Direct and Inverse Proportions: Global Poster Challenge
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we use mathematical models of direct and inverse proportion to design visual media that effectively communicates the impact of global issues and propose solutions?Essential Questions
Supporting questions that break down major concepts.- How can proportional relationships be represented graphically and algebraically?
- How can direct and inverse proportions be applied to solve real-world problems related to global citizenship?
- In what ways can visual representations, like posters or digital media, effectively communicate proportional relationships and their impact on global issues?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Understand and apply the concepts of direct and inverse proportion.
- Solve real-world problems using direct and inverse proportion related to global citizenship.
- Create visual media (posters or digital work) to communicate the impact of global issues using mathematical models of direct and inverse proportions.
Entry Events
Events that will be used to introduce the project to studentsThe Recipe Remix
Students receive a recipe for a popular dish from a different country. They need to adapt the recipe to feed varying numbers of people, considering ingredient availability and cost fluctuations. They must then create a video tutorial explaining the proportions they used and the cultural significance of the dish.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Mathematical Modeling: Designing Solutions
Students develop mathematical models using direct and inverse proportions to propose solutions to the global issue they explored in the previous activity.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA mathematical model demonstrating a proposed solution to a global issue, accompanied by a written justification.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal of solving real-world problems using direct and inverse proportion related to global citizenship.Visual Advocacy: Creating a Persuasive Poster
Students create a visually compelling poster or digital media piece that communicates the global issue, the mathematical model, and the proposed solution using direct and inverse proportions. The poster should advocate for the solution and promote global citizenship.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA persuasive poster or digital media piece that communicates a global issue, a mathematical model, and a proposed solution using direct and inverse proportions.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal of creating visual media (posters or digital work) to communicate the impact of global issues using mathematical models of direct and inverse proportions. Integrates global citizenship by advocating for solutions to global problems.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioMathematical Modeling and Visual Advocacy Rubric
Mathematical Modeling
This category assesses the student's ability to develop and justify a mathematical model using direct or inverse proportions to address a global issue.Model Accuracy and Application
Assesses the correctness and appropriateness of the mathematical model in representing the relationship between variables and predicting the impact of the proposed solution.
Exemplary
4 PointsThe mathematical model accurately represents the proportional relationship, effectively predicts the impact of the solution, and is flawlessly applied to the global issue. Demonstrates sophisticated understanding of direct and inverse proportion.
Proficient
3 PointsThe mathematical model is generally accurate and appropriately applied to predict the impact of the solution. Demonstrates thorough understanding of direct and inverse proportion.
Developing
2 PointsThe mathematical model contains some inaccuracies or is inconsistently applied. Demonstrates emerging understanding of direct and inverse proportion.
Beginning
1 PointsThe mathematical model is inaccurate or inappropriate for the given global issue. Shows initial understanding of direct and inverse proportion.
Justification and Assumptions
Assesses the clarity and completeness of the justification for the chosen model, including a discussion of assumptions and limitations.
Exemplary
4 PointsThe justification is comprehensive, clearly explains the assumptions and limitations of the model, and demonstrates sophisticated critical thinking about its applicability.
Proficient
3 PointsThe justification is clear and explains the assumptions and limitations of the model.
Developing
2 PointsThe justification is present but lacks clarity or completeness in explaining the assumptions and limitations of the model.
Beginning
1 PointsThe justification is minimal or missing, and there is little to no discussion of assumptions or limitations.
Visual Communication
This category assesses the student's ability to create a persuasive poster or digital media piece that effectively communicates the global issue, mathematical model, and proposed solution using visual elements.Clarity and Effectiveness
Assesses how clearly and effectively the poster or digital media piece communicates the global issue, mathematical model, and proposed solution to the audience.
Exemplary
4 PointsThe poster or digital media piece is exceptionally clear, visually engaging, and effectively communicates the global issue, mathematical model, and proposed solution, resulting in a high degree of persuasive impact.
Proficient
3 PointsThe poster or digital media piece is clear, visually appealing, and effectively communicates the global issue, mathematical model, and proposed solution.
Developing
2 PointsThe poster or digital media piece is somewhat unclear or lacks visual appeal, making it challenging for the audience to understand the global issue, mathematical model, and proposed solution.
Beginning
1 PointsThe poster or digital media piece is unclear, visually unappealing, and fails to effectively communicate the global issue, mathematical model, and proposed solution.
Integration of Visual Elements
Assesses the effective use of graphs, charts, images, and text to support the mathematical model and proposed solution.
Exemplary
4 PointsVisual elements are seamlessly integrated and enhance the understanding of the mathematical model and proposed solution. Demonstrates innovative and sophisticated use of visual communication.
Proficient
3 PointsVisual elements are appropriately used to support the mathematical model and proposed solution.
Developing
2 PointsVisual elements are used inconsistently or do not clearly support the mathematical model and proposed solution.
Beginning
1 PointsVisual elements are minimal or detract from the overall message.
Call to Action and Global Citizenship
Assesses the effectiveness of the call to action in encouraging viewers to support the proposed solution and promote global citizenship.
Exemplary
4 PointsThe call to action is highly persuasive, clearly articulated, and inspires viewers to take meaningful action to support the proposed solution and promote global citizenship. Demonstrates a strong understanding of global issues.
Proficient
3 PointsThe call to action is clear and encourages viewers to support the proposed solution and promote global citizenship.
Developing
2 PointsThe call to action is present but lacks clarity or persuasiveness.
Beginning
1 PointsThe call to action is missing or ineffective.