General CapabilitiesCross-curriculum Perspectives Literacy Aboriginal and Torres Strait Islander Histories and cultures Numeracy Asia and Australia’s engagement with Asia Competence in Information and Communication Technology Sustainability Critical and Creative Thinking Ethical Behaviour Personal and Social Competence Intercultural Understanding Australian Curriculum F-10 (ACARA, 2010)
Overview 1.What is sustainability? 2.What local, national and global issues could we investigate in mathematics lessons? What mathematical questions could we pose? 3.Do these issues provide “rich, engaging and authentic contexts”? 4.What impact would doing these tasks have on curriculum implementation?
What is sustainability? http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability “Sustainability addresses the ongoing capacity of Earth to maintain all life.” Sustainable – “able to be maintained”
Education for Sustainability (ACARA, The Australian Curriculum, v5.0) “Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.” Organising ideas: Systems, World Views, and Futures http://www.curriculumsupport.education.nsw.gov.au/env_ed/
Visualising populations Stan’s café – Of all the people in all the world http://www.stanscafe.co.uk/project-of-all-the- people.html#videos http://www.stanscafe.co.uk/project-of-all-the- people.html#videos
200 countries, 200 years, 4 minutes Hans Rosling http://www.gapminder.org/videos/200-years- that-changed-the-world-bbc/
What local, national and global issues could we investigate in mathematics lessons? GLOBAL ISSUES Inefficient use of energy Lack of water conservation Increased pollution Abuses of human rights Consumerism … Population and Resource Consumption
If the world were a village of 100 people http://www.youtube.com/watch?v=jNnbO8x4JA Y
Welcome to the global village Earth is a crowded place, and it is getting more crowded all the time. As of 2010, the world’s population was 6 billion, 900 million – that’s 6 900 000 000. Thirty-two countries have more than 40 million (40 000 000) people. Eleven countries each have more than 100 million (100 000 000) people. China has over 1 billion, 300 million (1 300 000 000), while India has over 1 billion, 200 million (1 200 000 000) people. Numbers this big are hard to understand, but what if we imagined the whole population of the world as a village of just 100 people? In this imaginary village, each person would represent about 69 million (69 000 000) people from the real world.
If Australia were a village … As of June 2006, the population of Australia was 20,589,432. If Australia were a village of 100 habitants, then the population of the entire world would be 31,500 people. Caucasian 91, Asian 7, Aboriginal and other 2 24 were born overseas 80 people in the village speak English at home 64 of the 100 live in a capital city 20 are under age 15, 67 are between 15 and 65, 13 are over 65
http://www.youtube.com/watch?v=AAFu_gUwiM8 &feature=related Children’s story: If Australia were a village of 100 people
If the World were our Classroom … David J. Smith, the author of If the World Were a Village, has been asked to write a sequel to the original book. This time, he would like to base his data on a classroom. Our task is to research whether a single classroom can represent the world. He would like us to send him a letter reporting our findings. Small groups will first collect the data needed from students in our class and display it on a graph. We will then study the data and compare it to the original book and another class. David J. Smith will use our results to decide if this book would provide an accurate picture of the world
Another investigation: Travel Magazine Article The editor of a travel magazine wants to include an article about the best countries in which to live. Your job is to present information that compares the standard of living in Australia with that of three other countries on three different continents. Use a variety of methods including data displays, data analyses and maps to support your conclusion.
AAMT National Mathematics Day http://www.aamt.edu.au/Activities-and- projects/National-Mathematics-Day-2013
What local, national and global issues could we investigate in mathematics lessons? What questions could students pose: How much water is saved by fixing a dripping tap? How much food is ‘thrown away’ in the canteen in a year? How much paper could be saved in a year by putting the school newsletter online? How much electicity is saved by turning off lights for one hour? …
The Activity Reduce, reuse, recycle, rethink Students collect, classify and count rubbish from the classroom or school bins Submit data collection between 15 July and 4 August Early years to junior secondary
Is my class green? Comparing samples and populations “What actions do you take at home to conserve the environment?” ‘My household has installed a water tank’ ‘My household has installed a water saving shower head’ ‘I take shorter showers’ ‘I turn off the tap while I brush my teeth’ ‘I turn off appliances (e.g. TV, computer, gaming consoles) at the power point’ ‘My household recycles our rubbish’ ABS Website (Via Scootle search)
Action 4 or lower 56789101112 Water tank Shower head Short showers Brush teeth, no tap Off appliances Recycle rubbish What actions do you take in your home to conserve the environment? 2010 Data - % of YES respondents at each year level
Action 4 or lower 56789101112 Water tank453837434041 4338 Shower head 404645444648465052 Short showers 74736660514644 47 Brush teeth, no tap 929190898785 8385 Off appliances 525147 4443474445 Recycle rubbish 808382818380788278
What local, national and global issues could we investigate in mathematics lessons? LOCAL ISSUES http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/1318.3Feature%20A rticle14Aug%202009
What local, national and global issues could we investigate in mathematics lessons? NATIONAL ISSUES Loss of biodiversity and continued destruction of habitat Depletion of river systems and groundwater aquifers giving rise to algal blooms and declining aquatic ecosystems High rates of land clearance and vegetation loss Poor quality of soils Sustantial adverse impacts on water quality (stormwater, sewage, …) Invasive plants and animals Rising salinity Waste management Population
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