Overview

Mathematics & Religion

Unit Title: DATA COLLECTION & THE ENVIRONMENTal impacts of fooD

Summary & Background Information:

This unit focuses on the role of measurement data as a tool to understand the environmental impacts of our current food systems. Students will learn how to look for patterns and trends in data, as well as how to represent data sets in a variety of graphs. They will begin to make predictions, using data sets, about how far our food travels to get to our plate. Students will use this knowledge of data and trends to take action in their individual lives as well as at the school level through the 100km Challenge.

Curriculum Links:

Math

Overall Expectations:

A. SOCIAL-EMOTIONAL LEARNING (SEL) SKILLS AND THE MATHEMATICAL PROCESSES

A.1. apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum

B. NUMBER

B1. Number Sense: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life

B2. Operations: use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

C. ALGEBRA

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

D. DATA

D1. Data Literacy: manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life

Grade 3:

A1.4 build relationships and communicate effectively

A1.6 think critically and creatively

B1.1 read, represent, compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life

B2.1 use the properties of operations, and the relationships between multiplication and division, to solve problems and check calculations

B2.3 use mental math strategies, including estimation, to add and subtract whole numbers that add up to no more than 1000, and explain the strategies used

C1.1 identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts

D1.2 collect data through observations, experiments, and interviews to answer questions of interest that focus on qualitative and quantitative data, and organize the data using frequency tables

D1.5 analyse different sets of data presented in various ways, including in frequency tables and in graphs with different scales, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions

Grade 4:

A1.4 build relationships and communicate effectively

A1.6 think critically and creatively

B1.1 read, represent, compose, and decompose whole numbers up to and including 10 000, using appropriate tools and strategies, and describe various ways they are used in everyday life

B2.1 use the properties of operations, and the relationships between addition, subtraction, multiplication, and division, to solve problems involving whole numbers, including those requiring more than one operation, and check calculations

B2.3 use mental math strategies to multiply whole numbers by 10, 100, and 1000, divide whole numbers by 10, and add and subtract decimal tenths, and explain the strategies used

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

D1.2 collect data from different primary and secondary sources to answer questions of interest that involve comparing two or more sets of data, and organize the data in frequency tables and stem-and-leaf plots

D1.6 analyse different sets of data presented in various ways, including in stem-and-leaf plots and multiple-bar graphs, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decisions

Grade 5

A1.4 build relationships and communicate effectively

A1.6 think critically and creatively

B1.1 read, represent, compose, and decompose whole numbers up to and including 100 000, using appropriate tools and strategies, and describe various ways they are used in everyday life

B2.1 use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations

B2.3 use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences of decimal numbers up to hundredths, and explain the strategies used

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

D1.2 collect data, using appropriate sampling techniques as needed, to answer questions of interest about a population, and organize the data in relative-frequency tables

D1.6 analyse different sets of data presented in various ways, including in stacked-bar 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

Religious Education - Fundamental Concepts

Grade 3, 4 & 5

BL3: In God's plan of Salvation, Christ founded the Church as One, Holy, Catholic and Apostolic.

ML1: Christian Morality as a living response of our human vocation to life in the Spirit as revealed by reason, the Scriptures' and Tradition.

ML2: Freedom and Responsibility, Reason, Conscience and Conscience formation.

LS1: We are called to live our Christian vocation within the human community

LS2: Social Justice Teachings of the Church

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 does measurement data inform us about issues with our food production?

4. What is the impact of food production and shipping on the environment?

5. How does the data support the need for change?

6. What 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 we use data to make informed decisions about what we buy and/or consume?

11. How can the Gospels or Catholic Social Teaching help make us become and/or inspire us to be stewards 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 Teaching 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…

• compare, contrast, interpret information from data sets.

• represent data in various ways.

• examine and explain how data is used to assess the effects of environmental issues.

• identify the human impacts on the environment using data sets.

• analyze and explain 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 I buy and/or consume.

• use Gospel and Catholic Social Teachings to help become 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.