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Climate Status Investigations
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Day One | Day Two | Day Three | Day Four | Day Five | Day Six | Day Seven | Day Eight | Day Nine | Day ten


Triangle Triage Day 9:

M&Ms Win the World Over (Language Arts)
Geologic Sequestration (Science)
Triangle Triage (Math)
Local Act Makes Impacts (Local Acts Make Impacts)
Remediation Techniques (Extension Activity)
Links on this page: | Experiment | Student Sheet | Data Table | Teacher Sheet | Extension- Community Game | Community Game-Student Sheet | Community Game- Homework Sheet

National Education Standards Met:


Math discipline

Students use the decision grid triangle as a tool to make balanced decisions.

Objectives: Students will:

  • Use components to make a balanced decision
  • Rationalize their own decisions
  • Understand the perspectives of others
  • Develop criteria to quantify their decisions


  • Overhead projector
  • Overhead of blank decision grid
  • Overhead markers
  • 2 blank decision grids for each student
  • 2 criteria tables - 1 blank for example decision and 1 partially completed for the energy decision
  • Criteria table drawn on the board - ideally next to the projection screen

Time: 30 minutes

Standards Met: E1, M1, M11, M14, LA3, LA6, LA12

1) Select a topic
Choose topic about which students can use the decision grid to make a choice between two options. Suggested topics:

  • Purchasing a car, an SUV or a hybrid (this has a nice tie in with energy and emissions)
  • School changing to mandatory uniforms or not
  • Buying CDs or burning CDs

2) Model how to use grid

  • Place the decision grid overhead on the projector
  • Write the topic across the top and the choices in the appropriate boxes
  • Review definitions of environment, social equity and economics - have students write the definitions on their sheets
  • Ask students to assign numbers to environment for each choice and write them in the appropriate box on the decision grid sheet
  • Review your choice for environment and explain why.  For example, you might decide that burning CDs is a 1 because it requires more equipment that cannot be easily recycled and that is more harmful to the environment.  You may give buying CDs a 2 because while it is less equipment intensive, it does involve a fair amount of packaging.
  • Place a dot on your grid on the line that reflects your numbers - use 2 different colored markers.
  • Repeat this process for social equity and economics - be sure to point out areas where more information is needed to make a sound decision. For example, you might want to know where CDs and CD burning equipment are made and what happens to the economy when we do or do not support those items.
  • When all the dots are connected, determine which triangle covers the most area.  This represents your best choice for that issue.  Have students do the same for their triangles.
  • In their groups, ask students to share why they placed the dots where they did for each component
  • Write your criteria for each component on the criteria chart on the board
  • Review your criteria
  • Ask students to fill in their own criteria chart


  • See the Community Game lesson plan.  Community Game is a board game that reviews the concepts of sustainability and how they apply to a community.

Triangle Triage - Student Sheet

Rating Scale:
3 - Meets all criteria
2 - Meets many criteria
1 - Meets some criteria
0 - Meets few, if any criteria

Topic: _______________________________________________________________


Option 1:

Option 2:











traigetri_student sheet03


traigetri_student sheet_option 202

Extension-Community Game

*This game is a complement to Triangle Triage and uses information from the Stakeholder Grid activity found in Day 2.  It reinforces the concepts of sustainability by applying them to a community.  You can purchase the game from Sustainable Racine at 262-632-6440.

Goal: Determine essential components of a healthy community

Objectives:  Students will.

  • Learn rules of Community Game
  • Identify essential components of a healthy community or town
  • Evaluate information from Stakeholder Grid using criteria identified after playing the Community Game
  • Evaluate their hometown using the criteria identified after playing the Community Game

Materials (for a class of 30):

  • 8 Community Games
  • 8 Score Cards
  • 30 blank copies of Elements & Barriers to a Successful Community - student sheet
  • 30 blank copies of Elements & Barriers to a Successful Community - homework sheet

Time: 45 minutes

Standards Met: C5, M1, M3, LA3, LA6, LA7, LA11, LA12


  • Form students into small groups of 4; they will play in teams with partners sitting across from each other diagonally.
  • Read directions from Community Game.
  • HINT the easiest way to play is to have one "expert" sit at each game board to advise the students.  It is best to play the first round with open hands (cards visible).
  • After the first round, remind students to pay attention to the elements (indicators) and barriers used in the Community Game.
  • Allow students to continue playing game.
  • With class, brainstorm a list of elements and barriers found in the game.  Make a list on the board.
  • Tie to Global Climate Change: With students complete Elements & Barriers to a Successful Community - student sheet using information from the stakeholder grid.  See example on student sheet.


  • Students should complete Elements & Barriers to a Successful Community - homework sheet by filling in examples from their hometown.  You might suggest that they use the list of elements and barriers brainstormed in class.


  • Students challenge local business leaders to a Community Game Tournament.


Community Game-Student Sheet


Essential Elements (indicators)

Examples of Elements from Stakeholder Grid


Examples of Barriers from stakeholder grid

Employee of Recycling Center

Environment: Forests and trees

Recycling helps preserve trees

Poor use of natural resources

Public doesn't use recycling center

















































Community Game - Homework Sheet

Essential  Elements (indicators)

Examples of Elements in My Community


Examples of Barriers in My Community

Economics, numerous businesses

Restaurants, ski areas, t-shirt shops, real estate

Empty commercial space

Nobody is buying ski area condominiums




























































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