Dominic+Giamattei's+Unit+Plan+Outline

Dominic Giamattei

Due: March 25, 2014

Reading & Writing Across the Curriculum

Unit Plan (Human Population and Environmental Impacts)

//(Expecting that each math class will be 55 minutes long)//

**__Essential Questions:__** 1. Should human population be controlled? Why or why not? 2. In what ways has the environment been impacted by human population growth? 3. How can humans live in harmony with their environment? 4. In what ways can a growing population maintain a sustainable environment?


 * Day 1: Review of Reading Graphs & Finding Specific Information in Graphs ||
 * Goal || Students will understand how to properly read graphs ||
 * Objective || Students will be able to find specific information given a graph ||
 * Standards || __[|CCSS.Math.Content.HSA.REI.D.10]__

__[|CCSS.Math.Content.HSF.IF.C.9]__

__[|CCSS.Math.Content.HSF.IF.B.6]__

__[|CCSS.ELA-Literacy.RST.9-10.7]__ || 2. Review how to read a graph and see trends on board 3. Review median, mean/average, mode, and the meaning of frequency on the whiteboard 3. Students will be given graphs and tables with questions that go with them. (Questions such as: what year has the lowest population? What is the average number of people living in (fill in with any country name) from the year 1980 to 2000? 4. Go over answers to questions by calling on students 5. Ask the class if they still have any questions 6. Give students an exit ticket || 2. Exit ticket – students get one new graph with three questions about it: What is the data that appear along the x-axis? From what year to the next has the largest growth? Looking at the graph, where do you think the graph will be trending in the future, and why? ||
 * Activities || 1. Initiation – What is a graph, and what does it do?
 * Assessments || 1. Asking students the answers when going over the worksheet is an informal assessment.
 * Homework || Have students create a graph, of anything they want from their everyday lives, using 15 points ||


 * Day 2: Learning to Create Equations & Graphs from Tables ||
 * Goal || Students will understand how information in one form can be represented in another. ||
 * Objective || Students will be able to model data from a table as an equation, and as a graph. ||
 * Standards || __[|CCSS.Math.Content.HSA.CED.A.2]__

__[|CCSS.Math.Content.HSF.IF.B.4]__ || 2. Go through one examples in full(using a food supply growth vs time table) 3. Go through two examples with the class telling you what to do to create an equation from tables, and how to make the graphs 4. Have the class come up with a procedure to write on the board, to be copied 5. Have students work in pairs to make equations and graphs for ten tables 6. Have students create data tables, where the data changes linearly, and then have them trade theirs with other classmates. 7. Give students an exit ticket || 2. Exit ticket – If you're given a data table, describe how you would create an equation, and then create a graph from that. Also, if you are still confused by something, tell me what it is at the bottom of the page. ||
 * Activities || 1. Initiation – Have students tell me what they learned from watching a video for homework. __[]__
 * Assessments || 1. Informal assessment by seeing what the class comes up with for a procedure during class
 * Homework || Students must create an equation for the data table a classmate made, and create a line graph for it. ||

2. Have students look up definitions of vocabulary words 3. Have students explain the vocabulary words in their own words 4. Pair students up, and have them try to talk about to each other using the vocabulary words 5. Have students create a paragraph using the vocabulary words, and have them sare the paragraphs 6. Teach how to solve for both variables, given a system of equations like Y = X + 2 17 = 2Y + 3X 8. Have whole class help me solve 2 problems together 9. Have students complete 2 problems individually 10. Have students create a procedure to solve for variables given a system of equations, and have students trade them with a classmate 11. Exit Ticket ||
 * Day 3 Solve for Variables Given a System of Equations ||
 * Goal || Students will understand how to solve for two missing unknowns given two linear equations. ||
 * Objective || Students will be able to solve for two missing variables, given a system of two linear equations with two like variables in each. ||
 * Standards || __[|CCSS.Math.Content.HSA.REI.C.6]__ ||
 * Activities || 1. Initiation – Tell students what they'll be learning in class
 * Assessments || 1.I will have students put their solutions on the board, and have them explain step by step why they did what they did. In hearing the explanations, I can see that the students understand the process, as well as know the vocabulary for the topic.

2.Exit Ticket – Solve for the missing variables in the following problem using the procedure that was given to you, word for word: 6Y = 3X + 1 2X = 7 – Y ||
 * Homework || Give students a worksheet where they practice the sill of solving for variables in a system of equations ||

2. Ask the class if they notice if any similarities among topics that can be graphed by the same type of function. Are there any differences? 3. Get the class into pairs, and hand them a sheet with 3 tables on it (one dealing with food supply growth vs time that is linear, one that is a section of a Earth's surface temperature vs time that is quadratic, and one for human population growth vs time that is exponential) 4. Have the pairs find the rate of change in between all of the points 5. Have students construct the graphs 6. Have students in pairs discuss any of their results, as well as anything else noticed in doing the assignment 7. Have students answer which graph increases the fastest overall(the exponential one) 8. Discuss why the graph would be exponential in the first place ||
 * Day 4: Which Increases the Fastest, and Why ||
 * Goal || Students will understand the rates at which different types of functions, such as linear, exponential, and quadratic, change. ||
 * Objective || Students will be able to determine what type of function has the fastest rate of change. ||
 * Standards || __[|CCSS.Math.Content.HSF.LE.A.3]__ ||
 * Activities || 1. Initiation – Students will share their 3 real life events they found for homework that can be graphed with a linear function, a quadratic function, and an exponential function
 * Assessments || 1. The discussions throughout class would serve as an informal assessment. ||
 * Homework || Create a chart of characteristics for linear functions, quadratic functions, and exponential functions ||

2. Ask the class what they discovered in making their charts for homework 3. Make a class chart together to make sure that everyone has all the major characteristics of each type of function 4. Have students take out their iPads to search for data and graphs of the types of functions we discussed 5. Ask students for examples they found, and analyze why those situations get modeled the way they do (show the math so the students understand it in words, and with numbers) 6. Split the class into groups of 4 7. Give the groups 3 more situations, and have the groups analyze what types of functions they could be modeled with, and why 8. Have a discussion with students about each situation, what they thought about each, then what each graph actually is, and the justification behind each 9. Exit ticket || 2. Exit Ticket – Give students one last situation. Have students name what type of function it could be modeled with, and justify the answer. ||
 * Day 5: Functions in the Real World ||
 * Goal || Students will understand how to correctly identify what events could be put into linear functions, quadratic functions, and exponential functions ||
 * Objective || Students will be able to d  istinguish among situations that can be modeled with linear functions, quadratic functions, and exponential functions.   ||
 * Standards || __[|CCSS.Math.Content.HSF.LE.A.1]__ ||
 * Activities || 1. Initiation – discuss the 3 kinds of functions that have been learned about(linear, quadratic, and exponential)
 * Assessments || 1. Informal assessment via whole class discussions
 * Homework || Have students research what other types of functions, that have yet to be discussed, could be found in real life ||

__[|CCSS.Math.Content.HSF.LE.A.2]__ || 2. Review how to make a trend line by hand, and time how long it takes 3. Teach how to use a calculator to find a trend line for a set of data, using the same data from making one by hand 4. Have students practice their new skill with a partner, working through 5 problems(given data tables, find the trend lines) 5. Go over the answers, and resolve any confusion 6. Have students work through 5 problems(given data tables, find the trend lines) individually 7. Have students complete one last problem, which will be handed in. The students will be given a data table, and must find the trend line that fits it. || 2. The problem that gets handed in will be used to assess how well the students learned the new material. ||
 * Day 6: Creating Linear Trend Lines ||
 * Goal || Students will understand how to find a line of best fit given a data set, which includes X and Y values. ||
 * Objective || Students will be able to find a linear function representing the line of best fit, given a data table, using a TI-83/84 Plus. ||
 * Standards || __[|CCSS.Math.Content.HSF.BF.A.1]__
 * Activities || 1. Initiation – Tell students what they'll be learning, and hook them in
 * Assessments || 1. Informal assessment when students are telling me how to work through problems, just after teaching them the process
 * Homework || Have students pick 5 data tables from the internet, that includes 20 pieces of data in each, and find the trend lines using their calculators ||

__[|CCSS.Math.Content.HSF.LE.A.2]__ || 2. Teach how to use a calculator to find a trend line for a set of data that is quadratic 3. Teach how to use a calculator to find a trend line for a set of data that is exponential 4. Have students practice their new skill with a partner, working through 10 problems(given data tables, find the appropriate trend lines) 5. Go over the answers, and resolve any confusion 6. Have students work through 10 problems(given data tables, find the trend lines) individually 7. Have students complete one last problem, which will be handed in. The students will be given a data table, and must find the trend line that best fits it. Students will have to say what type of function their trend line is, and why the other kinds of functions won't fit the data. || 2. The problem that gets handed in will be used to assess how well the students learned the new material. ||
 * Day 7: Trend Lines Continued ||
 * Goal || Students will understand how to find a line of best fit given a data set, which includes X and Y values. ||
 * Objective || Students will be able to find a function, either linear, quadratic, or exponential, representing the line of best fit, given a data table, using a TI-83/84 Plus. ||
 * Standards || __[|CCSS.Math.Content.HSF.BF.A.1]__
 * Activities || 1. Initiation – Tell students what they'll be learning, and hook them in
 * Assessments || 1. Informal assessment when students are telling me how to work through problems, just after teaching them the process
 * Homework || Students will learn how to find a logarithmic trend line using the calculator. Students will have to search on the internet to find out how. ||


 * Day 8: Project Start ||
 * Goal || Students will understand that life on Earth is a delicate thing, and that many factors must work together to sustain life. ||
 * Objective || Students will be able to see that population has a point where it's stable, and that there comes a point when life falls apart ||
 * Standards || __[|CCSS.Math.Content.HSA.CED.A.2]__

__[|CCSS.Math.Content.HSA.REI.C.6]__

__[|CCSS.Math.Content.HSA.REI.D.10]__

__[|CCSS.Math.Content.HSF.BF.A.1]__

__[|CCSS.Math.Content.HSF.IF.B.4]__

__[|CCSS.Math.Content.HSF.IF.B.6]__

__[|CCSS.Math.Content.HSF.IF.C.9]__

__[|CCSS.Math.Content.HSF.LE.A.1]__

__[|CCSS.Math.Content.HSF.LE.A.2]__

__[|CCSS.Math.Content.HSF.LE.A.3]__ || 2. Get students started on the project Unit Project: What is the highest population we could sustain on earth? Give students data for population growth over time, food supply growth vs time, drinking water supply vs time, Earth's surface temperature over time, and ozone depletion over time. Students will be required to find at least one more data table or graph with a topic that could have an effect on human sustainability, justify why it effects sustainability, and use it in the reasoning behind the highest sustainable human population. At the highest sustainable population, what are the values of the other graphs during the year the highest sustainable population would occur? Students must defend that it would be physically possible for that population to survive. The students will have to do some research to defend their answer. Students are required to show all math calculations, and to type up their justifications. ||
 * Activities || 1. Hand out unit project
 * Assessments || The project is an assessment ||
 * Homework || The project ||


 * Day 9: Discussion Day ||
 * Goal || Students will understand that life on Earth is a delicate thing, and that many factors must work together to sustain life. ||
 * Objective || Students will be able to see that population has a point where it's stable, and that there comes a point when life falls apart ||
 * Standards || __[|CCSS.Math.Content.HSA.CED.A.2]__

__[|CCSS.Math.Content.HSA.REI.C.6]__

__[|CCSS.Math.Content.HSA.REI.D.10]__

__[|CCSS.Math.Content.HSF.BF.A.1]__

__[|CCSS.Math.Content.HSF.IF.B.4]__

__[|CCSS.Math.Content.HSF.IF.B.6]__

__[|CCSS.Math.Content.HSF.IF.C.9]__

__[|CCSS.Math.Content.HSF.LE.A.1]__

__[|CCSS.Math.Content.HSF.LE.A.2]__

__[|CCSS.Math.Content.HSF.LE.A.3]__ || 2. We will start discussing our findings and thoughts after the project Some questions to get the discussion going(not necessarily in order): Q1. Did anything stand out to you in working through the project? Q2. Were there any difficulties in completing the project? Q3. What is the highest sustainable human population? Does it shock you? Q4. Should human population be controlled? Why or why not? Q5. Would it be morally right to control human population? Q5. In what ways do humans effect the environment? Q6. Can humans cause their own demise by the way we impact the environment we live in? Q7. Can humans ever live in harmony with the environment? Q8. Are there ways humans could change the environment to allow for a higher maximum population than was found for the project? ||
 * Activities || 1. All the students and I will put ourselves into a giant circle.
 * Assessments || Informal assessment through hearing the class's input into the discussion ||
 * Homework || Study for unit test ||


 * Day 10 Unit Test ||
 * Goal || Students will understand the information they learned throughout the unit ||
 * Objective || Students will show all the information they have retained from the unit ||
 * Standards || __[|CCSS.Math.Content.HSA.CED.A.2]__

__[|CCSS.Math.Content.HSA.REI.C.6]__

__[|CCSS.Math.Content.HSA.REI.D.10]__

__[|CCSS.Math.Content.HSF.BF.A.1]__

__[|CCSS.Math.Content.HSF.IF.B.4]__

__[|CCSS.Math.Content.HSF.IF.B.6]__

__[|CCSS.Math.Content.HSF.IF.C.9]__

__[|CCSS.Math.Content.HSF.LE.A.1]__

__[|CCSS.Math.Content.HSF.LE.A.2]__

__[|CCSS.Math.Content.HSF.LE.A.3]__ || 1. What did you like about the unit? 2. What didn't you like about the unit? 3. Is there anything you think would have been better done another way? ||
 * Activities || 1. Students will take a unit test ||
 * Assessments || Unit Test ||
 * Homework || Students will have to answer 3 questions: