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Approximately 4 (50-minute) class periods
Students will identify and assess risks encountered on a daily
basis. They are challenged to examine their behavior and to apply
science process skills and higher order thinking skills in reducing
or managing risks.
Integrated or General Science Biology, Chemistry, Environmental
Science, and Earth Science
Students will be able to:
• Identify areas of risk in their daily lives.
• Operationally define and discuss the terms: risk, benefit,
hazard, probability, risk management, and risk perception.
• Discuss the role personal perceptions play in risk assessment.
• Explain how scientists use probability in risk analysis.
• Use a systematic approach in analysis of risks (and benefits).
• Develop options for reducing or eliminating risks.
• Communicate means and mechanisms for reducing/ managing
risks.
National Science Education Standards
http://bob.nap.edu/html/nses/html
Content Standard F:
Science in Personal and Social Perspectives
• Risks and Benefits (grades 5-8)
• Natural and Human-Induced Hazards (grades 9-12)
Louisiana Science Framework:
State Standards for Curriculum Development http://www.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf
SI-H-A1: Identifying questions and concepts that guide
scientific investigation
SI-H-A3: Using technology and mathematics to improve investigation
and communications
SI-H-A5: Recognizing and analyzing alternative explanations
and models
SI-H-A6: Communicating and defending a scientific argument
SI-H-B4: Analyzing a proposed explanation of scientific
evidence according to the following criteria: follow a logical
structure, follow rules of evidence, allow for questions and modifications,
and is based on historical and current scientific knowledge
SI-H-B5: Communicating that the results of scientific inquiry,
new knowledge, and methods emerge from different types of investigations
and public communication among scientists.
PS-H-G4: Explaining the possible hazards of exposure to
various forms and amounts of energy
LS-H-G4:Exploring current research on the major diseases
with regard to cause, symptoms, treatment, prevention and cure
LS-H-G5: Researching technology used in prevention, diagnosis,
and treatment of diseases/disorders
SE-H-A11: Understanding how pollutants can affect living
systems
SE-M-A4: Understanding that human actions can create risks
and consequences in the environment.
SE-H-C4: Demonstrating that environmental decisions include
analyses that incorporate ecological, health, social and economic
factors.
Video Clips:
At Your Own Risk
Louisiana Public Broadcasting, Enviro-Tacklebox™ program
Louisiana Education Television Authority. 1999.
• Video Clip 1—This
clip STARTS with the opening credits and continues through
Greg’s question, “Are our perceptions always right?”)
This is approximately 4 minutes after the start of the tape and
shows the narrator, Greg, surrounded by question marks. PAUSE
the tape at this point as Clip 2 follows immediately.
• Video Clip 2—-This
clip STARTS with Greg stating, “Studies show that
when most people rank risky activities and technologies…”
and shows a nuclear power plant. It ends with the Enviro-Tacklebox™
logo scrolling across the screen. PAUSE the tape at
this point as Clip 3 immediately follows. Clip 2
is about 1½ minutes in length.
• Video Clip 3—-
This clip STARTS with Greg saying, “But back to the
Andersons, we want to see what some of their daily risks are.”
Greg is standing next to a vehicle and Henry Anderson is standing
nearby. The clip ends with the closing credits.
WEB SITES:
Enviro-Tacklebox™ resource materials for At
Your Own Risk can be found at: http://www.envirotacklebox.org/modules/m1risk.htm
(Module/video overview, word-find game, streaming video) This
site was developed to accompany the Enviro-Tacklebox™
series and includes materials for students and educators.
http://www.envirotacklebox.org/tchgdm1.htm
(Background information and class lessons/activities) The Enviro-Tacklebox™
site provides teachers with concept maps and additional related
resource suggestions.
Society for Risk Analysis
http://www.sra.org
The site provides reviews risk assessment, risk characterization,
risk communication and policies relating to risk. Material covers
risks to human health and the environment from sources both natural
and man induced.
At Your Own Risk
Louisiana Public Broadcasting,
Enviro-Tacklebox™ program
Louisiana Education Television Authority. 1999.
One copy per student of
Student Pages (included in this document):
• Video Focus 1-Living is About Managing Risks HTML PDF
and Answers HTML PDF
• Video Focus 2-Risk Perception Survey HTML PDF
and Answers HTML PDF
• Video Focus 3- Introduction to Risk Review HTML PDF
One copy per group:
• At Your Own Risk web Lesson 2 Activity “How
Risky is it?”
•
http://www.envirotacklebox.org/teacherguide/module1/trsklsn2.htm
1. Prior to teaching the unit, bookmark the Web sites used (as
reference).
2. Prepare copies of the student worksheets (included) and the
student form for At Your Own Risk web Lesson 2 Activity:
“How Risky is it?” available at http://www.envirotacklebox.org/teacherguide/module1/trsklsn2.htm
3. Students should be instructed to read the worksheets prior
to watching the video clips and during or after the viewing, should
complete the specific tasks related to the video (VIDEO FOCUS
WORKSHEETS).
4. CUE video segments.
The video serves as a means of introducing risk analysis (or risk
review) to middle and high school students. Other materials useful
in teaching a comprehensive unit on risk include:
Enviro-Tacklebox™ resource
materials for At Your Own Risk can be found at:
http://www.envirotacklebox.org/modules/m1risk.htm
(Module/video overview, word-find game, streaming video) www.envirotacklebox.org/tchgdm1.htm
Background information and class lessons/activities
• Lesson 1 has students identify risks in the community,
rank them, and keep a 1- day diary identifying and recording personal
risk experiences.
• Lesson 2 includes assessment of risks encountered
during a simulated fieldtrip to a sports training center. Lesson
2 is included in the assignments of this unit.
E-Hazards video and companion
booklet for teachers and parents is available from the U.S. Environmental
Protection Agency (http://www.epa.gov/children
or 1-877-590-KIDS). It introduces students to household environmental
hazards. This resource is probably more useful for middle school
than high school students.
Project Learning Tree Secondary
Environmental Education Program
Exploring Environmental Issues: FOCUS ON RISK
This module is designed to guide secondary school students through
the mechanics of risk assessment, risk management, and risk communication
while developing skills in problem solving, decision-making, and
methods of inquiry. It includes multidisciplinary activities for
students and background resources for teachers. The module is
available through Project Learning Tree workshop participation.
For a current list of upcoming workshops visit the PLT website
(http://www.plt.org),
the Louisiana PLT website (http://www.laplt.org/calendar/index.asp),
or contact the Louisiana PLT coordinators, Wade Dubea (wdubea@ldwf.state.la.us)
or Ricky Kilpatrick (rkilpatrick@agctr.lsu.edu).
Decisions Based On Science
Decision-making activities encourage students to put the science
process skills into practice and to produce logical, evidence-based
written reports and verbal presentations. The Louisiana Public
Broadcasting (LPB) video, Decisions Based on Science: Mastering
the Skills of Decision-Making offers a one-hour professional development
“how-to” for science teachers. This program provides
instruction on techniques helpful in the decision-making process,
as outlined in the National Science Teachers Association (NSTA)
publication, Decisions Based on Science. Viewing the program and/or
consulting the book will provide teachers with skills and insights
valuable in teaching students to make decisions logically.
Teacher materials, student resources, and classroom activities
can be accessed at the companion Web site: www.envirotacklebox.org
Decisions Based on Science is available through NSTA (http://www.nsta.org).
Decisions Based on Science: Mastering the Skills of Decision-Making
broadcast times are listed in the LPB Educational Services Directory
and the LPB Web site (http://www.lpb.org).
Risk assessment and management are major components of Decisions
Based on Science.
1. Prior to teaching this unit,
review the risk background information At Your Own Risk
–”Risk Background” (http://www.envirotacklebox.org/teacherguide/module1/trisk.htm).
2. Copy the student activity pages and At Your Own Risk
web Lesson 2, “How Risky is it?” activity form: (http://www.envirotacklebox.org/teacherguide/module1/trskls2f.htm)
3. Preview and preset Video Clips 1-3 from At Your Own Risk.
Prior to teaching this unit, view Decisions Based on Science;
Mastering the Skills of Decision-Making (if possible)
and/or consult Decisions Based on Science for instruction
on use of Importance Bars and Decision Matrix charts in decision-making.
1. Introduce the concepts of risk
and cost vs. benefit.
2. Distribute the Video Focus for Media Interaction Handout
1. Have students preview the assignments.
3. Inform students that they will be viewing the video program,
At Your Own Risk and that during viewing; they will be
completing the Focus for Media interaction 1—Living is
About Managing Risks worksheet. (An “answer-key”
follows the student version of this worksheet.)
4. Show Video Clip 1 of the video, At Your Own Risk
(It begins with the opening credits and should be paused at “Are
our perceptions always right?”).
5. Conduct a student-led discussion of the Video Focus Handout
1 items. What risks did the Anderson family encounter during
the day? Ask the students are the ones mentioned similar to their
own daily experiences? Different? If so how?
6. Distribute and have students individually complete Video
Focus for Media Interaction 2—Risk Perception Survey.
An “answer key” follows the student version of this
worksheet.
7. Have students view Video Clip 2 and discuss the Video
Focus 2 items. Which activity on the list do they view as posing
the greatest risk? What activity they would put on the list? Why?
8. Lead/guide student discussion of the differences in student
perceptions and the probabilities expressed by the “experts”.
(Misperceptions are due largely to lack of knowledge, emotion,
misperceptions communicated via mass media or traditionally- held
beliefs or other biases.)
9. Have students view Video Clip 3 and complete Video
Focus for Media Interaction 3— Introduction to Risk Review.
10. Lead a class discussion of Video Focus 3. Student answers
will vary. Consider the merits of each contribution. How might
their choices be different if they lived in another part of the
country? Of the world? Or in a different period of history?
11. Assign students to small cooperative learning groups. Have
them complete At Your Own Risk Lesson 2 Activity,
“How Risky is it?” This activity could serve as an assessment
of student understanding Refer students to the Society for Risk
Analysis and EPA Risk Web sites.
At Your Own Risk web Lesson 2 Activity: “How
Risky is it?” serves as the culminating activity for this
unit. However, teachers wishing to present a more comprehensive
risk assessment unit could incorporate additional activities from
either (1) the Resources sections of the Setting the Stage section
or (2) materials listed in the Community Connections section of
this document.
Social Studies: Students could relate risk assessment to
the development of public policy and /or law (for example: laws/
regulations relating to seatbelts, smoking in public places, and
wearing helmets when riding bicycles or motorcycles).
Health: Students identify factors that influence health
risks (such as, x-rays, exposure to ultraviolet, vaccines) and
discuss the risks and benefits associated with each.
Career/Vocational Education: Students research the diverse
career options related to risk assessment and risk reduction/management
(for example, athletic trainers, insurance actuaries, wood working
teachers, hazardous materials emergency response team members,
and public health workers)
The national programs, Home*A*Syst and Farm*A*Syst offer environmental
risk assessment materials relevant to students and involve risk
education specialists with students and teachers in their respective
states. The program materials include videos and student-activity
guides. For more information on the national program and for links
to other resources appropriate for secondary school students,
visit: http://www.uwex.edu/homeasyst
or http://www.uwex.edu/farmasyst.
For information about these programs
in Louisiana, contact:
Bill Branch
LA Farm*A*Syst and Home*A* Syst coordinator
CSREES
212 Macon Ridge Rd.
Winnsboro, LA 71295-5719
Phone- 318-435-2908
bbranch@agctr.lsu.edu
STUDENT MATERIALS:
• Attached in this document:
Video Focus 1—Living is About Managing Risks
HTML PDF
and Answers HTML PDF
Video Focus 2—Risk Perception Survey HTML PDF
and Answers HTML PDF
Video Focus 3—Introduction to Risk Review HTML PDF
• Available on the World Wide
Web:
At Your Own Risk web Lesson 2 Activity “How
Risky is it?” http://www.envirotacklebox.org/teacherguide/module1/trsklsn2.htm
