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Role Card 4:

LOCAL RESIDENT WHO LOVES THE OUTDOORS

You are a parent who lives close to the natural area. You grew up on a farm and love the outdoors. When you came to live in the City, you were very happy to find a natural area near your home where you can walk after work with your family and two dogs. You enjoy keeping fit but prefer walking to going to the gym. Your children also enjoy nature and you prefer that they spend time exploring nature and observing the flowers, butterflies and birds, than watching the television and playing computer games. Your whole family loves this peaceful place where they can explore and exercise.

For more information, go to: Module 1: Nature on your doorstep

Role Card 5:

RESEARCHER FROM A LOCAL UNIVERSITY

You are a natural sciences lecturer at a local university. You are studying the effect of “fragmentation” of nature. Fragmentation happens when nature is destroyed by agricultural or urban development, leaving only small, isolated patches of natural habitat. It is difficult for plants and animals to survive in these small and isolated patches. You believe that it is important to protect small patches of nature in the city as they act as “stepping stones” between larger natural areas (like nature reserves). Animals such as birds and insects can use these “stepping stones” to move between natural areas for breeding, feeding, pollination and seed dispersal. Your research shows that this particular area is an essential “stepping stone” in the city’s nature network, and is needed to ensure the survival of certain rare plants and animals.

For more information, go to: Module 4: Urban nature under pressure

Learning Activity 3: Awareness Day role-play

  • Organise an Awareness Day role-play.

  • The teacher or a learner acts as the Coordinator, and tells the class (community members) that some residents are concerned about the impact that the proposed development of the shopping centre will have on nature.

  • Introduce each of the five representatives in turn and give them a chance to present their group’s arguments for conservation of the natural area rather than development of the shopping centre.

  • Use the checklist to guide your listening; write comments on the presentations by the five groups.

  • Discuss which arguments were the most logical and convincing, and why. Do you think your arguments would convince the rest of the community to oppose this development?

  • As a class, draw up a list of characteristics of sound, convincing arguments.

Assessment tasks and tools

  • Educator and learners complete a checklist and comment on the quality of arguments. Discuss feedback in class.

  • Educator uses class feedback to assign a group assessment.

  • Educator reflects and comments on the class list of characteristics of sound arguments.

  • Learners record useful guidelines based on this activity.

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