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Copyright © 2009, Facing the Future
Real World Math: Engaging Students through
Global Issues
Dave Wilton
Assistant Outreach Director
www.facingthefuture.org
Critical Thinking. Global Perspective. Informed Action.
Copyright © 2010, Facing the Future
Copyright © 2010, Facing the Future
Agenda
Your Visions
Who is Facing the Future?
Why Real World Math?
From the Teacher Perspective
From the Student Perspective
Ask Questions & Share Throughout
Reward for Your Patience
Copyright © 2010, Facing the Future
About Facing the Future
Seattle-based nonprofit founded in 1995
Interdisciplinary global issues and sustainability curriculum for K-12
Over 1.5 million students reached annually
All 50 U.S. states and over 100 countries
Professional development and consulting
www.facingthefuture.org
Copyright © 2010, Facing the Future
Copyright © 2010, Facing the Future
The Global Wombat
http://www.globalcommunity.org/flash/wombat.shtml
Copyright © 2010, Facing the Future
Defining Global Issues
Have Significant Impacts
Are Trans-boundary
Are Persistent
Are Interconnected
Copyright © 2009, Facing the Future
I’m Curious
I Have an Opinion
I Want to Share It
I Want to Be Involved
I Want Bring My Talents
to Bear
Using Math & Real World Data
to Develop Global Competence
Globally competent students must have the
knowledge and skills to:
Copyright © 2010, Facing the Future
~ Anthony Jackson,
Asia Society VP of Education
Investigate the World
Weigh Perspectives
Communicate Ideas
Take Action
Apply Interdisciplinary
& Disciplinary Expertise
Think, Pair, Share
What is one thing you are
currently doing to engage
students with the use of
mathematics in relation to
a global issue?
(If you momentarily can‟t think of
anything, what is something you
would like to do?)Copyright © 2010, Facing the Future
Defining Sustainability
“Meeting our own needs without limiting the ability of future generations to meet their needs”
World Commission on Environment & Development, 1987
Flourishing
Environment
Strong
Economy
Social
Well-being
Sustainable
Communities
Copyright © 2010, Facing the Future
Copyright © 2009, Facing the Future
“When Will I Ever Use This?”
Teachers requested:
Engaging „hook‟ activities
Un-manipulated, real world data
Purposeful mathematics skill
development
Content knowledge acquisition
using meaningful issues
Copyright © 2009, Facing the Future
Global Issues (Algebra + Geometry)
= Real World Math
Teacher‟s Guide & Student Workbook
15 NCTM aligned lessons
State alignments online
Aligned with popular U.S. math texts
Students use 21st-century skillsCritical thinking
Collaboration
Global perspective
Multiple points of implementation:Hook activities at start of a unit
Reinforcement of learned concepts
Assessment of learning
Individual, small group, whole class
Copyright © 2009, Facing the Future
15 Engaging Lessons
1. Number Patterns: Waste & Recycling
2. Introduction to Algebra: Poverty & Microcredit
3. Modeling Integers: Population Growth
4. Solving Algebraic Equations: Food Choices
5. Data & Graphs: Youth Conflict
6. Number Theory: Consumption Choices
7. Rational Numbers: Financial Decisions
8. Proportion, Percent, & Probability: Global Health
9. Solving Inequalities: Carbon Emissions
10.Spatial Thinking: Solar Power
11.Area & Transformations: Wildlife Habitats
12.Surface Area & Volume: Sustainable Design
13.Linear Functions: Systems & Global Education
14.Midpoint & Distance Formulas: Resource Distribution
15.Data Analysis: Quality of Life
Copyright © 2009, Facing the Future
Copyright © 2009, Facing the Future
Critical Thinking Questions:
What are historic and current recycling trends in the US?
What are the impacts of waste disposal?
What are ways to reduce impacts of US produced waste?
Lesson 1 Number Patterns: Waste & Recycling
Copyright © 2009, Facing the Future
Lesson 1 Number Patterns: Waste & Recycling
Objectives:
Create expressions containing variables that represent
real world patterns
Explore patterns of US disposal and recycling
Use tables and graphs to organize data
Identify number patterns
Copyright © 2009, Facing the Future
Lesson 1 Number Patterns: Waste & Recycling
Introductory Activity:
In small groups, answer these
questions about the items on
the next slide:
Where does it go after it‟s used?
Can it be reused? If so, how?
Copyright © 2009, Facing the Future
Lesson 1 Number Patterns: Waste & Recycling
Introductory Activity:
In small groups, answer these
questions about the items on
the next slide:
Where does it go after it‟s used?
Can it be reused? If so, how?
Questions for the whole group:
Is it OK for all these to be landfilled?
How many plastic bottles do you use in a day?
How many are used in the U.S. in 5 minutes?
2 million
Copyright © 2010, Facing the Future
Images retrieved from www.chrisjordan.com
Partial Zoom
www.chrisjordan.com
Additional Resources
Iceberg Modelfor understanding root causes and
leverage points of global issues
Copyright © 2010, Facing the Future
Copyright © 2009, Facing the Future
Background & Practice
Copyright © 2009, Facing the Future
Waste Not, Want Not
2. How many plastic bottles are used in 1 day24 mil. bottles per hour x 24 hours = 576 mil. bottles
3. If 1/3 are recycled daily, how many are not?2/3 x 576 = 384 mil. bottles OR 576 – (1/3 x 576)= 384 mil. bottles
4. 2 consequences of NOT recycling plastic bottles?
5. Create an equation to solve for number of bottles recycled for any number of hours where B=Bottles & H=Hours
B = H x 24 mil. bottles
Copyright © 2009, Facing the Future
Waste Not, Want Not
6. Organize this data into
a line graph
7. Predict the number of
pounds per day the
average person will
discard in 2020
approx. 4.6 to 5.5 lbs
4.6
5.5
Copyright © 2009, Facing the Future
Waste Not, Want Not
8. All materials except plastics and
food scraps make up 76% of
our waste stream.
The % of plastics is the same
as the % of food scraps.
What % of our waste stream is
plastics?
(100% - 76%) / 2 = 12%
9. Recycling 4,050 20 oz. bottles
saves 1 cubic yard of landfill
space.
How many bottles need to be
recycled to save 50 cubic yards
of landfill space?
4,050 x 50 = 202,500
Copyright © 2009, Facing the Future
Waste Not, Want Not
10. If we tripled the amount
of metals we recycle,
how many million
metric tons of CO2 will
be eliminated?
6.5 x 3 = 19.5 million
metric tons
Bonus: What was the total
amount of solid
waste generated in
2006?
251.69 million tons
Copyright © 2009, Facing the Future
Waste Not, Want Not
Sides Debate
Regardless of opportunities for
increased recycling of plastic
bottles, communities should
ban their use.
Copyright © 2009, Facing the Future
Waste Not, Want Not
Discussion Questions
Is it important to recycle as much as we can?
Other than recycling, what are other ways to reduce the
amount of waste we produce?
Where is the closest landfill to your house? What factors
influence their location? Would you want one near you?
Will the amount of waste generated per person in the U.S.
continue to increase?
What kinds of materials are recyclable in your community?
What are barriers to recycling and ways to overcome them?
Copyright © 2009, Facing the Future
Extension Ideas
Calculate how many t-
shirts could be made with
a given number of
recycled plastic bottles.
Determine the amount of
energy and water saved
by recycling various
materials.
It takes 14 recycled 20
ounce plastic bottles to
make 1 XL t-shirt.
Copyright © 2009, Facing the Future
Additional Resources
Trash Track: Partnership between the
Seattle Public Library and MIT
Tagging everyday itemswith GPS locators tofollow them through the“removal chain”
Examining the “RemovalChain”
http://senseable.mit.edu/trashtrack
Copyright © 2009, Facing the Future
Action Project
Find alternatives for
items currently being
thrown in landfills.
Organize a campaign
to support reuse of at
least one of the items
from the lesson
introduction.
Searchable Database of
State Education Standards
Copyright © 2009, Facing the Future
Copyright © 2009, Facing the Future
Ecological Footprint:
Watch Where You Step
Ecological Footprint:
The area of the Earth‟s productive surface
(land and sea) that it takes
to produce the goods and
services necessary to
support a given human
lifestyle.
Taking an abstract
concept – “I‟m stepping on a
cotton field in Brazil?”
Making it relevant – “I got
these pants at ________.”
Thinking critically – “What are the impacts of pants
made of cotton from Brazil, sewn in Honduras, and
shipped to the US? How could you reduce those impacts?
Ecological Footprint
“Watch Where You Step”
Copyright © 2009, Facing the Future
Copyright © 2009, Facing the Future
Ecological Footprint:
Watch Where You Step
Copyright © 2009, Facing the Future
Ecological Footprint:
Watch Where You Step
Choose a:
Favorite Meal
Favorite Object
Item of Clothing
Mode of
Transportation
Diagram:
Resources
Processes
Impacts
Photos courtesy of Ben Wheeler
Copyright © 2009, Facing the Future
Ecological Footprint:
Watch Where You Step
Copyright © 2009, Facing the Future
Ecological Footprint Calculators
www.footprintnetwork.org
www.myfootprint.org
www.zerofootprintkids.com
Copyright © 2009, Facing the Future
Ecological Footprint Calculators
“Ecological footprint is
not about „how bad
things are.‟ It is about
humanity‟s continuing
dependence on nature
and what we can do to
secure Earth‟s capacity
to support a human
existence for all in the
future.”
~ Mathis Wackernagel & William E. Rees
authors of Our Ecological Footprint
Photo credit: flickr/rosh121
Copyright © 2009, Facing the Future
Ecological Footprint
Additional Resources
www.storyofstuff.orgA 20-minute look at our production and consumption patterns. Illustrates the connections between environmental and social issues, and calls us together to create a more sustainable world. You‟ll learn, laugh, and maybe change the way you look at the stuff in your life forever.
www.sightline.orgTracing back the layers of distribution, commerce, and production involved in everyday consumer goods, Stuff is an engaging and fact-packed look at the people and places that are affected every time you sip your coffee, tie your shoes, click your mouse, step on the gas, or read a book.
Ecological Footprint
Additional Resources
Interdisciplinary
10 lessons
Correlated with state and
national science and
social studies standards
Explores the materials
economy and its 5 steps:
Extraction
Production
Distribution
Consumption
Disposal
Copyright © 2009, Facing the Future
15 Engaging Lessons
1. Number Patterns: Waste & Recycling
2. Introduction to Algebra: Poverty & Microcredit
3. Modeling Integers: Population Growth
4. Solving Algebraic Equations: Food Choices
5. Data & Graphs: Youth Conflict
6. Number Theory: Consumption Choices
7. Rational Numbers: Financial Decisions
8. Proportion, Percent, & Probability: Global Health
9. Solving Inequalities: Carbon Emissions
10.Spatial Thinking: Solar Power
11.Area & Transformations: Wildlife Habitats
12.Surface Area & Volume: Sustainable Design
13.Linear Functions: Systems & Global Education
14.Midpoint & Distance Formulas: Resource Distribution
15.Data Analysis: Quality of Life
Copyright © 2009, Facing the Future
Lesson 2Introduction to Algebra: Poverty & Microcredit
Critical Thinking Questions:
What are some solutions to ending extreme poverty?
What is microcredit and how can it help alleviate poverty?
Copyright © 2009, Facing the Future
Lesson 2Introduction to Algebra: Poverty & Microcredit
Objectives:
Investigate microcredit as a solution to extreme poverty
Consider what it means to live in extreme poverty
Brainstorm solutions to extreme poverty
Evaluate formulas for different values
Solve multi-step equations
Copyright © 2009, Facing the Future
Lesson 2Introduction to Algebra: Poverty & Microcredit
Introductory Activity:
How much would you pay for the following items?
Movie ticket
Bus fare
Cup of coffee
3-course dinner
Could you buy any
for under $2
Let’s Go Shopping
Where can you buy eachitem for the lowest price?
Which city is mostexpensive?
Think, Pair, Share
Is it feasible to live on $2a day?
What % of world‟s peoplelive on $2 a day or less?
What would life be like?
Where would you liveand work?
What would you eat?
How could the number ofpeople living in extremepoverty be reduced?
Copyright © 2009, Facing the Future
Microcredit Business Plan
1. Calculate your total
operational costs (TOC)
TOC = Sc + (n x Mc)
Copyright © 2009, Facing the Future
Microcredit Business Plan
2. Calculate your profit
P = n (S – Mc)
Copyright © 2009, Facing the Future
Action Project
Organize a “Penny Challenge” to support a
microcredit organization
Each penny = 1 point
All other money is negative points (can be put in
competitor‟s container to decrease points but
increase total money raised).
Trickle Up www.trickleup.org
Grameen Bank www.grameen-info.org
Kiva www.kiva.org
Copyright © 2009, Facing the Future
Microcredit for Sustainable DevelopmentCurriculum Extension Using
Engaging Students Through Global Issues
40 activity-based lessons
Subject areas and key concepts
National standards alignment
Timing and step-by-step instructions
Materials needed and handouts
Assessment questions
Extension activities
Connections to technology, literacy, math, art
Action project ideas
Recommended resources such as: films, books, websites
Copyright © 2009, Facing the Future
FTF Activity-Based Lesson:“Microcredit for Sustainable Development”
Research a developing country
Apply for a $100 microcredit
grant to start a business
Create a poster and
presentation of your plan
and have plan approved
by a panel of “experts”
Copyright © 2009, Facing the Future
15 Engaging Lessons
1. Number Patterns: Waste & Recycling
2. Introduction to Algebra: Poverty & Microcredit
3. Modeling Integers: Population Growth
4. Solving Algebraic Equations: Food Choices
5. Data & Graphs: Youth Conflict
6. Number Theory: Consumption Choices
7. Rational Numbers: Financial Decisions
8. Proportion, Percent, & Probability: Global Health
9. Solving Inequalities: Carbon Emissions
10.Spatial Thinking: Solar Power
11.Area & Transformations: Wildlife Habitats
12.Surface Area & Volume: Sustainable Design
13.Linear Functions: Systems & Global Education
14.Midpoint & Distance Formulas: Resource Distribution
15.Data Analysis: Quality of Life
Copyright © 2009, Facing the Future
Lesson 13 Linear Functions: Systems & Global Education
Critical Thinking Questions:
How can understanding systems help us find solutions to
large and complex problems?
How can we redesign a system to achieve a desired
outcome?
What part does education play in creating a stable future?
Objectives:
Graph linear functions
Calculate slope
Use systems thinking to look at problems
Discover worldwide trends in primary school completion
Copyright © 2009, Facing the Future
Lesson 13 Linear Functions: Systems & Global Education
Introductory Activity:
“Bears In The Air” – Only 2 Rules:1. Everyone must touch the bear
2. Must touch it in the same order each time
Stand in a circle, practice for one round
Time 2 rounds, trying to get faster each round, plot on coordinate plane
Plot slope using first 2 rounds
Use y = mx + b to estimate 8th round
Exploring limits to success
Copyright © 2009, Facing the Future
Lesson 13 Linear Functions: Systems & Global Education
Bears In The Air
0
10
20
30
40
50
60
1 2 3 4 5 6 7 8 9 10
Trial Number
Tim
e i
n S
ec
on
ds
Time
Limits to Success
Copyright © 2009, Facing the Future
Making the Grade
Copyright © 2009, Facing the Future
Making the Grade
Discussion Questions
How would life be different for you if you were not able to attend school?
What role does education play in shaping the future?
What might be some
consequences of not encouraging
worldwide education?
Why are the goals for the 4
regions different from the actual
numbers of students completing
primary school?
Additional Resources
Copyright © 2009, Facing the Future
Action Project
Identify a local system in their community
that is in need of reform.
Create a proposal that would help
transform this system to make a positive
difference.
Present findings to stakeholders and
decision makers
Copyright © 2009, Facing the Future
Copyright © 2009, Facing the Future
Facing the Future Resources
Student textbooks
Preview chapters available
online
Teacher Lesson Plan Books
Over 25 lessons available for free at
www.facingthefuture.org
1-2 week curriculum units
All available online to WA teachers for free
Copyright © 2009, Facing the Future
Staying Connected
Visit www.facingthefuture.org
Sign up for FTF e-newsletter
Be a Peer Educator
Provide feedback via survey
Contact FTF:
“We must teach our students that
they can be architects of the future,
rather than its victims.”
~ Buckminster Fuller, Architect and Philosopher