The following unit focuses on the creation and understanding of data collection and scatter plots. Many textbooks concentrate on plotting points and developing linear regressions based on best-fit models. While this unit intends to accomplish these skills, it will also revolve around the notions of bias and influence to discuss how data can be manipulated to prompt specific reactions and alter public opinion. More specifically, this unit will focus on how data and scatter plots can affect public opinion on significant political debates such as environmental protection and energy resources.
As students review each topic, they will complete math applications and read articles on renewable energy that will guide their thinking and unite these fields. These mathematical skills will allow students to take an analytical stance to decipher statistics about the benefits of renewable energy and the drawbacks of sustained dependence on fossil fuels. Students will look at models created by others to see how these models have influenced society. Students will create a survey to poll the school on what they know about energy resources and what our time frame looks like before we run out. Students will also perform an experiment where they will show other students a series of clips and articles that provide conflicting information. The point of the experiment will be to see which bits of information the public clings to and which it finds most compelling. After collecting the data, students will create a series of scatter plots to analyze. The students will then create a public service announcement in response to the poll results, with the purpose being to provide accurate data about the realities of energy limitations.
In addition, students will compare news articles with reported scientific data in order to verify the validity of claims made by the media. In response to all the information (or misinformation) provided, students will develop a scatter plot and linear regression, which will be used as further evidence in their public service announcement that will share mathematically accurate predictions about the limited supply of fossil fuels. Each group will be responsible for producing its own scatter plot, with the ultimate goal being each group teaching the others about a specific element of the energy crisis. Possible scatter plots for this unit include the following:
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Energy reserves
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Energy prices
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Environmental/pollutant effects of various energy sources
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Energy consumption
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Public opinion on energy reserves
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Population v. Energy Usage
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The goals of this unit are twofold. First, this unit will introduce the students to one of the large debates framing much of our societal concerns. Second, focusing the students on one application extensively will ultimately reinforce the ways in which mathematics is utilized outside the classroom.
Topics from this unit will resurface later in the year, as this unit will serve to scaffold other mathematical concepts such as systems of equations and inequalities.
This unit has been designed for implementation at Cross CT Scholars Academy (Scholars), a satellite school of Wilbur Cross High School (Cross) that works specifically with ninth and tenth grade students. Our goal is to take middle performing students and have them complete three years of math and science classes during their two years at Scholars so they can be placed in honors courses during their junior and senior years of Scholars. Most freshmen at Scholars begin their studies with Algebra 1. This unit is intended for students taking honors-level algebra. The lessons are designed to fit a 90 minute block, but can easily be adapted to fit shorter class periods. This unit should take about seven to eight block days to complete.
Because Scholars does not track its students, honors algebra work is completed as an extension to the normal work completed in class. Students not only complete differentiated work within class, but they meet after school once a week for one hour to receive additional instruction. The included lesson plans provide the framework for my normal classes along with an extension section (the last lesson or capstone project) for the honors students. Elements from this unit may be used and adapted to work for a variety of algebra levels.
