Save the giraffes! - UCI Mathematics€¦ · Why might giraffes be endangered? (see next page) What can we do to help save the giraffes? Read the piece of the article and discuss

TeachingManual

Save the Giraffes!

www.math.uci.edu/mathceo

2018 UCI MATH CEO COMMUNITY EDUCATIONAL OUTREACH. UNIVERSITY OF CALIFORNIA AT IRVINE

5 Save the giraffes!

Spring 2018 Meeting 5

May 9

WED

Math 192 TO-DO’s:1. Printing instructions

a. Print out charts/ My Findings and Data for Giraffes separately

b. 2 sets of charts per tablec. Note that students can pair up to work on

one chart2. Explain zone logistics more

○ Amy’s Idea: Traveler’s Packet 5. Fix CHART J’s scale6. Fix CHART L’s scale

○ Note chart L is giraffes in Africa7. Print picture of Africa8. Chart N make one giraffe worth 20

Contents

Meeting 5 Review Session

Tuesday, May 8thPlease come to one of the

following times:

11:00-11:30 AM 1:30-2:30 PM RH 510M RH 340P

If this time does not work, please email

Lucy Dolmadjian for options: [email protected]

I just wanted to let everyone know that we will be holding a review session for Wednesday's meeting, where we will go over the packet and anything else related to Meeting 4. All mentors are welcome to come, this is also a great opportunity for those mentors who will not make it to Monday's meeting.

The review session is on Tuesday, January 30th from 1:30 to 2:30 at Rowland Hall, room 340P. Feel free to drop in anytime between 1:30 and 2:30. If this time frame does not work with your schedule, please email me and we can try our best to accommodate you(i.e. start earlier or end later).

Math CEO You Tube Channelhttps://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

Math CEO Facebook Page https://www.facebook.com/UCIMathCEO

About MATH CEO


Our Goals

Inspire and support the interest in mathematics of middle

school students from nearby communities who might not

otherwise have access to math enrichment activities.

Impart the mathematical foundations and critical thinking

skills required for students to successfully pursue a college

education and a career in STEM areas.

Instill the desire in these young achievers and their families

for a college education and share college access information

and financial aid opportunities.

UC Irvine Math CEO program is committed

to offering free enrichment activities in

mathematics for middle school students in

underserved communities, and creating

free educational material to be used in

classrooms around the world. An essential

goal of our program is to encourage

students in low income, minority

communities in Southern California to

pursue a college degree in Mathematics,

Science or related fields through a solid

foundation and adequate planning.

https://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

https://www.youtube.com/channel/UCvMQNFt-hPf-xKsNixhzYXw

https://www.facebook.com/UCIMathCEO

https://www.facebook.com/UCIMathCEO

Introduction

Dear Mentor

In this meeting (which is the first meeting of a 2-meeting series), students will be exploring concepts related to ranges, statistics and their graphical representations. They are going to do so by interpreting the significance of different charts,, collecting information from other teams and creating a data set of their own. This all leads up to them being able to model their own mini zoo!

Students get to make a lot of choices here! Hope you have fun!

UCI Math CEO • Meeting 5INTRODUCTION

Math Goals

Read and interpret the meaning of different graphic organizers

● Given a chart or bar graph, kids can identify the largest and smallest categories.

Collect and organize data● Kids will collect information from

other teams and be able to intentionally choose a type of representation for the information.

Model a real world situation● Kids can create a dataset (chart),

given a collection of numerical restrictions.

4

Learning Goals

● Kids will collect information from other teams and be able to intentionally choose a type of representation for the information.

● ...● Kids can create a dataset

(chart), given a collection of numerical restrictions.

● Given a chart or bar graph, kids can identify the largest and smallest categories.

● ...ranges….● Histograms

CH

ECKL

IST

◻ Identify the Leader mentor◻ Write names of any new mentors and students (find form inside folder, write new names if needed)◻ Place check-marks in the corresponding Meeting column (form inside folder)◻ Communicate the math goals to the students in each activity◻ Learn your students names and call them by name◻ Keep your table neat and clean at all times◻ Get help if there are behavior problems before they escalate◻ Student Survey (pink) (start survey at 3:35 PM)◻ Fill Meeting Report (blue) (if you are the Leader)◻ Put back into folder: Student Surveys (pink), Meeting Report (blue)

Save the giraffes!Meeting 5, May 9th 2018

VA

LUE

TICKE

TS

During the meeting, you as mentor will have the chance to recognize important Math CEO Values to individual students, by providing them with a recognition ticket. We will also have blank tickets in case you want to write a comment. Plan to give no more than 3 tickets per student.

Ticket Math CEO Value Color ● I’m happy you’re here Commitment Blue● Thanks for trying hard Persistence Yellow● Good attitude :) Respect and rapport Green● Nice teamwork! Collaboration Purple● That was a great question! Communication Pink

Write the names of the students on the tickets at the end part of the meeting, right before the raffle

Meeting 5, May 9th 2018

NS2 1201MATERIALS & AGENDA NS2 1201

TRANSPARENCIESOne per person

UCI Math CEO • Meeting 5

Fp

AGENDA NS2 1201

2:10 pm Introduction

2:15 pm Career Invitation

2:25 pm 1) Save the GiraffesStudents collect collect data from fellow stations and interpret it.

A) 20 minutesB) 30 minutesC) 15-20 minutes

3:35 pm Final thoughts (closure) Summary and Reflection: what did we learn?

3:40 pm Student Survey

3:45 pm End of the meeting

MATERIALS

INSTRUCTOR MANUALGreen color

STUDENT SURVEYSPink ColorOne per studentNO QUIZ THIS TIME

WHITEBOARDSOne per student

DRY ERASE MARKERSA pouch with several

MEETING REPORTBlue colorOne per table

Online meeting report

Im

Mr

Ss

+

Quiz

STUDENT WORKBOOKWhite ColorSW

7

2:10 pm Introduction2:15 pm Career Invitation


2:55 pm 2) ZookeeperMaking sense of different data representations

3:15 pm 3) Mini-ZooModeling a Zoo

3:35 pm Final thoughts (closure) Summary and Reflection: what did we learn?3:40 pm Student Survey3:45 pm End of the meeting

PSCB 140MATERIALS & AGENDA PSCB 140

MATERIALS TRANSPARENCIESOne per person

INSTRUCTOR MANUALGreen color

WHITEBOARDSOne per student

STUDENT SURVEYSPink ColorOne per studentNO QUIZ THIS TIME

DRY ERASE MARKERSA pouch with several

MEETING REPORTBlue colorOne per table

Online meeting report

UCI Math CEO • Meeting 5

Im

Mr

Ss

Fp

+

STUDENT WORKBOOKWhite ColorSW

Quiz

8

Career Invitation needs to be later.

AC: Andres,what do you think about this agenda?

Soun



2:30 pm 2) ZookeeperMaking sense of different data representations

2:45 pm 3) Mini-ZooModeling a Zoo


3:25 pm Final thoughts (closure) Summary and Reflection: what did we learn?3:40 pm Student Survey3:45 pm End of the meeting

AGENDA PSCB 140



A) 20 minutesB) 30 minutesC) 15-20 minutes

3:25 pm Final thoughts (closure) Summary and Reflection: what did we learn?


3:40 pm Student Survey

3:45 pm End of the meeting

This icon refers to specific tips which you will find embedded in the booklet activities: procedures, questions to ask to the students, recommended methodologies, and so on.

Can you explain the concept in your own words?

Example: After you introduce a new concept, it is a good idea to ask students to rephrase the concept, explain it in their own words. You can choose particular students, for example those who are disengaged.

Can someone read the instructions out loud?

Example: It is convenient to ask one student to read out instructions for a problem or definitions of a concept. This keeps your group focused on the task and improves their reading skills if you give feedback on reading.

TEACHING GUIDELINES FOR MENTORS

CHECK WORKVerify that the

students write the answers to the

problems and that they are correct and complete.

KNOW YOUR STUDENTSCall students by their

names most of the time: make sure they know your

name, talk briefly about their day before you start

the math activities.

ASK FOR EXPLANATIONSAsk students how they got their answers. Say things like “How do you know?”, “Why?”, “Draw a picture”, “Convince me!”, “Can you

explain to Juan?”, etc.

AT THE ENDAsk students to fill

out the survey individually (no

help), and to help pick up trash from the table and floor.

MOVE & MONITORMove around your table; monitor all students; use an adequate tone of

voice; encourage kids to work in teams.

TEACHING TIPS

1This icon means that the students should work individually in the corresponding problem, before discussing. Be flexible and adapt to your situation.

1 2 3 4 5

2Activity to be done in pairs

Note: if not specified, the problem or activity can be done as a group activity involving a discussion.

9

10

70 -- 75minutes

“In 2018 The International Union for the Conservation of Nature, announced that it was moving the giraffe from a species of Least Concern to Vulnerable status in its Red List of Threatened Species report. That means the animal faces extinction in the wild in the medium-term future if nothing is done to minimize the threats to its life or habitat. The next steps are endangered, critically endangered, extinct in the wild and extinct.”- Adapted from Smithsonian.com

● Why might giraffes be endangered? (see next page)● What can we do to help save the giraffes?

Read the piece of the article and discuss in your group... everyone participate!

1 Save the Giraffes!

Goals:

I will be able to● understand and use the words smallest, minimum, and

maximum when working with data● explain to my team what different kinds of charts represent● collect and organize my own data set

MATERIALS

☻ Student Workbook

☻Team package (will vary depending on your team)

12

https://www.iucn.org/news/new-bird-species-and-giraffe-under-threat-%E2%80%93-iucn-red-list

http://www.iucnredlist.org/


13

MENTORS CAN ASK STUDENTS WHY THEY THINK CERTAIN ANIMALS ARE DISAPPEARING…

THIS TABLE CAN HELP PROVIDING SOME ANSWERS.

UCI MATH CEO 1) Save the GiraffesDe

clin

e in

Mam

mal

s

UCI MATH CEO

a

b

1) Save the Giraffes

Working MethodologyYou may alternate between individual work, work in pairs (or groups of 3 at most) and whole team discussion. Each has its own benefits. You may start each problem having students work individually or in pairs. At the end of each problem or at the end of some problems, select students to explain the answers in plenary, from what you saw when students were working individually or in pairs.

14

Introduction

This activity works as a jigsaw puzzle, where a team gathers information that another team has. This involves mathematical interaction among different teams to look for different data (about giraffes).

At each team, students will be given 3 different pieces historic charts or representations of data about giraffes. The data will include:

● Current population of giraffes from different regions of the world

● Endangerment level● Population of giraffes throughout

decades● Gender distribution of giraffes● Predator population

In Part A (Making sense of my data, 20 minutes), students will review different representations of data about giraffes, which they will be given from the start, and discuss their meaning. This involves the ability to read and interpret statistical data.

In Part B (Traveling and Gathering Data, 30 minutes), students will “travel” to other teams to collect all the statistical information from the other teams about giraffes, which will increase their overall data. For example, as Team 3 travels to meet Team 1, Team 3 will collect information about Giraffe population throughout the years.

In Part C (Putting things together, 15 minutes), Students will discuss their findings from part B and what they mean with their original team.

UCI MATH CEO

a

b


15

MEETING SETUPWe describe the Setup in NS II with A teams, but the same will hold for PSCB 140 (just change A’s to B’s).The room will be divided in three different Zones, which will work independently:

● Zone 1: Table A1, A2 and A3 (or B1, B2, B3)● Zone 2: Tables A4, A5 and A6 (or B4, B5, B6)● Zone 3: Tables A7, A8 and A9 (or B7, B8, B9)

Andres, the graphics here as of 2:30 got lost!

AF: Just created them again

AC: Thank you so much!

1

2 3

4

5 6

7

8 9

ZONE I ZONE II

ZONE III

Teams Charts

1,4,7 J, K, L

2,5,8 M,N,O

3,6,9 P,Q,R

There are 9 charts total, and a data recording sheet titled “My Findings and Data.”

Every table will be given exactly 3 charts at the beginning. Tables within the same zone will be given different charts.

Example: Team B6 receives charts P, Q and R.

During Activity B, students will be traveling to the other 2 tables in the same zone to retrieve the missing information to fill out their charts.

16

CHARTS J-L(TO BE FOUND ON Your

Team’s table)

UCI MATH CEO 1) Save the Giraffes

Tables Charts

1,4,7 J, K, L

2,5,8 M,N,O

3,6,9 P,Q,R

TABLES 1, 4 & 7 CHART J

J

Total Giraffe Population in Africa 1978-2018

Legend:

Lege

nd:

CHART K

K

TABLES 1, 4 & 7

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

x

x x

x x

CHART L

Lege

nd:

Lion Population and Giraffe Population in Africa (1988-2018)

Legend:

L

TABLES 1, 4 & 7

TABLES 2, 5 & 8

CHART M

M

Number of Giraffes Deaths by Poaching 1995-2015

Year 1995 2000 2005 2010 2015

CHART N

Lege

nd:

Legend:

Note:

Each

counts for 2000 giraffes

NFix with notes from math 192-Amy

fixed!

TABLES 2, 5 & 8

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART O

Lege

nd:

Legend:

O

TABLES 2, 5 & 8

TABLES 3, 6 & 9

Urban areas

Giraffes’ Natural habitat

CHART P

Lege

nd:

Legend:

P

CHART Q

There are only 670 giraffes that are left in the wild

Lege

nd:

Legend:

Is the scale of this chart linear (proportional). Why or why not? What is the

purpose of it?

Q

TABLES 3, 6 & 9

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART R

Lege

nd:

Legend:

R

TABLES 3, 6 & 9

26

activity break-down(PARTS A, B and C)



27

Making sense of my Data

A

Data Packages (by table)

● Team 1 (or 4 or 7):

○ J: Total Giraffe Population

(Historical)Type: Line graph

○ K: Current Giraffe population

throughout AfricaType: Bar diagram

○ L: Predator PopulationType: Scatter Plot

● Table 2 (or 5 or 8):

○ M: Current Gender Distribution of

2 speciesType: line graph

○ N: Deaths by PoachingType: Pictogram

○ O: Predator PopulationType: Bar diagram

● Table 3 (or 6 or 9):

○ P: Natural Habitat Vs Urban AreaType: line graph

○ Q: Left in the wildType: Bar Diagram

○ R: Predator PopulationType: Pie Chart

20 minutes

○ Populations of

Common

Endangered SpeciesType: line graph

Each table will receive a different package with different statistical information or data about Giraffes. This means in particular that, within a single zone, all three tables will get different information (except for Predator Population, which is common to all teams):

Students will interpret their information and discuss in teams what the data given represents. Use the guide “Every chart tells a story” (next page) for guidance.


28

○ Populations of

Common

Endangered SpeciesType: line graph

Tools to guide the discussion about a given chart:Every chart is telling a story!

1) Observe: Ask all students to look at the chart.

2) Describe: Ask them: “what do you see here?” “what type of information is being presented?”

3) Analyze: Ask students to highlight all the components of the chart (title, legends, categories, axis, values, bars, numbers, etc). They may say that some things are missing.

4) Phone conversation: Ask: “If you were talking on the phone with someone and you wanted to describe what this chart is about (but without being way too specific on values), what would you say?”

5) Take turns: Ask each student, in turns, to tell you some specific data (information) that is given in the graph.

6) TV Show: Have students speculate: what would be the name of a TV show in which this chart would appear? (This allows students to see the chart in more generality)

7) What’s not here: Reflect: what information is not being told by this chart?

Note: you can skip some elements, change the order, or add similar ones. But it is important to isolate these elements and go one by one, building on depth as you progress. Have students write down keywords and key ideas.

29

Part A descriptionThere are 20 minutes for this. activity.

Every table is given 3 cards.

Assign groups of 1-2 students to each card.

Each group is in charge of understanding one particular chart, and what it represents. Each group also has to fill out the corresponding activity log.

This first moment should take 10 minutes. Note how each student (or team of 2 students) completes only 1 activity log.


1Chart

J

ChartL

ChartK

What does this tell me about giraffes?

C

HA

RT

Q

Capt

ure

the

sam

e in

fo in

a ta

ble

Chart

Activitylog

TEAMS 1, 4 & 7 CHART K

Capture the same info in a table What does this tell me about giraffes?

__________________________________________

___________________________________________

___________________________________________

Tell your friend what this chart is about:_____________________ __________________________________________________________________________________________________________________________

SAMPLE ACTIVITY LOGON STUDENT BOOKLET

31

Part A Logistics (continued):After the 10 minutes, asks each team member to show their card to rest of the students at the table, and explain its meaning.

Below is a list of suggested questions that the mentor can ask to guide the discussion. Do not lead the discussion: guide it. The student should lead it.

This part should take 10 minutes.


1Chart

J

ChartL

ChartK

Explain

CH

AR

T J

Guiding Questions to ask:

1. What is the total population of giraffes in Africa this year? What was the population in 1998?

2. Was there ever a time when the number of giraffe was pretty much stable?

3. What was the most dramatic period of decline?


CH

AR

T

N

CH

AR

T

O

CH

AR

T

M

CH

AR

T L


1. What is the relationship between the lion population and the giraffe population?

2. What kind of graph is this?

3. What do you expect to see after 2015?


1. What is the total population of giraffes?

2. Does this represent all the countries in Africa?

3. Are there more giraffes in Uganda or in the other 4 countries combined?

CH

AR

T K


CH

AR

T

NEach



1. Why are there 4 sections?

2. What kind of graph is this?

3. If you were the giraffe, which population would you want to a part of?

CH

AR

T

MGuiding Questions to ask:

1. What is "poaching"?

2. What is the ratio between the number of giraffes that died in 2000 and those that died in 2015?

3. What can you say about the number of giraffes that died from poaching from 1995 to 2015?


Guided Questions to ask:

1. As time went by, do you think the number of lions increased or decreased? How do you know?

2. Is the number of giraffes decreasing?

3. What do you expect will happen to the giraffes in the next 30 years? Why?

CH

AR

T

O

Urban

areas



1.Who lives in the urban area and who lives in the natural habitat?

2. How is the land being redistributed over time? Why?

3. What do you expect will happen in the future? C

HA

RT P



1. At what point in time was the population of giraffes and lions the same?

2. Do you think it's possible that the lion and giraffe population to increase simultaneously? Discuss.

3. What do you think will happen in the next 30 years?


1. What species would you like to be and why?

2. Which species is most likely to be extinct?

3. Are you surprised by the results of this graph?

C

HA

RT R

C

HA

RT Q

UCI MATH CEO

a

b


36

Travel and GatherBThis activity is a scavenger hunt to find some mysterious missing information about giraffes and other endangered species. The answers are hidden in the charts.

To find all the missing answers, the students in a team must look at a total of 9 charts: the 3 charts at their own table, plus the 6 charts that are in the 2 neighbor tables in the same “zone” (3 charts in each).

Each room is split into 3 zones. For example, in NS2 1201, we will have:

● Zone 1: A1, A2 & A3● Zone 2: A4, A5 & A6● Zone 3: A7, A8 & A9

30 minutes

At every team, within every zone, students split into 3 groups: one group stays at their own table, and solves the mystery related to the three charts at their table. The other two groups “travel” to the other two tables in the same zone.

For examples, the mentor in table A1 will send 1/3 (or about 1/3) of the students to table A2, 1/3 of the students to table A3, and will ask the remaining 1/3 of the students to remain at table A3. At least one mentor must remain at the table.

Once students are redistributed, the mentor at each table will show the three charts to all the students there, so everybody has a chance to answer the mystery questions. All answers must be recorded.

After 20 minutes, groups return to their original table and compare and put answers together. The team that can answer the most questions “wins”!.


Team

Group

Group

Group

37

Part B Logistics:Time: 30 minutes.

There are 9 charts total, and a data recording sheet titled “My Findings and Data.”

Each table will be given 3 charts. No two table in the same zone have the same charts. So each zone has a total of 9 different charts.

During Activity B, students must gather information from all the tables in their zone, to complete their data recording sheets.

A system of 3 rotations (of 10 minutes each) will allow students to visit all the tables in their zones.


1

2 3

4

5 6

7

8 9

ZONE II

ZONE III

ZONE 1

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

CH

AR

T J

CH

AR

T K

CH

AR

T L

CHARTS J, K, L

CHARTS M, N, O

CHARTS J, K, L

CH

AR

T

N

CH

AR

T

O

CH

AR

T

M

C

HA

RT

P

CH

AR

T Q

C

HA

RT

R

Every student has to complete 3 data recording sheets titled “My Findings and Data.” In order to do that, he/she needs to collect info from each table in their zone. Hence the need to perform rotations.

SAMPLE OF DATA RECORDING SHEET ON STUDENT BOOKLET

39


Rotations (10 minutes in each rotation):

Rotation 1: Two students from each team in each Zone will remain at their tables while the rest of the students in the team will split up and move to other teams in the same zone.

For example, team A1 (or B1) will have studied charts J,K and L at this point. Let’s assume there are 6 students in this team. The group picks 2 students to remain at the table, and the remaining 4 will move to other teams in the same zone. Two students will move to A2(or B2) and two will move to A3 (or B3). All students will spend 10 minutes answering the questions at their (potentially new) table.

Rotation 2: After 10 minutes has passed, everyone in the team (including the people who remained in their teams in the first round) will move to the next table. Again, they spend 10 minutes here and answer all the questions.

Round 3: In this last round, students will rotate to the last table and answer the questions here. This will again take 10 minutes.

At the end, students will move back to their original teams.

Example For Rotation 1:

Zone 1 Team 1 visits tables 2 and 3Team 2 visits tables 1 and 3Team 3 visits tables 1 and 2

Zone 2Team 4 visits tables 5 and 6Team 5 visits tables 4 and 6Team 6 visits tables 4 and 5

Zone 3Team 7 visits tables 8 and 9Team 8 visits tables 7 and 9Team 9 visits tables 7 and 8

40


1

2 3

4

5 6

7

8 9

ZONE II

ZONE III

ZONE 1

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

1

2 3

ZONE 1

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

1

2 3

ZONE 1

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

a

First Rotation(10 minutes)

Second Rotation(10 minutes)

Third Rotation(10 minutes)

Example: The students from table 1 ( ) split into 3 groups and go through a rotation among the three tables 1, 2, and 3 in their zone.

a

41


4

5 6

4

5 6

7

8 9

ZONE II

ZONE III

ZONE 2

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

4

5 6

ZONE 2

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

4

5 6

ZONE 2

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L




42


7

8 9

4

5 6

7

8 9

ZONE II

ZONE III

ZONE 3

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

7

8 9

ZONE 3

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L

7

8 9

ZONE 3

ChartsM, N, O

ChartsP, Q, R

ChartsJ, K, L




43

PART B Logistics:


Team Charts

1,4,7 J, K, L

2,5,8 M,N,O

3,6,9 P,Q,R

This table lists which teams have which charts

44

DATA RECORDING SHEETs ON STUDENT BOOKLET(Each student completes all 3)


The number of giraffes in Africa as of 2018 is about ______________

Thirty years ago, we had about ____ times as many giraffes as now.

The strongest decline in the number of giraffes in Africa happened between the years ______ and _______

The country with the maximum amount of giraffes is _______________, with _______ giraffes total.

The average number of giraffes in these 5 African countries is ___________________

The ratio between the numbers of giraffes in Kenya and in Tanzania is _____ to _______

Activity 1: My Findings and Data for Giraffes

CH

AR

T J

Around 2018, the ratio of lions to giraffes is:

Between 1998 and ________ the number of ____________ remained almost constant.

In _______ there were more than twice as many giraffes than lions. Now, ____ years later, the situation is exactly the opposite.

CH

AR

T K

CH

AR

T L

TABLES 1, 4 , 7

The ratio of female giraffes to male giraffes in Africa is ____________

There are twice as many female giraffes of species ____ than female giraffes of species ________

There are as many females giraffes in Africa as male giraffes of species _____

How many giraffes were poached in 2018? _____________

From ______ to ______, the number of giraffe deaths by poaching almost doubled.

From 1995 to 2000 , the number of giraffe deaths by poaching increased by a factor of _______ .


In the past 20 years, what has changed the most, the number of lions or the number of giraffes? ________________________________

In the past 20 years, the number of lions has _______________

In 2018, the number of giraffes has reached a historic minimum: only about ___________ giraffes are left.

CH

AR

T

N C

HA

RT

O C

HA

RT

M

TABLES 2, 5, 8

In 2018, the ratio of natural habitat to urban areas was about ______________

In __________ , there was the same amount of natural habitat for giraffes as urban areas.

In only 20 years, from 1990 to 2010, the natural habitat for giraffes decreased by _______ %.

The ratio of giraffes to the least endangered animal is __________

The number of tigers is equal to 40% of the number of ________________

There are almost __________ times as many african wild dogs than giraffes.


C

HA

RT

P

CH

AR

T Q

In ___________ there were as many giraffes as lions.

In ________ there 150,000 more lions than giraffes.

In only 10 years, from 2005 to 2015, the number of lions has increased by _____ %. C

HA

RT

R

TABLES 3, 6, 9

UCI MATH CEO

a

b


Working MethodologyYou may alternate between individual work, work in pairs (or groups of 3 at most) and whole team discussion. Each has its own benefits. You may start each problem having students work individually or in pairs. At the end of each problem or at the end of some problems, select students to explain the answers in plenary, from what you saw when students were working individually or in pairs.

48

Return and ReflectC● Once students find the information they are looking for, they will

return to their team. They get to choose a table or chart to

represent and explain their data to their team.

● At this point, encourage students to talk about data and present

the information to others, naming the different components of

each graphic organizer.

● Each student makes a conjecture based off their data about how

to save giraffes. For example, for a student given lion population

could say to introduce another predator that eats lions. Groups

will discuss whether or not those conjectures would work.

Students will fill-out the Traveler’s Log (next page)

● See table in the page after the Traveler’s log to complement the

discussion.

15 minutes

Part C Logistics:Everybody is back at their original table (the one at the start of the meeting).

49


Traveler’s log: April 9, 2018

I noticed that the range of the number of giraffes today is

________ compared to over 300,000 in 1988. I think that this

happened because _______________________________

which can be deduced from a statistic which tells me that

____________________________..

Other reasons why the giraffe population may be dwindling

include _______________________ since there is a

statistic showing that

____________________________________.

Some solutions I can offer to save the giraffes are to

________________________________________________

________________________________________________

________________________________________.

I thought these sentence frames would structure the reflection nicely. What do you think?

AF: This is very nice!

Trav

eler’s

log

TRAVELER’s LOG on student workbook

50

MENTORS CAN ASK STUDENTS WHY THEY THINK CERTAIN ANIMALS ARE DISAPPEARING…

THIS TABLE CAN HELP PROVIDING SOME ANSWERS.

51

Teaching Tips1. Don’t get too distracted or focused in

communicating the “Official terminology of charts” (Pie chart, Bar Diagram, etc). Have kids describe these charts using their own special words. Please focus on gauging whether kids understand the purpose of the charts, and how they work.

2. A great way to give the kids their academic language is to have them describe it first, and then following up with, “that’s a great way to say it! Mathematicians say….”

3. Give students 1-2 minutes to try a problem before asking about their progress! This goes a long way in building autonomy. Productive struggle is a very important aspect of learning math.

a

b

52

UCI MATH CEO Teaching Tips

4. Have students describe charts to other students. During that you may ask guiding questions such as: what is the title of the chart in your own words?

5. Have students describe the chart to you in such detail that you can recreate the chart on the whiteboard. This will help students see what details they are leaving out in their description so that they can help you make the most accurate chart possible.

6. It is important for students to also understand the meaning behind the numbers in the charts.Thus, you should always ask them the reason for the decline in giraffe population, what factors contribute to this, how the interactions between other species impact giraffe survival, etc.

Save the Giraffes!

www.math.uci.edu/mathceo


5 Save the giraffes!

Spring 2018 Meeting 5

May 9

WED

Math 192 TO-DO’s:1. Printing instructions

a. Print out charts/ My Findings and Data for Giraffes separately

b. 2 sets of charts per tablec. Note that students can pair up to work on

one chart2. Explain zone logistics more

○ Amy’s Idea: Traveler’s Packet 5. Fix CHART J’s scale6. Fix CHART L’s scale

○ Note chart L is giraffes in Africa7. Print picture of Africa8. Chart N make one giraffe worth 20

Contents

Student Workbook

54

70-75minutes

“In 2018 The International Union for the Conservation of Nature, announced that it was moving the giraffe from a species of Least Concern to Vulnerable status in its Red List of Threatened Species report. That means the animal faces extinction in the wild in the medium-term future if nothing is done to minimize the threats to its life or habitat. The next steps are endangered, critically endangered, extinct in the wild and extinct.”- Adapted from Smithsonian.com

What can we do to help save the giraffes?

Read the piece of the article and discuss in your group... everyone participate!

1 Save the Giraffes!

Goals:

I will be able to● understand and use the words smallest, minimum, and

maximum when working with data● explain to my team what different kinds of charts represent● collect and organize my own data set

MATERIALS

☻ Student Workbook

☻Team package (will vary depending on your team)

55

https://www.iucn.org/news/new-bird-species-and-giraffe-under-threat-%E2%80%93-iucn-red-list



Need one more chart

YOUR MENTORS WILL ASSIGN YOU

TO ONE OF THESE 9 CHARTSlook only at the one you were assigned


J


Legend:

Lege

nd:

CHART K

K

TABLES 1, 4 & 7

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

x

x x

x x

CHART L

Lege

nd:


Legend:

L

TABLES 1, 4 & 7

TABLES 2, 5 & 8

CHART M

M


Year 1995 2000 2005 2010 2015

CHART N

Lege

nd:

Legend:

Note:

Each



fixed!

TABLES 2, 5 & 8

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART O

Lege

nd:

Legend:

O

TABLES 2, 5 & 8

TABLES 3, 6 & 9

Urban areas


CHART P

Lege

nd:

Legend:

P

CHART Q


Lege

nd:

Legend:


purpose of it?

Q

TABLES 3, 6 & 9

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART R

Lege

nd:

Legend:

R

TABLES 3, 6 & 9

Need one more chart

PART A)ANALYZE YOUR CHART

AND COMPLETE THE ACTIVITY LOG

What does this tell me about giraffes?

__________________________________________

___________________________________________

___________________________________________

Tell your friend what this chart is about:_____________________ __________________________________________________________________________________________________________________________

Capture the same info in a table

Need one more chart

PART B)

FOLLOWING YOUR MENTOR’S INSTRUCTIONS, TRAVEL AROUND THE

TABLES gathering data, TO COMPLETE ALL THREE RECORDING SHEETS

The number of giraffes in Africa as of 2018 is about ______________

Thirty years ago, we had about ____ times as many giraffes as now.

The strongest decline in the number of giraffes in Africa happened between the years ______ and _______

The country with the maximum amount of giraffes is _______________, with _______ giraffes total.

The average number of giraffes in these 5 African countries is ___________________

The ratio between the numbers of giraffes in Kenya and in Tanzania is _____ to _______


CH

AR

T J

Around 2018, the ratio of lions to giraffes is:

Between 1998 and ________ the number of ____________ remained almost constant.

In _______ there were more than twice as many giraffes than lions. Now, ____ years later, the situation is exactly the opposite.

CH

AR

T K

CH

AR

T L

TABLES 1, 4 , 7

The ratio of female giraffes to male giraffes in Africa is ____________

There are twice as many female giraffes of species ____ than female giraffes of species ________

There are as many females giraffes in Africa as male giraffes of species _____

How many giraffes were poached in 2018? _____________

From ______ to ______, the number of giraffe deaths by poaching almost doubled.

From 1995 to 2000 , the number of giraffe deaths by poaching increased by a factor of _______ .


In the past 20 years, what has changed the most, the number of lions or the number of giraffes? ________________________________

In the past 20 years, the number of lions has _______________

In 2018, the number of giraffes has reached a historic minimum: only about ___________ giraffes are left.

CH

AR

T

N C

HA

RT

O C

HA

RT

M

TABLES 2, 5, 8

In 2018, the ratio of natural habitat to urban areas was about ______________

In __________ , there was the same amount of natural habitat for giraffes as urban areas.

In only 20 years, from 1990 to 2010, the natural habitat for giraffes decreased by _______ %.

The ratio of giraffes to the least endangered animal is __________

The number of tigers is equal to 40% of the number of ________________

There are almost __________ times as many african wild dogs than giraffes.


C

HA

RT

P

CH

AR

T Q

In ___________ there were as many giraffes as lions.

In ________ there 150,000 more lions than giraffes.

In only 10 years, from 2005 to 2015, the number of lions has increased by _____ %. C

HA

RT

R

TABLES 3, 6, 9

Need one more chart

PART C)

DISCUSS WITH YOUR PEERS AND MENTORS AND COMPLETE THE

TRAVELER’S LOG

73


Traveler’s log: April 9, 2018

I noticed that the range of the number of giraffes today is

________ compared to over 300,000 in 1988. I think that this

happened because _______________________________

which can be deduced from a statistic which tells me that

____________________________..

Other reasons why the giraffe population may be dwindling

include _______________________ since there is a

statistic showing that

____________________________________.

Some solutions I can offer to save the giraffes are to

________________________________________________

________________________________________________

________________________________________.

I thought these sentence frames would structure the reflection nicely. What do you think?

AF: This is very nice!

Trav

eler’s

log

74

Meeting 5 Resources

(We will have these resources at the meeting in your table)

● Pages 1-52: Teaching Manual50 copies, Green (2-3 per table + extras)

● Pages 53-74: Student Workbook 100 copies, 2-sided, stapled, White6-7 copies per table plus extras

● Page 77: Africa map WHITE: 18 copies (one per table)

● Pages 76-89: Data Packages18 copies, one package per table (6 for package 1, 6 for package 2 and 6 for package 3)

○ Package 1: YELLOW: 6 copies, 1-sided, non-stapled (use a clip)○ Package 2: BROWN 6 copies, 1-sided, non-stapled (use a clip)○ Package 3: GRAY 6 copies, 1-sided, non-stapled (use a clip)

● Page 91: Student Survey PINK110 copies, 1-sided, DO NOT STAPLE, 8 per table

● Pages 93-94: Meeting Report BLUE20 copies, 2-sided, BLUE, (1 per table + 2 extra)

Pink

Blue

Green

White

Yellow

AFRICA MAP

(1 copy per table)

Data Package 1

Charts for tables 1, 4 & 7(3 copies of each chart per table, 1-side, no stapling)

Assemble 6 kits with clips. Each kit has the three different charts.

LK

J

LK

J

LK

J

LK

J

LK

J

LK

J

A1 A4 A7 B1 B4 B7


J


Legend:

Lege

nd:

CHART K

K

TABLES 1, 4 & 7

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

x

x x

x x

CHART L

Lege

nd:


Legend:

L

TABLES 1, 4 & 7

Data Package 2



Need one more chart

TABLES 2, 5 & 8

CHART M

M


Year 1995 2000 2005 2010 2015

CHART N

Lege

nd:

Legend:

Note:

Each



fixed!

TABLES 2, 5 & 8

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART O

Lege

nd:

Legend:

O

TABLES 2, 5 & 8

Data Package 3



TABLES 3, 6 & 9

Urban areas


CHART P

Lege

nd:

Legend:

P

CHART Q


Lege

nd:

Legend:


purpose of it?

Q

TABLES 3, 6 & 9

com

mon

dat

a in

diff

eren

t re

pres

enta

tions

CHART R

Lege

nd:

Legend:

R

TABLES 3, 6 & 9

Student Survey(pink paper)

SS

1) Today activities were: 2) How good were you at solving today’s activities? 3) While I was solving the activities, I felt:4) How hard did you try in today’s activities? 5) How often do you feel you can really talk to your mentor?6) How often do you feel that you and your peers are

really a group?

Feedback for your mentor: _____________________ 3 words to describe Math CEO: _______________________ _____________________________________________________ ___________________________ _______________________

UCI MATH CEO MEETING REPORTMEETING 5, MAY 9, 2018

First AND Last Name:________________________________________________ Table Number: ________ Lathrop ( ) Villa ( )

Thanks for your responses!

Clean your table when you finish, return the dry-erase markers, pick up your trash and take your belongings. Thank your mentor!

COMMENTS:

1= no fun at all1= no good at all 1= not anxious at all1= not hard at all 1= never 1= never

2 3= somewhat fun2 3= somewhat good 2 3=somewhat anxious . 2 3= somewhat hard 2 3= sometimes 2 3= sometimes

4 5= lots of fun4 5= very good4 5= very anxious4 5= very hard4 5= always4 5= always

2 THINGS WHICH I LEARNED TODAY 2 THINGS THAT I FOUND INTERESTING 1 QUESTION THAT I STILL HAVE

Scale from 1 to 5 (Please circle your answers) Questions:

Meetings Report(Blue paper)

Mr

Date: ___________________ UCI MATH CEO MEETING REPORT

Mentor’s First and Last Name: ____________________________________________________________ Table: __________

Dear leader mentor, Please complete this survey about each of the students at your table. Circle the number that better reflects how you feel. We really value your input. THANK YOU for your thoughtful answers, and for your amazing contribution to Math CEO.

STUDENT’S FIRST NAME: ___________________ LAST NAME: ______________________Compared to his/her peers, how good was this student at solving today’s math activities? 1 (worse) .2 3 (average) 4 5 (a lot better)How much innate ability or talent in math did this student show today? 1 (not at all) 2 3 (a little) 4 5 (very much)How much effort did this student put in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)How much did this student participate in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)How interested was this student in today’s math activities? 1 (not at all) 2 3 (a little) 4 5 (very much)

Note or comments about this student: _________________________________________________________________________________





Mr









Documents

Save the giraffes! - UCI Mathematics€¦ · Why might giraffes be endangered? (see next page) What can we do to help save the giraffes? Read the piece of the article and discuss