For Instructors
"The Blue Planet Prize Story" is accompanied by three supplementary units on the related environmental issues: Story Guide, Further Reading and Research, and For Instructors.
These contain useful information that instructors can use to help students understand the content.
We encourage you to utilize the Blue Planet Prize stories for environmental education classes in schools and for children's independent learning.
[Target Audience: Teachers, parents, and others involved in education]
Summary of the Story
Professor Costanza is a renowned researcher in ecological economics, who has made significant contributions to the establishment of a sustainable society through his scientific evaluation of the value of nature. In 1997, he published a groundbreaking paper that quantified the value of ecosystem services, highlighting their economic significance. This was the first attempt to gauge the value of ecosystem services on a global scale and provided a fresh perspective for environmental conservation and policymaking.
The benefits we derive from nature are diverse, including air and water purification, climate regulation, and food supply. Unfortunately, however, their importance has not been fully recognized. Professor Costanza demonstrated the significant value of ecosystem services to society and emphasized the risks posed by the loss of the natural environment. His work played a key role in the establishment of the IPBES and stimulated discussions on sustainable growth.
Teaching Examples
If you are having trouble finding teaching support material, please see the examples provided below.
(1) Recognizing the importance of ecosystem services
Using specific examples of ecosystem services, such as wetlands, which prevents flooding, forests, which clean the air; and oceans, which supply food; instructors should explain their roles. Students should then be asked to consider the impact on society when wetlands and forests are lost. This will help deepen their understanding of the importance of ecosystem services.
(2) Considering the issues from the standpoint of different groups
For students capable of handling advanced learning, use role-playing as described below:
| Simulation of decision-making using role-playing | |
|---|---|
| Purpose: | To help students experience decision-making that takes into account ecological economics: the balance between the natural environment and economic activities. |
| Setting: | Have students discuss and negotiate the building of a shopping mall on planned reclamation of wetlands. |
| Method: | Divide students into groups and assign each group a role, such as local government, wetland conservation group, developer, or residents. Students should then consider conditions and compromises in their plans, taking into account of the impact on the local economy, employment creation, and ecosystem services provided by wetlands (such as flood prevention and biodiversity conservation) from the perspectives of each group. Finally, summarize and present the agreed-upon plan. |
| Points: | Allow students to experience the conflicts and issues that may arise in regional society, encouraging them to think critically about sustainable growth. |