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Objectives: Students will be able to approximately calculate their carbon footprints and graph data on a pie chart. Standards (and Assessment Anchors, if applicable): Common Core: CCSS.Math.Content.6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution, which can be described by its center, spread, and overall shape. CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. PA State Standards: S6.A.1.2.2: Identify variables that cause changes in natural or human-made systems. S6.B.3.2.1: Compare the usage of fossil fuels and alternative energy resources Materials and Preparation: 1. 54 Worksheets (1st page, 2nd page below) total for both classes 2. Markers and colored pencils for each group. 3. Calculators for each student. 4. Smartboard or other video projector. Cue up video Have copies of worksheet, supply bins, and calculators ready to be passed out. Classroom Arrangement and Management Issues: Students will be sitting in their seats, which will be in groups of 5 desks. Have small bins prepared with art supplies for each group. Plan: 1. Hook: Show students Carbon Usage Video from Discovery Channel (Cue up before class to avoid commercial). - 4 mins. 2. Ask students what they learned about carbon usage and why it matters. If students have trouble, refer back to the video and ask questions such as “what does that cloud over the house represent?” “Does it look like it’s a good thing?” If students still have some trouble understanding the impact of carbon dioxide, ask students how it feels when they breathe in smoke or car exhaust and ask them to imagine that more globally. Furthermore, if the school has a heating problem (as is the case in Kirkbride) draw the link between closed windows and the role of carbon dioxide in trapping heat globally.- 6 mins. 3. Hand out worksheet #1 from the link above for carbon footprints. Show example of the worksheet on Smartboard and model how to calculate your carbon footprint by using your own carbon practices. Use this data to review on how to calculate carbon footprints and convert numbers in fractions for pie chart. - 20 mins. - Calculate carbon footprints - Convert numbers into fractions - Convert fractions to percentages

- How to make a pie chart 4. Ask students about what would be the best way to represent the data. If a student mentions a pie chart, then we will discuss the pros and cons of using a pie chart. - 5-10 mins. - Easier to see visually - Compare parts to a whole. Emphasize the idea that all the factors contribute to the whole pie chart and one factor is one part of the pie chart and one part of our carbon footprints. - Compare other factors 5. Hand out worksheet #2 (attached to document) to create their pie charts. Have students complete it independently at their desks. Take this time to walk around and check in with students table by table to assist students and to informally assess - 20 mins. Assessment of the Goals/Objectives Listed Above: 1. Completed worksheet with accurate pie chart and correct computations 2. Informal assessment by conferencing students during independent class work: Are they completing the task correctly? Anticipating Students’ responses and Your Possible Responses: A: Management Issues- Remind students of the classroom norms, expectations, and compliments. B: Response to the content of the lesson- Students might not understand certain terminology and concepts. Remind students on how to use context clues to define a word and provide more examples. If this fails, provide students with a working definition. Students may not remember how to graph a pie chart or convert fractions to percents. Model these techniques for the students using simple fractions and percents both for data representation and calculation. Accommodations: A: Accommodations for students who may find the material too challenging: Individual conferencing and peer help. Emphasize that students are accountable for their own education and effort. Help students round up to make smaller and more workable fractions for the pie chart. B: Accommodations for students who may need greater challenge and/or finish early: Help other students who are struggling with the assignment, other classroom activities such as the problem of the week, Sudoko, or other projects for other classes.

Name________________ My Carbon Footprint Directions: 1) Calculate carbon footprint on the otherside of this page.

Date_______________

2) Find the percent of the total carbon emissions that each section makes up. 3) Graph each percent in a different color on the piechart below. Don’t forget to include each color in the key.

Key

What part of your everyday routine emits the most carbon? How do you know? Why do you think that is?

What do you think you can do to reduce your carbon emissions?

- Tea’s Carbon Footprint – Samovar Tea Lounge 2009.pdfUploaded byVictor Galeano
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