In this article, Deaton and Cook (2012) venture into the world of role-play and how it can engage students in environmental science. Fifth grade students were provided the opportunity to develop relevant connections between environmental science and their local community. According to Deaton and Cook, role play activities provide the setting for students to step into the shoes of another person and voice opinions and thoughts of that character. In this activity, the issue was surrounding activists discouraging the planting of non native plants (Bradford Pear Trees) and students took on various roles such as environmental activists, local farmers (who depend of the trees as resources), Nursery owner, landscape company, School administrator, and in role students. Each stakeholder would be described prior to the role-play. To prepare for the role-play students would conduct research regarding their specific role and then they would engage in stimulated discussion. In the end, the goal would be for the class to arrive at a decision the planting of the trees. Within this context, Deaton and Cook felt like their students developed a "deeper understanding of diversity and interrelationships among organisms than would have otherwise been possible". Additionally, student practice effective means of communication. In my mind, role-play is a great means of connecting students to issues in science. When you can provide you students with opportunities to put on their critical thinking hats and speak from differing perspectives and evaluate information, learning is maximized. Plus it's fun taking on the role of another and ultimately engaging for the student. Lastly, Deaton and Cook hit the nail on the head by keeping the issue relevant and local. It connects students to their community and is practice in exercising democratic citizenship and offers many cross-curricular applications.
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