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This resource contains 16 activities that make use of simulations, demonstrations, graphing, cooperative-learning and discussion questions to engage students. The activities are divided into two sections - "Multiplying People" and "Dividing Resources".
The "Multiplying People" section focuses on population growth and assists students in gaining a better understanding of large numbers.
The "Dividing Resources" section focuses on population growth and use and distribution of limited resources.
All of these activities can be conducted in a 40 to 60 minute Math period.
This resources provides activities to a rotary math teacher interested in discussing global issues with her class without sacrificing the subject area requirements. The "Measuring a Million" activity does a great job of assisting students gain a real understanding of large numbers.
This activity is U.S.-based.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Satisfactory||The introduction outlines the goal of the resource. However, other values, biases and assumptions are not discussed explicitly.|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good||Uses numbers and statistics to highlight the many dimensions of a problem of distributing resources among a high number of people.|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered||A problem-solving approach is not used.|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Satisfactory||Through guiding questions are provided in the resource, students are challenged to explore their own biases and assumptions.|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory||While the students are looking at statistics from different countries and from different ethnic groups, there is no evidence that people from a particular subgroup have been consulted.|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered||No outdoor activities are presented and the information is human- centered.|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Good||In some of the activities, students are asked to survey classmates and community members.|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory||Statistics are analyzed in this activity. Students are asked to make some predictions for the future based on the past. However, all discussion is based solely on the statistics without discussion around the factors that affect statistics in general.|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Satisfactory||Students have one opportunity to study topics more deeply. However, they are asked during each activity to reflect on the statistics.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Satisfactory||This resource begins to connect Math to Social Studies.|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Poor/Not considered|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Good||The activities address a variety of learning styles through the use graphs and manipulatives in addition to charts of numbers.|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Satisfactory||This resource is human-centered. However, students are encouraged to develop a personal affinity and emotional connection with humans through these activities.|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Good||Each activity contains a group component and an individual component.|
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered||Limited assessment tools are provided.|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Good||Students are asked to present to their peers.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered||Very limited Canadian statistics are given. No case studies are used in this resource.|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory||Students are asked once to create their own survey.|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|