MATH AND CLIMATE CHANGE

(Ramil P. Polintan, Head Teacher III, talavera National High School)

As mathematics enthusiast what do you think are the various things we can do for

global warming? How can we use math for climate change? Suppose the quadratic function

relating to climate change, in what way we can use quadratic function to awaken the mind of

students in environmental awareness and protection?

Here is the suggested lesson plan were you can inculcate to your learners about math

and climate, if how quadratic equation be applied to climate change, where learners will learn

about the issues of climate change and global warming through watching documentary, how

humans affect global warming, and things you can do to stop it.

This is a holistic lesson entitled as “Quadratic function and the climate Change”

intended for 5 days. It requires the teacher to follow the stated task for a depth understanding

how quadratic function serving the environment.

I. OBJECTIVES:

1. Make a difference in environment we live/about global warming.

2. Determine the form of quadratic function, the coordinates of the vertex, the

equation of the axis of symmetry, and whether the vertex is a maximum point or a

minimum point.

3. Apply the forms of quadratic in saving environment by tree planting.

II. SUBJECT MATTER:

Topic: Quadratic Function and the Climate Change

Reference: Documentary movie: “Now is the Time”

Advanced Algebra: Trigonometry and Statistic, pp. 62-69;

21st Century Mathematics, pp. 232-238.

III. PROCEDURE:

Strategies: Tapping Multiple intelligences

Watching documentary movie,

Exposition,

Discussion,

Practice,

Group work/competition

Devices: Interactive whiteboard,

Graph board,

CAI (Computer Aided Instruction)

Day 1

A. Tap musical intelligence of the students by singing the “Mathematics and climate

Song” (In the tune of top of the word).

B. Tap visual spatial intelligence of the students by integrating the documentary movie,

“Now is the Time”.

Day 2

C. Based on the watched documentary movie, tap the interpersonal/intrapersonal

intelligence by grouping the students, and ask the following:

Day 3

D. Show that all the forms quadratic function is in the vertex form of f(x) = a(x –h) 2

+ k,

where (h, k) is the vertex, h = k is the line of symmetry.

E. Discus the quadratic function: Show that all the forms quadratic function is in the

vertex form of f(x) = a(x –h) 2 + k, where (h, k) is the vertex, h = k is the line of

symmetry.

F. Show various parabolas; let the group give the function and its vertex.

SHOW VARIOUS GRAPH/PARABOLA

Y

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

2

3

4

5

6

7

8

9

1

0

1

11

2

13

1

4

15

1

6

17

1

8

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12

1

2

2

3

SHOW VARIOUS GRAPH/PARABOLA

Y

-9

-8

-7

-6

-5

-4

-3

-2

-1

0

1

2

3

4

5

6

7

8

9

1

0

1

11

2

13

1

4

15

1

6

17

1

8

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12

4

5

6

G. Show the function f(x) = (x + 4)2 and f(x) = 2(x + 4)

2, let the students compare the

vertex. Ask if the two functions would have the same parabola.

H. Tap logical mathematical/bodily kinesthetic by completing the table and graph each

of the following function by shifting the vertex using the graphing board.

Quadratic Function Vertex Equation of axis of symmetry

1. f(x) = X²+ 3

2. f(x) = -2X²+ 3

3. f(x) = (X - 3)²

4. f(x) = (X - 7)²

5. f(x) =-(X + 4)² + 2

6. f(x) = (X - 9)² - 11

7. f(x) = 2(X + 3)² + 5

8. f(x) = ½ (X + 8) ² + 4

I. Ask the group to generalize the forms of quadratic function.

Day 4

J. Integrate values by tapping the naturalist intelligence of the students, show picture

places affected by floods. Ask the students if what is the cause of the floods, show

deforest mountain, let them think how to reforest mountain to avoid floods, land

slides in order for the mountain to have a stable parabola. Based on their suggestion,

form a function in the form of f(x) = a(x - h) 2

+ k to reforest mountains. (f(x) = -(x +

discipline) 2

+ Tree planting. Then graph the function.

Inculcate the importance of tree planting, that it is a fun activity and a great

way to reduce greenhouse gasses. Trees absorb carbon dioxide from the air.

Day 5

IV. TREE PLANTING ACTIVITY:

Materials: Seedling, spade, shovel, and other tree planting materials

V. ASSIGNMENT:

It is the man activity why there is a climate change, we need the teachers’ expertise in

relating the lesson, there is really a need for us to act and get involve in saving our

environment because we have only one planet to live… This is our MOTHER EARTH.