NGSS Aligned: Simulating A United Nations Panel on Trophy Hunting

B. SUGGESTED USES

Prior Knowledge: Students do not necessarily require much prior knowledge. However, for students to understand, and communicate, some of the important ecological, conservationist arguments, they benefit from a conceptual understanding of food webs, ecological interactions, and natural selection.

They should be able differentiate between credible and non-credible sources, and will benefit from information about effective communication/persuasion skills. Students adept in PowerPoint or Google Slides may benefit as well.

Implementing the Lesson: In a class of 24 or so, I usually make 5 or 7 students judges (an odd number ensures one side wins), and the remaining students are divided up (somewhat) evenly into the pro and against positions. If there are more students than positions, I allow some positions (economist, ecologist, conservationist, and land owner) to be represented by more than one student.

Because the project incorporates so many of the concepts within ecology, I spend a significant amount of time on it. I usually give students two or three classes to do research and work on their presentation (judges are working on their tasks as well). I encourage students to be pithy with their presenetion to avoid having the process last too many classes.
Then, depending on the length of the presentations, and the number of questions that the judges ask during each presentation, the UN simulation can take a full class or two.
I allow the presenters to begin their reflection paper in class, while the judges deliberate. Finally, the judges announce their decision, with an explanation. I allow the judges to make any decision, with any stipulations, that they deem fitting. In my experience, the students really enjoy this activity, and learn a lot about an important issue.

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