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Food

UGIS 187 Fall 2013
by

Jacqueline Mack

on 14 November 2013

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Transcript of Food

Chemistry
Properties of Water
Properties of Soil and sand
Nutrients for plant growth
Technology
R
Analyzing data
LocalGround
A program that collects geological data
Consequential Task
Design a schoolyard garden using mathematics, physics, chemistry, environmental science, and economics.
Economic
Domestic policy
Profit maximization/minimization
Equilibrium point
Cost-Production
Mathematics
Food
Engage
Logistics
Explore
Explain
Elaborate
--- Calculus I
Logistics
Lesson Sources
Constructive teaching pedagogy through collective knowledge
Foster Communities of Learning, from Brown and Campione
Sharing information
Performing a consequential task.
Ms. Chase
Lesson Sources
Focus/Essential Question
Student Learning Objective
California State Standard
Student Prior Knowledge
Lesson Outline for Your Student
Lesson Rationale
Materials and Technology List
Preparation Tasks
Safety Concerns
Evaluate
Focus/Essential Question
This lesson focus on how to interpret the relationships between population growth and food production from a mathematical perspective, so that students can use this knowledge to design a both prolific and sustainable garden.
Student Learning Objective
Synergistic momentum with group work.
Meta-cognitive learning process.
Students should master the use and reasoning for the relationships among functions, first derivative of the functions and second derivative of the functions.
Students also will be able to explain the mathematical meaning of an integration and the practical meaning of their calculations.
Preparing students to perform the consequential task.
Student Prior Knowledge
Students should have know how to:
Compute definite integrations
Perform basic mathematical computations including, addition, subtraction, multiplication, and division.
Use TI-83/84 graphing calculator
Tracing functions to find their intersections and zeros with graphs and tables
Calculating derivatives
Integrating a function with given range.

However, it is very likely that there are academic gaps among students, which means teachers need to assess and utilize students’ prior knowledge by either giving warm-up questions or providing group activities to clear any misconceptions.
Preparation Tasks
Research about the statistics of Berkeley, in terms of population and land.
Preparing students’ worksheets of food consumption and population growth
Research about the statistics of Norway, US, India, China, Mexico, and French, in terms of population and food production.
Provide scaffolding questions for students to graph the first derivatives and second derivatives of the functions.
Given specific period of time to integrate the area under each curves, and interpret the meanings for what they calculated.
PowerPoint and Overhead are used for any instructions and examples that need to be shown to class.
Buying candies is to personalize the experience of food consumption at Berkeley.
Teachers may need to rearrange tables into group of four or more if needed.

California State Standard
This lesson relates to the following Standards for Mathematical Content in the Common Core State Standards for Mathematics:
Describe qualitatively the functional relationship between two quantities by analyzing a graph. (8.F)
This lesson relates to the following Standards for Mathematical Practice in the Common Core State Standards for Mathematics:
Reason abstractly and quantitatively. (2)
Construct viable arguments and critique the reasoning of others. (3)
This lesson relates to the following Higher Mathematics Standards in the Common Core State Standards for Mathematics:
Students demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function. (4.1, Calculus)
Students know the techniques of solution of selected elementary differential equations and their applications to a wide variety of situations, including growth-and-decay problems. (27.0, Calculus)

Materials and Technology list
Information sheet about statistic of Berkeley
Worksheets of calculating food consumption and population growth
PowerPoint and Overhead
TI 83/83 Calculators
Candies

Lesson Outline for Your Students
Day 1: Engage-- thinking about the trade-offs between food production and land use for Berkeley.
Day 2: Explore-- using data to graph population growth and food consumptions for given a period of time for different countries.
Day 3: Explain-- reflecting on what they observed from the graphs that they made, the meanings for the result that they calculated.
Day 4: Elaborate-- thinking about how to improve food production for Berkeley

Lesson Rationale
Hypothetical model in the topics of land use and food production at Berkeley
Lead to the notion of how to produce enough food to feed everyone.
From a mathematical approach
Find the population growth and food production rates across the world
Interpret the meanings for the trend.
Redirecting students to think about the reality in Berkeley
Introduce the idea of designing gardens.
To complete the ultimate goal, students also need to incorporate the knowledge from other fields.
Explain
Discussion for observation and plain thinking
Prompts for foster sharing and critical listening and thinking
Major observations and conclusions
Encourage for critical thinking
Encourage Critical thinking
Students will be simulated with questions similar to the following:
Explain whether the scenario, “population increases, food production decreases, average personal food consumption increase” is feasible or not. This will also encourage to think about other influencing factors.
More Prompts
Students will follow a number of questions:
What did you noticed about each of the result in year 1960, 1980, 2000 and 2010 ?
Can you find a trend, and what do you think this trend is meant?
What are some similarities and differences among each countries in terms of food production?
In addition to the population growth, what else might cause this phenomena?
What evidence would support your claims?
E-LAB-OR-ATE?!?!
BIG IDEA!
* Project
* Guidelines
* Project Breakdown Steps
- Research
- Research Question
- Technologique
- Interviews
- Beginning of Project Building
- Mock Presentation
- Vote?
- Take it to the...Dean!
Build your very own community garden!!!!
Project
Guidelines
Groups of 4 (Make sure even # of groups)
Each Group responsible for an equal sized portion of the garden
One crop per section/ group
Each pair within the groups will interview two food producing establishments and each student individually will interview a friend or family member
Each group responsible for proposal
The final project will be to convince the rest of the class why they should agree to their proposal and end goal being to convince the principle
Project Breakdown
1. Research
2. Research Question
3.Technologique

Continued...
4. Interview Questions/ Mock Interviews
5. Interviews
6. Beginning of Project Building

Cont...
7. Mock Presentation
8. Vote?
9. Take it to the...Dean!
Engage
1. Choose: You either have a house, or a farm.
-Farm: you get two candies, but you can't sit down
-House: you can sit down, but you don't get candy

2. Choose any seat you want.

3. If you have extra candy, you can choose to share it with someone who has no candy. If you do share, you can sit down.

What's the point?
Prompt thinking about agriculture and population
Students must work together
Use of logic and algorithm
Introduction to consequential task
Physics
Making Measurements
Mass
Volumn
Density
Environment Science
Air quality
Waste recycling
Land restoration
Biology
Photosynthesis
Ecosystem
Yeast process
Explore
Using data to graph population growth and food consumption around the world
=
Population Growth in America vs. India
Now students are given a variety of questions in which they analyze the graph and apply
Get two graphs for their country (population growth and agricultural index).
Be assigned a country.
Use tracing paper to overlay the two graphs and answer questions about the composite graph.
Each Group Will:
Graph the derivatives of the two original graphs, overlay them, and answer questions about the composite graph.
Let's do an example!
+
Food Production in America vs. India
=
+
After this, groups will change: One person from the India group and one person from the America group will join up and share their experiences.



Which increases faster? How do you know?
National-wise, India has a relatively faster increase in population because the rate of India population growth is about 18.2 Million people per year and the rate of US population growth is about 7 Million people per year based on the increase from 1990 to 2000.

Population growth for India and US
Which increases faster? How do you know?
National-wise, India has a faster increase in food production because the rate of food production for US is about 1.8 per year and the rate of food production for India is about 2.2 per year based on the increase from 1990 to 2000.

Can you find a trend? What does this mean in terms of food production and population growth?
In general, food production and population are increasing for both US and India, but India population and food production grow faster than US ones.

Food Production for India and US
Do you think Indian per capita food production more than US have, and why?
No, because the initial average food production in US is about 0.3088 per million people in the year of 1990, but the initial average food production in India is about 0.0806 per million people. Looking at the year of 2000, the average food production in US is about 0.3416 per million people, but average food production in India is about 0.0882 per million people.
This means that the US per capita food production increase more than 10.6 percent from 1990 to 2000, but India only increase about less than 9.5 percent.

Example
Make a graph
What does the area under the graph represent?
The area under the curve represents the total per capita food production from 1990 to 2000.


Algorithm
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