top of page

Week 4

 

After learning various impacts of plastic consumption and other environmental issues, students will be asked to write a letter in English to their principal and create an infographic or brochure. Students will focus on formulating a persuasive writing piece addressed to their principal about recycling in school. Students are asked to include their own ideas on how to make their own school more sustainable. Students will use vocabulary from Science, Math, and letter writing conventions that they have been learning in English class to apply and expand upon their knowledge in this interdisciplinary summative assessment. This learning task uses students' prior mathematical understandings  while also focus on English learning. At the end, students will transform their draft into a multimodal piece with their letter/brochure/infographic and share with their classmates. 

  • Day 1 : Compile all analyzed data/facts gathered from the past weeks into an argumentative and persuasive work, applying deep synthesis of mathematical content knowledge

  • Day 2: Introduction of letter, infographic and brochure writing assessment

    • Forming ideas and contents in L1 and L2

    • Structures

    • Fact sentences using percentage or numbers (ex. There is/are….). Use facts to support ideas.

    • Sentences showing personal believes (using “I should…”)

  • Day 3 : Development of Letter, infographic and brochure to the principal draft

    • Focus on formulating meaningful sentences and structures and conventions

    • Hamburger diagram:  beginning, middle and ending

  • Day 4 - 5 : Finalization of writing tasks to presentation

    • Focusing on grammar, connotation

    • Design, formatting and creative details

    • Create a multimodal synthesis of work that can be presented to the principal

Students will use their understandings from analyzing and studying data, facts, and proportions about populations/countries around the world, and at their local school, to develop a logical, well supported, and persuasive argument along with feasible solutions to present to the principal and local government representatives.

Number Sense Outcomes:

2. Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to solve problems relating to the SDGs

3. Solve problems involving percents from 1% to 100% relating to all the SDGs and their development

4. Demonstrate an understanding of the relationship between positive terminating decimals and positive fractions and between positive repeating decimals and positive fractions.

5. Demonstrate an understanding of adding and subtracting positive fractions and mixed numbers, with like and unlike denominators, concretely, pictorially and symbolically (limited to positive sums and differences).

6. Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially and symbolically through SDG themed activities.

7. Compare and order positive fractions, positive decimals (to thousandths) and whole numbers by using: benchmarks, place value, equivalent fractions and/or decimals.

Patterns and Relations Outcomes:

Students will use patterns to model, describe and solve problems relating to plastic consumption around the world and their school. Students will represent their findings through algebraic expressions in multiple ways

1. Demonstrate an understanding of oral and written patterns and their equivalent linear relations.

2.Create a table of values from a linear relation, graph the table of values, and analyze the graph to draw conclusions and solve problems.

3. Demonstrate an understanding of preservation of equality by:

  •        Modelling preservation of equality, concretely, pictorially and symbolically

  •        Applying preservation of equality to solve equations

4. Explain the difference between an expression and an equation.

5. Evaluate an expression, given the value of the variable(s)

6. Model and solve, concretely, pictorially and symbolically, problems that can be represented by one-step linear equations of the form x + a = b, where a and b are integers.

7.Model and solve, concretely, pictorially and symbolically, problems that can be represented by linear equations of the form:

  •        ax + b = c

  •        ax = b

  •        x/b=a, a≠ 0

where a, b and c are whole numbers.

Statistics and Probability:

Students will use their understandings from past and present data treads, and their progression from analyzing and predicting in order to pose feasible solutions relating to specific SDGs regarding their school community.

1. Demonstrate an understanding of central tendency and range by:

  •        Determining the measures of central tendency (mean, median, mode) and range

  •        Determining the most appropriate measures of central tendency to report findings.

2. Determine the effect on the mean, median and mode when an outlier is included in a data set.

3. Construct, label and interpret circle graphs to solve problems.

4. Express probabilities as ratios, fractions and percent

Site Walkthrough

Fall 2019          

Showcase and Unit Plans

Werklund School of Education, University of Calgary

EDUC 520 S30-Online   Interdisciplinary Learning           Instructor: Dr. Polly L. Knowlton Cockett            

© 2019 Osaka, Japan TAB Students

bottom of page