{"id":1067,"date":"2021-03-24T18:58:29","date_gmt":"2021-03-25T01:58:29","guid":{"rendered":"https:\/\/hailstonesequence.com\/?p=1067"},"modified":"2021-07-13T15:09:45","modified_gmt":"2021-07-13T22:09:45","slug":"using-percent-increase-and-decrease-to-think-about-human-impact-on-wildlife","status":"publish","type":"post","link":"https:\/\/hailstonesequence.com\/index.php\/2021\/03\/24\/using-percent-increase-and-decrease-to-think-about-human-impact-on-wildlife\/","title":{"rendered":"Using Percent Increase and Decrease to Think About Human Impact on Wildlife"},"content":{"rendered":"\n

I REALLY<\/strong> wanted to create a percent increase\/decrease project about endangered animals to wrap up Unit 4 for my 7th graders. (I use the OUR Illustrative Mathematics curriculum). I spent a long time reading about different conservation efforts, searching for data, and even watching documentaries (highly recommend both Virunga<\/a> and Jane Goodall: The Hope <\/a>) but the idea just didn’t come together for me. Math projects are hard. Virtual math projects are even harder. <\/p>\n\n\n\n

So no project – but I did come up with this lesson that lets kids use percentages to learn about\/explore\/solve math problems about threatened animals. It was still an interesting way to close out the unit. One student even said, “This lesson made me realize that I think of math as just a class you take, but now I see that math can be used in the world.” I both love and hate that she said that. All materials are linked at the end, in case you want to modify it + try it out. <\/p>\n\n\n\n

Part 1: Notice and Wonder Launch<\/strong><\/p>\n\n\n\n

I used the graphics from this Guardian article<\/a> to begin the lesson. I explained what “biomass” means, let kids think, and then recorded their ideas while they shared out. <\/p>\n\n\n\n

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Afterward, I sent them to breakout rooms to look at some more graphics and share what they notice and wonder on JamBoards.<\/p>\n\n\n\n