Mathematics & Religion

Lesson title: Framing the problem - Carbon Footprint

Summary & Background Information:

In this lesson students will be introduced to the concepts of the greenhouse gas effect and trends in environmental research data sets. Students will calculate their own carbon footprint. After being introduced to scatter plot graphs, students will use data from the OECD on greenhouse gas emissions to create a graph of their own and identify the line of best fit. They will analyze their graph, identifying trends and make predictions about greenhouse gas emissions in the future. Finally, students review an excerpt from Laudato Si 'and reflect on the fact that God has created us all from the same source and that our lives are intricately tied to everything in creation.

Curriculum Links:

Math

Grade 6:

C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts

C1.2 create and translate growing and shrinking patterns using various representations, including tables of values and graphs

D1.3 select from among a variety of graphs, including histograms and broken-line graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs

D1.5 determine the range as a measure of spread and the measures of central tendency for various data sets, and use this information to compare two or more data sets

D2.2 determine and compare the theoretical and experimental probabilities of two independent events happening

Grade 7:

C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

D1.3 select from among a variety of graphs, including circle graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs

D1.6 analyze different sets of data presented in various ways, including in circle graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions

D2. describe the likelihood that events will happen, and use that information to make predictions

Grade 8:

C1.1 identify and compare a variety of repeating, growing, and shrinking patterns, including patterns found in real-life contexts, and compare linear growing patterns on the basis of their constant rates and initial values

D1.3 select from among a variety of graphs, including circle graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs

D1.4 create an infographic about a data set, representing the data in appropriate ways, including in tables and circle graphs, and incorporating any other relevant information that helps to tell a story about the data

D2.2 determine and compare the theoretical and experimental probabilities of multiple independent events happening and of multiple dependent events happening

Religious Education

Grade 6:

BL1.3: Identify the many ways we come to know God from the physical world and the human person (i.e. creation).

LS1: Understand that each person is responsible for participation in society, to discern, to freely choose their vocation and to make a contribution in the world.

Grade 7:

ML1.3: Summarize the moral teachings of the Church with regard to particular life issues.

LS2.3: Identify situations of injustice in society, our country and the world which oppose the virtue of human dignity and fundamental human rights.

Grade 8:

LS1: Understand that the principle of human dignity, revealed in Scripture (i.e. the belief that the human person is made in the image and likeness of God) requires Christians to work for the common good of all people (i.e. respect for the social nature of the human person) and to participate in society.

LS1.4 Articulate the three essential elements of the Common Good and link them to ecological justice and the universal common good of protecting the earth’s resources for future generations.

LS2: Understand that the principles of responsibility and participation in society are Christian social virtues, which call us to roles of leadership, to evangelize through our witness of the Gospel and through the promotion of social justice in the world.

LS1.3: Recognize signs of the growing human interdependence of the global community and identify ways it is challenging Catholic organizations and individuals in their mission of promoting social justice principles.

ML2.3: Identify some of the moral situations that have arisen in society as a result of globalization, advances in technology and science and examine them in light of the Church’s moral teachings.

Catholic Graduate Expectations:

3. REFLECTIVE, CREATIVE AND HOLISTIC THINKER who solves problems and makes responsible decisions with an informed moral conscience for the common good.

5. A COLLABORATIVE CONTRIBUTOR who finds meaning and dignity and vocation in work which respects the rights of all and contributes to the common good.

6. A CARING FAMILY MEMBER who attends to family, school, parish and the wider community.

7. A RESPONSIBLE CITIZEN who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

Guiding Questions:

1. What is data?

2. What are the various ways data can be represented?

3. How is data used to inform us about environmental issues?

4. What is the human impact on the environment?

5. How does the data support the need for urgent action?

6. What environmental goals can be developed based on data collection?

7. How can data motivate a call to action?

8. How can we use statistics and/or data to help us make informed and ethical choices?

9. What predictions can be made from studying past and present data?

10. How can I use data to make informed decisions about what I buy and/or consume?

11. How can the Gospel or Catholic social teachings help make me become a steward of the earth?

12. As Catholic Christians, how can we make a positive contribution to society and the world?

13. How can we work for the common good of all people and be the change we want to see?

Learning Goals:

By the end of this unit, students will be able to:

• understand, apply and communicate information from data sets.

• represent data in various ways.

• understand how data is used to assess the effects of environmental issues.

• understand that humans are responsible for most environmental issues.

• see how data supports the need for urgent action.

• use data to make predictions about how environmental issues will evolve.

• use data to make informed decisions about what they buy and consume.

• connect Gospel and Catholic social teachings to their call to be stewards of the earth.

• develop attitudes and values founded on the principles of Catholic social teaching and act to promote social responsibility, human solidarity and the common good.

• become models of Christian living for all those we encounter in our daily lives.

Success Criteria:

I can…

• understand, apply and communicate information from data sets.

• represent data in various ways.

• understand how data is used to assess the effects of environmental issues.

• understand that humans are responsible for most environmental issues.

• see how data supports the need for urgent action.

• use data to make predictions about how environmental issues will evolve.

• use data to make informed decisions about what they buy and consume.

• connect Gospel and Catholic social teachings to my call to be a steward of the earth.

• develop attitudes and values founded on the principles of Catholic social teaching and act to promote social responsibility, human solidarity and the common good.

• become a model of Christian living for all those I encounter in my daily life.

• Canadians need to take this call to ecological conversion seriously. Have students write a letter to their local, provincial or national selected official explaining their concerns about climate change and urge them to act.

• Students can explore, hands on, the concept of greenhouse gas emissions through using National Geographic's Greenhouse Effect Exploration Lab Guide. (*Note: In place of sodium bicarbonate tablets, 2 teaspoons of sodium bicarbonate power can be substituted).

• Students can look at the the infographic, Global Carbon Footprint by Venngage to get another visual representation of the data they have examined and answer the following question: Although the infographic does not have numbers we can still predict what what each circle represents. If we were going to assign a numerical value to each circle what number would we use from 1-100 (estimation)?