about building an electric power plant might cause a student to line up at the area designated to represent the environment, but a teacher can then ask about the need for power, which could cause the student to move more toward the economy or social equity side of the graph.

Local Acts Make Impacts - Students will promote one local action to reduce greenhouse gas emissions in their community. This will include a review of major local contributing sources, and an evaluation of possible ways to reduce emissions.  Students will then complete a poster or local action-taking project to educate the community.  As a potential extension, students can role play different potential solutions to climate change, and learn to give persuasive arguments why their potential solution is the best.  Students will then compare all climate change solution options, and evaluate them, based upon their sustainability, cost, and risk.

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