What's Your Decision?

Objective: Students will participate in a small group discussion that will focus on a moral
dilemma from which they may learn that what an individual should do in a situation is not
always what he/she will do in that same situation. This activity gives participants the
opportunity to learn that sometimes decisions have no easy right and wrong answer.

Materials: What's Your Decision dilemma (photocopied), Point of view character cards
(photocopied)

Background: There are generally two broad categories involved in the study of nonpoint
pollution issues. One category deals with facts. What are or will be the effects of a given
practice? What will happen to a watershed when pollutants are introduced?

Another category deals with what "ought to be". What should be the appropriate use of a
given watershed? What should a group of environmentalist do to prevent a reoccurrence of
this type of pollution? What should the developer do to enhance the aesthetic and
recreational potential of an area?

Personal priorities often take precedence over environmental concerns. In many instances,
decisions over the well-being of a watershed and its inhabitants revolve around issues that
may not be evident at the onset of a project. When conflict occurs, participants are often
categorized into the "good guy/bad guy" categories - not necessarily a conducive way to
problem solve.

Procedure:
Divide students into groups of nine (9).

Make copies of the "What's Your Decision" dilemma and hand out to each student.

Instruct the students in each group that this dilemma will involve each of them. The focus of
the dilemma will be on the character who draws the "Environmental Agency Employee".

Have each student in the group draw one "Point Of View" character card.

Have students carefully read the dilemma. Explain to the group that their first decision may
not be their final decision. Each should not feel an undue responsibility to defend their first
choice. As the discussion continues, they may believe they've made a choice that needs to be
re-thought and possibly changed.

Following the group discussion, have each member make a final decision on the action that
they, as the Environmental Agency Employee, would take to solve the problem.

Extensions:
Invite an environmental educator form a local nature center, university, city bureau, or
wildlife and fisheries agent to come to your school to discuss the issue of water pollutants
derived from generally accepted land use practices in your area. Question the educator
about the impact of these practices on their area of expertise.

Research nonpoint source pollution concerns in your county. As a class, prioritize each
concern based on the detriment to the county community. Choose the top priority and
design a flyer or brochure that provides information and educational assistance to the
group most affected by the pollution. Distribute throughout the community.

Divide the class into groups. Students will then identify a specific type of nonpoint source
pollution. Have each group design a poster or banner that shows their type of nonpoint
source pollution and solutions that will prevent or eliminate the problem. Display posters in
school hallways.

Vocabulary Glossary:
Nonpoint source pollution: Pollution that cannot be traced to a single point (Ex: outlet or
pipe) because it comes from many individual places or a widespread area (typically urban,
rural, and agricultural runoff)