Standards & Objectives
Indiana State Algebra I Standards
MA.A1.3.1 2000
Sketch a reasonable graph for a given relationship.
MA.A1.3.2 2000
Interpret a graph representing a given situation.
MA.A1.4.3.2000
Write the equation of a line in slope-intercept form. Understand how the slope and y-intercept of the graph are related to the equation.
MA.A1.4.4.2000
Write the equation of a line given appropriate information.
MA.A1.4.5.2000
Write the equation of a line that models a data set and use the equation (or the graph of the equation) to make predictions. Describe the slope of the line in terms of the data, recognizing that the slope is the rate of change.
MA.A1.7.2 2000
Solve algebraic proportions.
MA.A1.9.1 2000
Use a variety of problem solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
MA.A1.9.2 2000
Decide whether a solution is reasonable in the context of the original situation.
These standards will be addressed throughout the entire project. They will come across a large amount of data, graphs, and information, that they will need to interpret, sort, and recreate. They will have to solve proportions and ratios in an activity that simulates global wealth distribution. By using the information they find, they will need to make predictions about how biofuels will affect world hunger, if at all.
Biofuel Objectives
1. Relate biofuels, climate change, and food supply.
2. Relate biomass, biofuels, and food supply.
3. Present findings on the relationship between biofuels and hunger.
These objectives will be addressed through various activities. Students will create charts illustrating the production of different biofuels, they will write short explanations on connections they find between biofuels and food supply, and they will determine if different biofuels affect world hunger differently and present their findings in a letter to the appropriate organization.
21st Century Skills
1. Information Media Literacy
Students will have to research information on biofuels and world hunger and reference these sources.
2. Technological Literacy
Students will use the Internet to research the information and they may even view videos.
3. Critical Thinking Problem-Solving Skills
Students will have to make a connection between biofuels and world hunger. Students will also have to make a valid argument to support their views.
4. Communication Skills
Students will give verbal feedback throughout the process and give a final presentation and the end.
5. Collaboration Skills
Students will work together in groups to research the impact of different biofuels on world hunger.
6. Project Management Skills
Each group will be responsible for conducting their own research, keeping track of due dates for pieces of the project, and coming up with a final presentation.
7. Ethics Civic Responsibility
Students will consider world hunger and wealth distribution throughout this project.
Detailed Plan for Communicating Standards
Students will be shown the student website for this unit where standards and objectives are available. There will be a quick overview of the website contents. A timeline, activities, rubrics, and possible resources will also be available.
Detailed Plan for Ensuring Students can Explain What and How They are Learning
Students will keep a project journal that they make daily entries into, logging their activities and tracking their progress. Team leaders will meet one on one with the teacher on a weekly basis and provide feedback on their group’s progress. At the end, students will present a final project displaying their findings.
MA.A1.3.1 2000
Sketch a reasonable graph for a given relationship.
MA.A1.3.2 2000
Interpret a graph representing a given situation.
MA.A1.4.3.2000
Write the equation of a line in slope-intercept form. Understand how the slope and y-intercept of the graph are related to the equation.
MA.A1.4.4.2000
Write the equation of a line given appropriate information.
MA.A1.4.5.2000
Write the equation of a line that models a data set and use the equation (or the graph of the equation) to make predictions. Describe the slope of the line in terms of the data, recognizing that the slope is the rate of change.
MA.A1.7.2 2000
Solve algebraic proportions.
MA.A1.9.1 2000
Use a variety of problem solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
MA.A1.9.2 2000
Decide whether a solution is reasonable in the context of the original situation.
These standards will be addressed throughout the entire project. They will come across a large amount of data, graphs, and information, that they will need to interpret, sort, and recreate. They will have to solve proportions and ratios in an activity that simulates global wealth distribution. By using the information they find, they will need to make predictions about how biofuels will affect world hunger, if at all.
Biofuel Objectives
1. Relate biofuels, climate change, and food supply.
2. Relate biomass, biofuels, and food supply.
3. Present findings on the relationship between biofuels and hunger.
These objectives will be addressed through various activities. Students will create charts illustrating the production of different biofuels, they will write short explanations on connections they find between biofuels and food supply, and they will determine if different biofuels affect world hunger differently and present their findings in a letter to the appropriate organization.
21st Century Skills
1. Information Media Literacy
Students will have to research information on biofuels and world hunger and reference these sources.
2. Technological Literacy
Students will use the Internet to research the information and they may even view videos.
3. Critical Thinking Problem-Solving Skills
Students will have to make a connection between biofuels and world hunger. Students will also have to make a valid argument to support their views.
4. Communication Skills
Students will give verbal feedback throughout the process and give a final presentation and the end.
5. Collaboration Skills
Students will work together in groups to research the impact of different biofuels on world hunger.
6. Project Management Skills
Each group will be responsible for conducting their own research, keeping track of due dates for pieces of the project, and coming up with a final presentation.
7. Ethics Civic Responsibility
Students will consider world hunger and wealth distribution throughout this project.
Detailed Plan for Communicating Standards
Students will be shown the student website for this unit where standards and objectives are available. There will be a quick overview of the website contents. A timeline, activities, rubrics, and possible resources will also be available.
Detailed Plan for Ensuring Students can Explain What and How They are Learning
Students will keep a project journal that they make daily entries into, logging their activities and tracking their progress. Team leaders will meet one on one with the teacher on a weekly basis and provide feedback on their group’s progress. At the end, students will present a final project displaying their findings.