Team Members: Sara Brisby, Rebecca Borlik, Connie Costa, Cathe Long
Teaching Dates: April 30, 2013 (TCK) and May 12, 2013 (CL)
Concept for this lesson: How does collecting data and using math change our world? Graphing real data, Rate of Change
Keep coming back to the essential question throughout the lesson. Add an extension question to ask earlier finishers What other ways will this data collection affect change?
Grade Span: Algebra 1
Stage of Lesson Teacher Does Directions or Teacher Questions Student Does Expected Student Responses Student Activities Standard CCCSSM, MPS, NGSS, 21 st Century Engage
Time: ____ minutes
Materials: Videos and interactive link (links in Teacher does), poster paper with concept (essential questions listed)
As they come in, have the world hunger map on the projector http://www.ifpri.org/tools/2013-ghi-map Instead of telling them about the map at the beginning of class, Teacher should elicit responses for what they observe. Teacher needs to make sure the 1990 map was shown.How would you interpret this map? What do you think are some reasons for the different colors?
Or be playing the https://www.youtube.com/watch?v=lUer_ZA4sJs
Q: What do you know about World Hunger? Students respond.
Collecting math statistics help lessen world hunger
Statistics from the video
NGSS Dependence of human systems on natural resources Environmental Literacy Demonstrate knowledge and understanding of the environment and the circumstances 2
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
Video
Evaluate Student responses to the question.
As you watch the video, look for any mathematical statistics. Be ready to share out. Show video
https://www.youtube.com/watch?v=YJNLZRbvG dA
Q. In the video, what observations did the producers have, and how did that drive data collection and eventually how do you think that affected change/progress?
By collecting statistics, people discovered that their were possible solutions to alleviate the severity of the hunger problem.
and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems Demonstrate knowledge and understanding of societys impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.)
Stage of Lesson Teacher Does Directions or Teacher Questions Student Does Expected Student Responses Student Activities Standard CCCSSM, MPS, NGSS, 21 st Century Explore:
Time: ___ minutes
Materials:
Child nutrition programs, global aide, water projects, and many other things have been done to help reduce world hunger. In a moment you will get data from one world region to graph and analyze to see if world hunger has really been decreasing. Students will explore the GHI (Global Hunger
Graph your countrys data
Quantities Reason quantitatively and use units to solve problems. 1. Use units as a way to understand 3
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
Graph Paper, GHI data papers (one for each group)
Index) for their assigned region. (Put students in 6 groups) 1. South Asia 2. Sub-Saharan Africa 3. East and Southeast Asia 4. Near East and North Africa 5. Latin America and Carribbean 6. Eastern Europe and Commonwealth of Independent States
Explan GHI: The Index ranks countries on a 100 point scale, with 0 being the best score ("no hunger") and 100 being the worst; neither extreme has occurred. Values less than 4.9 reflect "low hunger", values between 5 and 9.9 reflect "moderate hunger", values between 10 and 19.9 indicate a "serious", values between 20 and 29.9 are "alarming", and values exceeding 30 are "extremely alarming" hunger problem. [10]
The GHI combines three equally weighted indicators: percentage of undernourished people, prevalence of underweight children aging less than age five, and mortality rate of children aging less than five Pass out the information that each group needs to graph.
Students graphs should look similar to the following (though they can make line graphs):
(GHI score on Y-axis, Year on X-axis)
problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Interpret linear models. 7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
MP2) Reason abstractly and quantitatively.
MP5) Use appropriate tools strategically
MP4) Model with mathematics.
4
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
After graphing this data, what observations can you make?
Students may notice the decreasing
5
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
slope of all their graphs, and may make statements relating to this.
Stage of Lesson Teacher Does Directions or Teacher Questions Student Does Expected Student Responses Student Activities Standard CCCSSM, MPS, NGSS, 21 st Century Explain:
Time: ___ minutes
Materials:
Question 1 and 2 worksheet for each student (32)
Evaluate Consider Decision Points Assessments If students falter here and only find change of y- values, it is important to ask them about if they understand rate. If they understand rate, they may realize that they have to find the change of y-values divided by the change of x-values. The word slope (gradient, incline, pitch) is used to describe the measurement of the steepness of a straight line. The higher the slope, the steeper the line. The slope of a line is a rate of change. You can also display the formula for their assistance.
Students can find the average yearly rate of change by averaging their individual rates or by using the formula for slope of a line given multiple points. http://stats.stackexchange.com/questions/29525/sl ope-of-a-line-given-multiple-points
Students will answer Question 1 and 2
Student groups answer the following questions using their graph. What is the rate of change in the GHI from 90-95? 95-2000? 2000-2005? 2005-2010?
What is the average yearly rate of change in GHI from 1990-2010?
F-IF Interpret functions that arise in applications in terms of the context. 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end 6
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
behavior; and periodicity.
F-IF 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
Stage of Lesson Teacher Does Directions or Teacher Questions Student Does Expected Student Responses Student Activities Standard CCCSSM, MPS, NGSS, 21 st Century Extend:
Time: ___ minutes
Materials: computer access
What do you think may have happened during times where the hunger and malnutrition decreased? http://en.wikipedia.org/wiki/Global_Hunger_Inde x
Students will research what historical, social, or cultural factors may affect their countrys GHI.
They can research the aide that has been provided in large part because of the GHI making aide groups aware.
MP3) Construct viable arguments and critique the reasoning of others. 7
Teaching and Learning Collaborative Lesson Study Adapted from K-12 Alliance/WestEd
Evaluate Consider Decisions Point Assessments
Exit ticket: Notice and wonder about the factors that affect their GHI Stage of Lesson Teacher Does Directions or Teacher Questions Student Does Expected Student Responses Student Activities Standard CCCSSM, MPS, NGSS, 21 st Century Evaluate:
Time: ___ minutes
Materials: Blank Paper Poster where students will make their Cause and Effect Map
Evaluate Rubric for Cause & Effect Map http://www.readwrit ethink.org/files/reso urces/lesson_images /lesson925/go- rubric.pdf
How do math and statistics change the world around us in a positive way?
Can you see other possible solutions to end world hunger?
Cause and Effect Map with at least Students make a cause and effect map about the GHI of their region. They added possible causes leading to the hunger, and real effects (including the decrease of GHI).
Present to class. Students may include causes such as the number of undernourished people, underweight children aging less than 5, and mortality rate of children less than 5. They may also include causes such as wars, famine, droughts. Effects could be the global initiatives that have taken place due to the GHI of that particular region. For example: the creation of positive macroeconomic frameworks, or digging wells for water access. How do culture, religion, and geography affect world hunger