Interdisciplinary Unit Plan
Unit: Under the Blood Red Sun
Theme: Overcoming Challenges that Minorities Face
Group A
Teacher: Ms. Katrina Quinata
Grade: 9
Content: Mathematics
Subject: Algebra I
Common Core State Standards
A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law V = IR to highlight resistance R.
Activity 1
Standards
A.CED.A.2
A.CED.A.4
Description
Students will create equations in two or more variables using relatable items in the book that helped Tomi and his family overcome their challenges. Students will be in groups of 3-4 (this group will follow through to their last activity). First, students will choose a financial area of the Nakaji family (e.g. food, clothing, home maintenance, baseball, work). They will choose two "items" under their selected area (i.e. food: chicken eggs, rice and fish) that associates with overcoming challenges. For example: Grampa's chicken's eggs helped the Nakaji family overcome challenges by providing food and a family income after the bombing when Papa was arrested and the Wilson's did not ask Mama to work. They will research how much the item cost back in the 40's and how much the item costs today. Assuming the price difference is linear, students will create an equation that models how much more these items will cost today in comparison to the 40's. They will rearrange their equations to highlight a variable of interest and provide a scenario giving the known and unknown information that would make each rearranged equation useful. Students then will take part in a gallery walk of their equations: group members will take turn explaining their equations and information while the other group members walk around. Students could also research the other minority cultures at the time (Census) and consider their challenges as well.
Supplies
Butcher paper, markers, magazine/newspaper/Internet cutouts
Technology
Computer/iPad cart for research
Supplemental Reading Materials
Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston
Weedflower by Cynthia Kadohata
I Am an American: A True Story of Japanese Internment by Jerry Stanley, illustrated with photographs (Crown, 1994)
A Jar of Dreams by Yoshiko Uchida
House of the Red Fish by Graham Salisbury
Motivation for Activities 2 and 3
In Under the Red Blood Sun, the Nakaji family faced many challenges such as fear, harassment, hatred, bullying, discrimination and prejudice being a Japanese-American family before and especially after the bombing of Pearl Harbor. The Nakaji family also faced challenges in terms of their limited resources. For example, Tomi shared a small room with his Grampa, he used a hand-me-down mitt that once belonged to Keet, his family appreciated every ounce of food set on the table and never wasted it, he knew he shouldn't expect any gift on Christmas, and his family did not own a car like Sanji or Mr. Davis. Although limited in resources and possessions, one of the few Nakaji family's pride possessions included Papa's pigeons. After Grampa and Tomi were forced to kill their pigeons for the safety of their country, later, to their delight, two of their pigeons that were not present at the time, safely returned to their loft. The following is a hypothetical scenario that will motivate two student activities. Since only two of the pigeons remained and breeding more pigeons was unlikely as Papa will not be returning home anytime soon, materials from the pigeon loft will be removed and used to expand Grampa's chicken coop. Expanding the chicken coop will benefit the Nakaji family as it provides them with both food and an income.
Activity 2
Standard
A.CED.A.3
Description
As students examine real-world graphs in terms of constraints that are necessary to balance a mathematical model with the real-world context, students will be asked to determine what should be the maximum area of a new pigeon loft given a specific perimeter. Students will have to take into account there are only two pigeons remaining and the limited resources the Nakaji family face after the bombing. Students will complete a graph of their equations using mathematical software inclusive of a mathematical description. Considering the information obtained from the proceeding activity, groups will be asked to create a 3D model of their pigeon loft given their perimeter and maximum area.
Supplies
Graphing paper, miscellenaneous recycled material (paper, paper towel rolls, cans, bottles, twigs, etc.)
Tasks
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In groups of 3-4, students will be given the area and perimeter of the field in which the pigeon loft is located. Students can choose the shape of their pigeon loft as long as the area and perimeter formulas are correct.
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Groups will decide what the perimeter of their pigeon loft floor will be based on the Nakaji family's resources.
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From there, the groups will write an equation to model the maximum area of their pigeon loft floor given their specified perimeter.
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Students will graph their equation using an online graphing calculator.
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Students will discuss the constraints of their equation in regards to its real-world context.
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Students will then create a 3D model of their pigeon loft with their corresponding perimeter and area using miscellaneous recycled materials representative of Tomi's resources.
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Students can compare the various shapes, areas, and perimeters other groups chose in terms of their constraints (is a circle pigeon loft better than a rectangle one?).
Technology
Online Graphing Calculator: Meta Calculator
Design App/Software (iPad or online)
YouTube Video: Pigeon Loft Design For Confined Spaces
Supplemental Reading Materials
Lofts for Racing Pigeons by Chaiz Heitzman
Activity 3
Standards
A.CED.A.2
A.CED.A.4
Description
After groups have determined the perimeter and maximum area of their pigeon loft, students will research the possible costs they would encounter when rebuilding the pigeon loft and expanding the chicken coop. That is, students will brainstorm the tools, equipment and material they would need (in the 40's and/or presently) as well as how long they will take completing such a project. Once students have a list, students will decide what materials they will already have from the pigeon loft (wood?), what materials are available from around the house (left over chicken wire?), what materials they can borrow (hammer from Charlie?) and what materials they must purchase (new tin, nails?). In order to connect students to this hypothetical situation, students will research the different costs of needed materials from local home stores on island based on their list and perimeter and area of their new pigeon loft from Activity 2. Students can reference fliers, online prices, and call-in or visit the stores. They will choose at least two home stores they will compare in terms of their prices for materials. Lists must include at least one equipment tool (a saw blade to cut wood) students will need to rent from the store and at least one item they will need to purchase. Groups will create cost equations for each of the stores, graph equations and then compare equations to make an informative decision of which store would be the better option and why (inequality; groups should aim for the store that will cost less as they are limited in resources). Again, students will be asked to demonstrate their ability to rearrange equations for a variable of interest and discuss why it would be important/what information they would get for rearranging such equation. Since students completed their blueprint from Activity 2 and "purchased" the materials that are needed in this activity, groups will then create a 3D model of their pigeon loft given their perimeter and maximum area using materials representative of the materials they listed they would use (i.e. foil to represent tin, twigs to represent 2x4s).
Supplies
Graphing paper, butcher paper, home store fliers (Home Depot, ERC, Guam Home Center, etc.)
Technology
Phone to call stores for price quote
Computer/iPad cart with wireless to research online prices and materials
Supplemental Reading Materials
Lofts of North America by Jerry Gagne