Sample Unit Plan
Globalizing Content Standards
Below, you will find two standards that I sought to globalize and my rationale:
1. CCSS.Math.Content.8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
2. CCSS.Math.Content.8.EE.C.8.c: Solve real-world and mathematical problems leading to two linear equations in two variables.
1. CCSS.Math.Content.8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
- This standard is fairly generic, simply stating that the volume formulas should be used to solve real-world and mathematical problems. Looking at the global competencies of interdisciplinary study, communicating ideas, and taking action, they could all be added to this standard. This could be achieved by stating the formulas of volumes, cones, and spheres must be applied to real-world and mathematical problems of global and/or significance and the application must be justified through communication to an audience of peers, staff, and/or professionals. Depending on time and resources, students could also be required to take action and carry out the application or submit the work to a professional organization for feedback and/ or use. Volume lends itself well to interdisciplinary study, especially at the middle school level when it involves the application of volume. Volume can be applied to understanding the amount of natural resources available to different communities. Specifically, thinking of the availability of fresh water whether by river or ground water is a volume problem. The only difference between the two is that the river requires also understanding rates of change. A specific lesson I use is the calculation of how long it will take a water tank to be filled and how long it takes for it to empty. Students have to submit a final report that includes the question, any important information they required, their calculations, and their final solution. For this lesson, students work in groups and each group must present their process and final solution to the class in order to compare answers and come to a collective decision about the justifiably correct answers. Given Albuquerque’s use of ground water and the Rio Grande river, this water tank task allows us to look at how much water is used, on average, how much is available from the river and ground water, and finally decide if the city’s planned expansion of housing is sustainable or if it will strain our natural resources. This lesson idea is a work in progress, but the idea is that students will write up final reports in groups, we will combine ideas for a final paper submission that will be compiled by a small group of eighth graders, and then sent to the mayor of Albuquerque. Volume pushes students to understand the importance of standard units of measurement, such as cubic units, to ensure that ideas are being accurately communicated to others.
2. CCSS.Math.Content.8.EE.C.8.c: Solve real-world and mathematical problems leading to two linear equations in two variables.
- Similar to the first standard, the application part of this standard is generic. This allows for inclusion of global competencies, specifically investigating the world and communicating ideas. This standard is readily applicable to the economics of running a business, including understanding costs, revenues, and profits. In my class, I would make the standard more specific, requiring students to write revenue, cost, and profit equations, solve for the breakeven point graphically and algebraically, and then communicate their ideas to an audience with accurate terminology. I teach two courses, algebra I and pre-algebra (eighth grade math). This standard shows up in both of my courses, but I can make it more advanced for my algebra I course given microeconomics uses a quadratic function for marginal cost. So instead of solving for the point of intersection between a cost and revenue equation to understand the breakeven point for making a profit, algebra I students can solve for the point of intersection between the marginal cost curve and the marginal revenue and demand curves. After going over the basics of solving for points of intersection, students will be given a revenue and cost function as well as a graph with which they will have to calculate a breakeven point as well as the profit gained at various numbers of widgets sold. This next component is a work in progress, but using our campus farm, students will be asked to investigate the market value of the types of produce being grown, allowing them to develop a revenue function. Students will also be given the cost of the materials used to grow our crops, giving them the chance to create a cost function. Using the two functions, students will be able to solve for the breakeven point algebraically and graphically, justify how much will have to be sold to start making a profit, and then estimate the total profit to be gained by selling all of the produce on the farm. This will be drafted in a report, which will be presented to the staff and students that work on the farm and sell produce at the local farmer’s market. Each group of students will find out if their calculations and estimates line up with those of staff and, if necessary, identify where discrepancies occurred. As students think about their future, these conversations and decisions are happening all around the world, especially in economies based on natural resources, therefore giving them insight into global issues on a local scale.
Sample Unit Plan
Clicking the tab below will allow you to download my sample globalized unit plan as a pdf. Although this outline is hopeful, the implementation did not go as planned. Miscommunication and delayed schedules resulted in lackluster projects, but I still believe this unit outlines an achievable ideal. Now that I no longer teach 8th grade, this unit will require significant revision, but hopefully there is something here that is useful to my readers.
Clicking the tab below will allow you to download my sample globalized unit plan as a pdf. Although this outline is hopeful, the implementation did not go as planned. Miscommunication and delayed schedules resulted in lackluster projects, but I still believe this unit outlines an achievable ideal. Now that I no longer teach 8th grade, this unit will require significant revision, but hopefully there is something here that is useful to my readers.