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Lesson 1.1 Defining an Issue
Preface
Environmental Science Issues spirals from the content and skills learned within the Natural Resources and Ecology course and extends into environmental issues and independent research. As an issue-based course, ESI moves beyond the form, function, and processes found in ecosystems and considers environmental issues' economic, political, and social viewpoints. As an agricultural science course, ESI will present many environmental science issues in an agricultural context and highlight the similarities between agricultural ecosystems and natural ecosystems. Finally, as a research- and project-based course, students will synthesize the scientific, social, and technological aspects of issues into independent study projects.
In this lesson, students organize themselves for the course and explore environmental issues' form and characteristics. Students assemble the ESI Notebook and begin the Laboratory Notebook. Next, they identify local and global environmental problems. Then they examine the differences among facts, problems, and issues. Finally, students investigate resources with economic, political, and social information to decide on an environmental issue.
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Students will know and understand |
Students will learn concepts by doing |
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1. Solving environmental problems requires research, planning, and communication skills. |
· Investigate an environmental problem that may occur locally. (Activity 1.1.1) |
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2. Organization and record-keeping are essential to success in environmental science. |
· Set up the ESI Notebook and Laboratory Notebook. (Activity 1.1.2) |
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3. Environmental problems occur locally, nationally, and globally. |
· Compare climate changes and problems that occur locally, nationally, and globally. (Activity 1.1.3) |
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4. Issues, problems, and facts have different characteristics. |
· Categorize environmental issues, problems, and facts related to an environmental topic. (Activity 1.1.4) |
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5. Solving environmental problems includes economic, political, and ethical considerations related to the issue, which require in-depth analysis. |
· Analyze issues by identifying key terms, historical viewpoints, and facts. (Activity 1.1.5) · Use multiple sources to identify the economic, political, and ethical aspects of an issue. (Activity 1.1.6) |
National AFNR Common Career Technical Core Standards Alignment
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Career Ready Practices |
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2. Apply appropriate academic and technical skills. |
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· CRP.02.01: Use strategic thinking to connect and apply academic learning, knowledge, and skills to solve problems in the workplace and community. |
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· CRP.02.02: Use strategic thinking to connect and apply technical concepts to solve problems in the workplace and community. |
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4. Communicate clearly, effectively and with reason. |
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· CRP.04.02: Produce clear, reasoned, and coherent written and visual communication in formal and informal settings. |
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5. Consider the environmental, social, and economic impacts of decisions. |
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· CRP.05.01: Assess, identify, and synthesize the information and resources needed to make decisions that positively impact the workplace and community. |
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6. Demonstrate creativity and innovation. |
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· CRP.06.01: Synthesize information, knowledge, and experience to generate original ideas and challenge assumptions in the workplace and community. |
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8. Utilize critical thinking to make sense of problems and persevere in solving them. |
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· CRP.08.01: Apply reason and logic to evaluate workplace and community situations from multiple perspectives. |
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Agriculture, Food, and Natural Resources Career Cluster |
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1. Analyze how issues, trends, technologies and public policies impact systems in the Agriculture, Food & Natural Resources Career Cluster. |
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· AG 1.2: Describe current issues impacting AFNR activities. |
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2. Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role agriculture, food, and natural resources (AFNR) play in society and the economy. |
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· AG 2.4: Explain the influence of AFNR on society. |
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4. Demonstrate stewardship of natural resources in AFNR activities. |
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· AG.4.2: Explain the environmental considerations of decision making in AFNR management. |
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Environmental Service Systems Pathway (AG-ENV) |
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3. Develop proposed solutions to environmental issues, problems, and applications using scientific principles of meteorology, soil science, hydrology, microbiology, chemistry, and ecology. |
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· AG-ENV 3.7: Apply chemistry principles to environmental service systems. |
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Natural Resource Systems (AG-NR) |
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2. Plan and Analyze interrelationships between natural resources and humans needed to manage natural resource systems. |
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· AG-NR 2.4: Examine natural cycles and related phenomena to describe ecologic concepts and principles. |
Next Generation Science Standards Alignment
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Disciplinary Core Ideas |
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Earth and Space Science |
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ESS2: Earth's Systems |
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ESS2.D: Weather and Climate |
· Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. · Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. |
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Crosscutting Concepts |
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Cause and Effect: Mechanism and Prediction |
Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships and the mechanisms by which they are mediated, is a major activity of science and engineering. |
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· Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. |
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Stability and Change |
For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. |
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· Much of science deals with constructing explanations of how things change and how they remain stable. |
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Understandings about the Nature of Science |
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Science Addresses Questions About the Natural and Material World. |
· Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. · Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. · Many decisions are not made using science alone but rely on social and cultural contexts to resolve issues. |
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Common Core State Standards for English Language Arts
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CCSS: English Language Arts Standards » Science & Technical Subjects » Grade 11-12 |
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Key Ideas and Details |
· RST.11-12.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
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Craft and Structure |
· RST.11-12.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. |
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Integration of Knowledge and Ideas |
· RST.11-12.9 – Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
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Range of Reading and Level of Text Complexity |
· RST.11-12.10 – By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
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CCSS: English Language Arts Standards » Writing » Grade 11-12 |
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Production and Distribution of Writing |
· WHST.11-12.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
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Research to Build and Present Knowledge |
· WHST.11-12.7 – Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. · WHST.11-12.8 – Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. · WHST.11-12.9 – Draw evidence from informational texts to support analysis, reflection, and research. |
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Range of Writing |
· WHST.11-12.10 – Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
1. What are environmental problems?
2. Why are local environmental problems also global issues?
3. How do issues, problems, and facts differ?
4. How could the history of an issue affect a person's perception?
5. Why should an issue be stated as an unbiased question?
6. How is an issue analyzed?
7. What types of information can sources provide that can help determine an issue?
8. How do economics, politics, and social viewpoints influence environmental issues?
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Acid rain |
Acidification |
Analysis |
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Benefit |
Bias |
Carbon dioxide (CO2) |
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Climate |
Climate change |
Combustion |
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Conductivity |
Contamination |
Credible |
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Downwind |
Economic |
Extreme |
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Fact |
Fertility |
Fertilizer |
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Filtration |
Groundwater |
Issue |
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Methane (CH4) |
Nitric oxide (HNO3) |
Nutrient |
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Percolation |
Pesticide |
pH |
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Plant residue |
Precipitation |
Politics |
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Problem |
Radiate |
Regulation |
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Risk |
Runoff |
Social |
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Sulfur dioxide (SO2) |
Trace |
Tradeoff |
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Troposphere |
Unbiased |
Values |
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Water vapor |
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Day-to-Day Plans
Time: 9 days
Refer to the Teacher Resources section for specific information on teaching this lesson, in particular Lesson 1.1 Teacher Notes, Lesson 1.1 Glossary, Lesson 1.1 Materials, and other support documents.
Day 1:
· Present Concepts, Performance Objectives, Essential Questions, and Key Terms to provide a lesson overview.
· Provide students with a copy of Activity 1.1.1 Environmental Problems or Activity 1.1.1 Environmental Problems (Go Direct™), the CASE Safety Manual, and the Laboratory Safety Agreement.
· Students work in pairs to complete Parts One and Two of Activity 1.1.1 Environmental Problems.
· Homework Reading: Students read Chapter 1, pages 1-16, of Sustaining the Earth.
· Students should return the Laboratory Safety Agreement on or before Day 3.
Day 2:
· Students work in pairs to complete Activity 1.1.1 Environmental Problems.
Day 3:
· Provide students with a copy of Activity 1.1.2 ESI Notebooks, ESI Notebook Cover Page Template, ESI Notebook Spine Template, ESI Table of Contents, FFA Activity Log, SAE Hours Log, SAE Income and Expense Log, SAE for All Crosswalk, and Laboratory Notebook Guidelines.
· Students work individually to complete Activity 1.1.2 ESI Notebooks.
Day 4 – 5:
· Briefly review the assigned reading of Chapter 1 and facilitate a class discussion using the questions provided in Lesson 1.1 Teacher Notes.
· Provide students with a copy of Activity 1.1.3 Shared Problems.
· Students work in teams of three to complete Activity 1.1.3 Shared Problems.
Day 6:
· Provide students with a copy of Activity 1.1.4 What's the Issue?
· Students work in pairs to complete Activity 1.1.4 What's the Issue?
Day 7:
· Provide students with a copy of Activity 1.1.5 Analyze the Issue.
· Students work individually to complete Activity 1.1.5 Analyze the Issue.
Day 8:
· Provide students with a copy of Activity 1.1.6 Issue Information.
· Students work in pairs to complete Activity 1.1.6 Issue Information.
Day 9:
· Distribute Lesson 1.1 Check for Understanding.
· Students complete Lesson 1.1 Check for Understanding and submit for evaluation.
· Use Lesson 1.1 Check for Understanding Key to evaluate student assessments.
Instructional Resources
Student Support Documents
Activity 1.1.1 Environmental Problems or Activity 1.1.1 Environmental Problems (Go Direct™)
Activity 1.1.3 Shared Problems
Activity 1.1.4 What's the Issue?
Activity 1.1.5 Analyze the Issue
Activity 1.1.6 Issue Information
Teacher Resources
Lesson 1.1 Check for Understanding
Answer Keys and Assessment Rubrics
Lesson 1.1 Check for Understanding Answer Key
Student Project Development Template
ESI Notebook Cover Page Template
ESI Notebook Table of Contents
Laboratory Notebook Guidelines
Reference Sources
American Chemistry Council. (2015). Pyrethroids: crop protection chemicals modeled on nature. Retrieved from http://chlorine.americanchemistry.com/Science-Center/Chlorine-Compound-of-the-Month-Library/Pyrethroids-Crop-Protection-Chemicals-Modeled-on-Nature
American Farm Bureau Federation. (2015). Neonicotinoids & honeybees. Retrieved from: www.fb.org/issues/docs/neonics15.pdf
Climate Central. (2015). States of change. Retrieved from www.climatecentral.org/states-of-change#/nation
Dictionary.com. (n.d.) Dictionary.com unabridged. Retrieved from http://dictionary.reference.com/browse/
Dowdey, S. (2007). How acid rain works. Retrieved from https://science.howstuffworks.com/nature/climate-weather/atmospheric/acid-rain.htm
Earthjustice. (2015). Advancing sustainable agriculture. Retrieved from http://earthjustice.org/healthy-communities/toxic-chemicals/sustainable-agriculture
Herren, R. V., & Donahue, R. L. (2000). Delmar's agriscience dictionary with searchable CD-ROM. Albany, NY: Delmar.
Miller, G.T., & Spoolman, S.E. (2015). Living in the environment. Stamford, CT: Cengage Learning.
Miller, G.T., & Spoolman, S.E. (2015). Sustaining the earth. Stamford, CT: Cengage Learning.
National FFA Organization. (2015). Ag issues forum. Retrieved from www.ffa.org/resources/ag-issues/ag-issues-forum
National Atmospheric Deposition Program. (2020). NADP annual maps. Wisconsin State Laboratory of Hygiene, Madison, WI. Retrieved from http://nadp.slh.wisc.edu/data/annualmaps.aspx
National Oceanic and Atmospheric Administration. (n.d.) Difference from average temperature. Retrieved from www.climate.gov/maps-data/data-snapshots/tempanomaly-annual-nnvl-2014-00-00?theme=Temperature
National Pesticide Information Center. (2015). Pesticides and human health. Retrieved from http://npic.orst.edu/health/humhealth.html
NASA. (2015). Global climate change. Retrieved from http://climate.nasa.gov/
Sexton, S. E., Lei, Z., & Zilberman, D. (2007). The economics of pesticides and pest control. International review of environmental resource economics, 1, 271-326. Retrieved from https://pennstate.pure.elsevier.com/en/publications/the-economics-of-pesticides-and-pest-control
World Bank. (2015). Climate risk and adaptation country profiles. Retrieved from http://sdwebx.worldbank.org/climateportalb/home.cfm?page=country_profile
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Participation in FFA provides students additional relevance and real-life experiences to apply the knowledge and skills learned in the classroom. FFA provides many opportunities for students to be engaged in leadership building activities.
Students can develop their Supervised Agricultural Experience (SAE) projects for proficiency awards related to specific course topics. Related proficiency award areas are suggested throughout the course. More about SAE is provided in the next section.
Another opportunity for students through FFA is the Agriscience Fair, where students propose, plan, conduct, and report research related to course topics. Suggestions are provided throughout the course for potential research projects.
The competitive activities offered with the following list of Career Development Events (CDEs) allow students to apply knowledge and skill, but also provides many opportunities for students to be active participants in exploring potential agricultural careers. Specific CDE connections are suggested throughout the course.
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· Agricultural Issues Forum · Employment Skills · Environmental and Natural Resources |
· Extemporaneous Public Speaking · Prepared Public Speaking |
This lesson provides conceptual and procedural knowledge required for participation in the following FFA activities and awards.
o Environmental Science and Natural Resources Management – Entrepreneurship/Placement
· The National FFA AgriScience Fair recognizes students who gain real-world, hands-on experiences in agricultural enterprises.
· The Environmental and Natural Resources CDE provides competing students with an opportunity to demonstrate knowledge in areas that affect our air, soil and water.
· Lesson Plans: Current Events
Skills and knowledge from this lesson support the development and implementation of service-learning projects that address local community needs related to environmental responsibility.
· Service-Learning and Living to Serve Grants
o Utilize this lesson to investigate environmental issues in the local community that the FFA chapter can address.
o Students will develop a service-learning project and research root causes, gather insight from community members and identify solutions.
o Living to Serve Grants provide funding to FFA chapters to support service-learning and community service projects.
For more information, visit the National FFA Organization website.
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Supervised Agricultural Experience (SAE) activities are essential components of an effective agricultural education program. Assist students with developing and maintaining an SAE program throughout the year.
Every lesson in Environmental Science Issues will provide students with examples of SAE Connections to enhance student opportunities for experiential learning beyond the classroom walls. SAE opportunities are essential for students to be involved with for several reasons. Most importantly, an SAE project adds relevance to coursework, a challenge with classroom experiences alone.
All students in an agricultural education program are expected to have a Foundational SAE. Students completing the APP and extensions listed below will meet the Foundational SAE qualification for the Advanced (Grades 10-12) level. Students should record APP and extensions in their Foundational SAE Log and place all documented evidence in the FFA/SAE section of their Agriscience Notebook along with the SAE for All Foundational Checksheet. Access teacher guides and student activities at the SAE for All Educator Resources site. Some extensions below may be assigned during this lesson but completed later during the course.
Foundational SAE
All students in an agricultural education program are expected to have a Foundational SAE. Students completing the APP and extensions listed below will meet the Foundational SAE qualifications. Students should record APP and extensions in their Foundational SAE Log and place all documented evidence in the Foundational SAE Section of their Agriscience Notebook.
· Career Exploration and Planning
o Environmental Service Systems SAE Idea Cards – PDF versions of SAE cards divided by career focus areas (similar to Agriculture Food and Natural Resource (AFNR) pathways). The purpose of the SAE Idea Cards is to assist students with developing ideas for SAEs. There are 360 SAE ideas in nine different focus areas that can be downloaded or used online.
For more information on the guiding principles for implementing SAE programs, visit the SAE for All: Evolving Essentials site.
Critical Thinking and Application Extensions
Application
1. Students research an environmental science issue related to a career of their choice and develop a display to inform other people about the issue.
2. Students identify facts, problems, and issues related to an environmental controversy within the school and write a letter to the school newspaper editor outlining the findings.
Perspective
3. Students follow an environmental scientist on social media to learn how scientists communicate professionally. Students will develop a method for evaluating bias in posts or messages and identifying ethical arguments. They will identify how scientists use research data to respond to questions or arguments.
4. Students research viewpoints commonly held by various players (scientists, producers, consumers, businesses, and government) related to a current environmental science issue. When students are familiar with consensus or opinions held by persons in those roles, they discuss the issue.
Empathy
5. Students contact FFA chapters in different geographical areas of the country. Students will collect information on the effects of climate change in different locations from the chapters. Then students will summarize the findings at a local chapter meeting.