Brandon Cruz
Topic: Fossil Fuels and its effects on the world. Grade: 6-8
Curriculum Standards:
1. Standard 4.1: All Students Will Develop The Ability To Pose And Solve Mathematical Problems In Mathematics, Other Disciplines, And Everyday Experiences.
2. Standard 4.12: All Students Will Develop An Understanding Of Statistics And Probability And Will Use Them To Describe Sets Of Data, Model Situations, And Support Appropriate Inferences And Arguments.
Anticipatory Set:
Over the past century, we have seen our ups and down’s of the oil industry. Everything from gas shortages to wars to Alaska and the Middle East, there has been flourishing and troubling times.
Learning Objective or Target:
Students will be able to understand how to read a connected line graph. They will also be able to calculate and evaluate certain questions dealing with the graph using their prior knowledge of graphs and common sense. They will be able to utilize this lesson in applying it to other topics, which also use graphical information. They will discuss the issue of fossil fuels.
Purpose:
The topic being covered is directly dealing with the effects that a declining fossil fuels system would have on the world. It helps us to understand and learn about how mathematicians and scientists analyze this graphical data and use it to make huge decisions that will change the world. This is important because educating the youth of a somewhat suffering world might reverse the current ways and make the earth a more suitable place to live.
By the end of the lesson, students will see how bad the effects of fossil fuels are on the earth but how they are almost necessary to the human race, as we know it. Hopefully, it will be understood that something must be done about it and they will act accordingly to derail this problem.
First of all, we will start by reviewing the parts of a graph and familiarizing ourselves with the Cartesian plane. This will directly be followed by the data information of fossil fuels over the past century, given in a (x,y) format. All students will plot the points and try to understand the dependency of fossil fuels by the world. After the graphs have been constructed we will analyze it individually, then with each other. Finally, assessment questions will be given to see how well all of us understood the effects. Intuitively, a reflection will conclude the lesson.
Students will hopefully be interested with the topic when I start the lesson giving examples of things they like which use fossil fuels (i.e. cars, planes and boats). They should learn about the effects of fossil fuels because as the world evolves without these resources, they will need to be aware that a solution is needed. Benefits will result in world related issues, mathematical observations establishing critical thinking, and a smarter, wiser youth world.
Input:
A Cartesian plane is simply known as a (x,y) graph, using four quadrants. In this graph only the first quadrant will be used. The x-axis is horizontal and the y-axis is vertical, both intersecting at point (0,0) or otherwise known as the origin. In a line graph any amount of units may be used (i.e. years, months, yards, time, etc.). Now that we a familiar with the graph, we may now move on to plotting the information given.
For our y-axis we will divide the segments into 10’s, starting at zero denoting them each as billions of barrels (i.e. 40 would be 40,000,000,000). For our x-axis we will use years to denote the 1900’s starting at 1910 and ending at 1990 while each interval is raised by twenty (i.e. After 1930 would be 1950).
Modeling:
x-axis-------1910,1920,1930,1940,1950,1960,1970,1980,1990
y-axis---------3-----5-----10----18----29----41---37----25----10
Check for Understanding:
Guided Practice:
Figure out three questions each and have your peers answer them.
Evaluate your peer’s questions and determine if they were easy, medium or hard.
Closure:
Over the course of the past century fossil fuels has become a major problem in the world’s environmental growth. But, as we established before there were plenty of things we love and take for granted that run on fossil fuels. The decision all of us will have to make is, is environment more important over our “necessities?” Have we been creating a problem with no solution? Or, is there enough fossil fuels to last for my lifetime? These questions bring about serious concerns throughout the world’s population. What are some of these concerns? It is a major problem with some very serious effects. How does the increased interest in large vehicles (particularly SUVs) relate to this problem?
Independent Practice:
Go home and see how many things in your life run on fossil fuels.
Determine if you are able to live without them (trying to find an alternative).
If you can live without them, how many do you think would be able to also?