More Related Content Similar to Real World Math (20) Real World Math1. Critical Thinking. Global Perspective. Informed Action.
Real World Math:
Engaging Students through
Global Issues
Dave Wilton
Assistant Outreach Director
www.facingthefuture.org
Copyright © 2009, Facing the Future
4. Agenda
Your Visions
Who is Facing the Future?
Why Real World Math?
From the Teacher Perspective
From the Student Perspective
Give and Take
Reward for Your Patience
Copyright © 2010, Facing the Future
5. About Facing the Future
Seattle-based nonprofit
founded in 1995
Interdisciplinary global
issues and sustainability
curriculum for K-12
Over 1.5 million students
reached annually
All 50 U.S. states and over
100 countries
Professional development
and consulting
www.facingthefuture.org
Copyright © 2010, Facing the Future
7. Using Math & Real World Data
to Develop Global Competence
Globally competent students must have the
knowledge and skills to:
Investigate the World I’m Curious
Weigh Perspectives I Have an Opinion
Communicate Ideas I Want to Share It
Take Action I Want to Be Involved
Apply Interdisciplinary I Want Bring My Talents
& Disciplinary Expertise to Bear
~ Anthony Jackson,
Asia Society VP of Education
Copyright © 2010, Facing the Future
8. Defining Sustainability
“Meeting our own needs without limiting the ability
of future generations to meet their needs”
World Commission on Environment & Development, 1987
Social
Well-being
Sustainable
Communities Strong
Flourishing
Environment Economy
Copyright © 2010, Facing the Future
9. Think, Pair, Share
What is one thing you are
currently doing to engage
students with mathematics
in the world?
(If you momentarily can‟t think of
anything, what is something you
would like to do?)
Copyright © 2010, Facing the Future
10. “When Will I Ever Use This?”
Teachers requested:
Engaging „hook‟ activities
Un-manipulated, real world data
Purposeful mathematics skill
development
Content knowledge acquisition
using meaningful issues
Copyright © 2009, Facing the Future
11. Global Issues (Algebra + Geometry)
= Real World Math
Teacher‟s Guide & Student Workbook
15 NCTM aligned lessons
State alignments by September 2010
Aligned with popular U.S. math texts
Students use 21st-century skills
Critical thinking
Collaboration
Global perspective
Multiple points of implementation:
Hook activities at start of a unit
Reinforcement of learned concepts
Assessment of learning
Individual, small group, whole class
Copyright © 2009, Facing the Future
12. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
14. Lesson 1
Number Patterns: Waste & Recycling
Critical Thinking Questions:
What are historic and current recycling trends in the US?
What are the impacts of waste disposal?
What are ways to reduce impacts of US produced waste?
Copyright © 2009, Facing the Future
15. Lesson 1
Number Patterns: Waste & Recycling
Objectives:
Create expressions containing variables that represent
real world patterns
Explore patterns of US disposal and recycling
Use tables and graphs to organize data
Identify number patterns
Copyright © 2009, Facing the Future
17. Lesson 1
Number Patterns: Waste & Recycling
Introductory Activity:
In small groups, answer these
questions about the items on
the next slide:
Where does it go after it’s used?
Can it be reused? If so, how?
Copyright © 2009, Facing the Future
19. Lesson 1
Number Patterns: Waste & Recycling
Introductory Activity:
In small groups, answer these
questions about the items on
the next slide:
Where does it go after it’s used?
Can it be reused? If so, how?
Questions for the whole group:
Is it OK for all these to be landfilled?
How many plastic bottles do you use in a day?
How many are used in the U.S. in 5 minutes?
2 million
Copyright © 2009, Facing the Future
20. Waste Not, Want Not
2. How many plastic bottles are used in 1 day
24 mil. bottles per hour x 24 hours = 576 mil. bottles
3. If 1/3 are recycled daily, how many are not?
2/3 x 576 = 384 mil. bottles OR 576 – (1/3 x 576)= 384 mil. bottles
4. 2 consequences of NOT recycling plastic bottles?
5. Create an equation to solve for number of bottles recycled
for any number of hours where B=Bottles & H=Hours
B = H x 24 mil. bottles
Copyright © 2009, Facing the Future
21. Waste Not, Want Not
6. Organize this data 5.5
into a line graph 4.6
7. Predict the number
of pounds per day
the average person
will discard in 2020
approx. 4.6 to 5.5 lbs
Copyright © 2009, Facing the Future
22. Waste Not, Want Not
8. All materials except plastics and
food scraps make up 76% of
our waste stream.
The % of plastics is the same
as the % of food scraps.
What % of our waste stream is
plastics?
(100% - 76%) / 2 = 12%
9. Recycling 4,050 20 oz. bottles
saves 1 cubic yard of landfill
space.
How many bottles need to be
recycled to save 50 cubic yards
of landfill space?
4,050 x 50 = 202,500
Copyright © 2009, Facing the Future
23. Waste Not, Want Not
Discussion Questions
Is it important to recycle as much as we can?
What are other ways to reduce the amount of waste we
produce?
Where is the closest landfill to your house? What factors
influence their location? Would you want one near you?
Will the amount of waste generated per person in the U.S.
continue to increase?
What kinds of materials are recyclable in your community?
What are barriers to recycling and ways to overcome them?
Copyright © 2009, Facing the Future
24. Additional Resources
Partial Zoom
Images retrieved from www.chrisjordan.com
Copyright © 2009, Facing the Future
25. Additional Resources
Trash Track:
Partnership between the
Seattle Public Library and
MIT
Tagging everyday items
with GPS locators to
follow them through the
“removal chain”
http://senseable.mit.edu/trashtrack
Copyright © 2009, Facing the Future
26. Action Project
Find alternatives for
items currently being
thrown in landfills.
Organize a campaign
to support reuse of at
least one of the items
from the lesson
introduction.
Copyright © 2009, Facing the Future
27. Ecological Footprint:
Watch Where You Step
Ecological Footprint:
The area of the Earth‟s productive surface
(land and sea) that it takes
to produce the goods and
services necessary to
support a given human
lifestyle.
Copyright © 2009, Facing the Future
29. Ecological Footprint:
Watch Where You Step
Choose a:
Favorite Meal
Favorite Object
Item of Clothing
Mode of Diagram:
Transportation Resources
Processes
Impacts
Copyright © 2009, Facing the Future
34. Ecological Footprint:
Additional Resources
www.storyofstuff.com
“A 20-minute, fast-paced, fact-filled look at
our production and consumption patterns.
The Story of Stuff exposes the connections
between a huge number of environmental
and social issues, and calls us together to
create a more sustainable and just world. It'll
teach you something, it'll make you laugh,
and it just may change the way you look at
all the stuff in your life forever.”
www.sightline.org
“Follows a day in the life of a fictional, typical
middle-class resident of Seattle. Tracing
back the layers of distribution, commerce,
and production involved in everyday
consumer goods Stuff is an engaging and
fact-packed look at the people and places
that are affected every time you sip your
coffee, tie your shoes, click your mouse, step
on the gas, or read a book.”
Copyright © 2009, Facing the Future
35. Facing the Future Resources
Teacher Lesson Plan Books
Over 25 lessons available for free at
www.facingthefuture.org
1-2 week curriculum units
All available online to WA
teachers for free
Student textbooks
Preview chapters available
online
Copyright © 2009, Facing the Future
36. Staying Connected
Visit www.facingthefuture.org
Sign up for FTF e-newsletter
Be a Peer Educator
Provide feedback via survey
Contact FTF:
dave@facingthefuture.org
Copyright © 2009, Facing the Future
37. “We must teach our students that
they can be architects of the future,
rather than its victims.”
~ Buckminster Fuller, Architect and Philosopher
38. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
39. Lesson 2
Introduction to Algebra: Poverty & Microcredit
Critical Thinking Questions:
What are some solutions to ending extreme poverty?
What is microcredit and how can it help alleviate poverty?
Copyright © 2009, Facing the Future
40. Lesson 2
Introduction to Algebra: Poverty & Microcredit
Objectives:
Investigate microcredit as a solution to extreme poverty
Consider what it means to live in extreme poverty
Brainstorm solutions to extreme poverty
Evaluate formulas for different values
Solve multi-step equations
Copyright © 2009, Facing the Future
41. Lesson 2
Introduction to Algebra: Poverty & Microcredit
Introductory Activity:
How much would you pay for the following items?
Movie ticket
Bus fare
Cup of coffee
3-course dinner
Could you buy any
for under $2
Copyright © 2009, Facing the Future
42. Let’s Go Shopping
Where can you buy each
item for the lowest price?
Which city is most
expensive?
Think, Pair, Share
Is it feasible to live on $2
a day?
What % of world‟s people
live on $2 a day or less?
What would life be like?
Where would you live
and work?
What would you eat?
How could the number of
people living in extreme
poverty be reduced?
43. Microcredit Business Plan
1. Calculate your total
operational costs (TOC)
TOC = Sc + (n x Mc)
Copyright © 2009, Facing the Future
45. Action Project
Organize a “Penny Challenge” to support a
microcredit organization
Each penny = 1 point
All other money is negative points (can be put in
competitor‟s container to decrease points but
increase total money raised).
Trickle Up www.trickleup.org
Grameen Bank www.grameen-info.org
Kiva www.kiva.org
Copyright © 2009, Facing the Future
48. Microcredit for Sustainable Development
Curriculum Extension Using
Engaging Students Through Global Issues
40 activity-based lessons
Subject areas and key concepts
National standards alignment
Timing and step-by-step instructions
Materials needed and handouts
Assessment questions
Extension activities
Connections to technology, literacy,
math, art
Action project ideas
Recommended resources such as:
films, books, websites
Copyright © 2009, Facing the Future
49. FTF Activity-Based Lesson:
“Microcredit for Sustainable Development”
Research a developing country
Apply for a $100 microcredit
grant to start a business
Create a poster and
presentation of your plan
and have plan approved
by a panel of “experts”
Copyright © 2009, Facing the Future
50. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
51. Lesson 3
Modeling Integers: Population Growth
Critical Thinking Questions:
What factors drive population growth?
What are impacts of population growth and loss?
How is population connected to other global issues?
Objectives:
Consider consequences of positive and negative population growth
Define population growth rate
Examine population trends
Recognize and identify integers
Add integers with same and different signs
Solve equations with integers
Plot integers on a coordinate plane
Copyright © 2009, Facing the Future
52. Lesson 3
Modeling Integers: Population Growth
Introductory Activity:
What is a real life example of:
A positive integer?
A negative integer
Can you have a negative number of people?
As a group, line up from largest to smallest number
of children born per 100 women
What if all countries had the same birthrate as Mali (734
per 100)? What about Singapore (108 per 100)?
Why might some countries have higher rates than others?
Copyright © 2009, Facing the Future
53. The Ups & Downs of Population
1. What do you already know
about population growth:
a. Do most countries have declining or
growing populations?
b. Name 1 thing that might lead to
increase
c. Name 1 thing that might lead to
decline
2. Look at the age-gender
structure of Japan in 2000:
a. In 2000, were most people in Japan
old, young, or somewhere in
between?
b. How will the age structure be different
in 50 years?
Copyright © 2009, Facing the Future
54. The Ups & Downs of Population
3. Calculate the number of people
in each age group using the
following equation:
P2050 = P2000 + C
6,627,109
4. How will the number of people
7,412,041
older than 50 change from 2000 7,938,791
to 2050? 8,605,113
5. Which 10-year age group will 10,664,338
lose the greatest number? 11,665,199
12,738,388
6. What is 1 way the predicted
14,578,186
population for 2050 might affect 13,444,661
Japan?
Copyright © 2009, Facing the Future
55. The Ups & Downs of Population
7. How will India‟s population differ
from Japan‟s in 2050?
8. What is 1 way the predicted
population for 2050 might affect
India?
9. Japan‟s growth rate is -0.139%,
what integer is closest to this
numeric value?
Copyright © 2009, Facing the Future
56. The Ups & Downs of Population
10. Plot the coordinate pairs in the table on the a
coordinate plane to show how Japan‟s
population is changing
11. What is the trend of the graph?
Copyright © 2009, Facing the Future
57. The Ups & Downs of Population
Discussion Questions
What are some negative consequences of a
declining population? Positive consequences?
What are some negative consequences of a
growing population? Positive consequences?
Will India‟s and Japan‟s future populations match
those shown on the populations pyramids?
What are some humane ways to slow population
growth?
Copyright © 2009, Facing the Future
58. Lesson 4
Algebraic Equations: Food Choices
Critical Thinking Questions:
What choices can people make to ensure a healthy lifestyle?
How are eating habits related to future well-being?
How are individual and community well-being interconnected?
Objectives:
Write and solve multi-step equations
Use tables to solve real-life problems
Recognize the connection between health,
nutrition, exercise
Understand that daily choices can affect
an individual‟s well-being
Copyright © 2009, Facing the Future
59. Lesson 4
Algebraic Equations: Food Choices
Introductory Activity:
Jumping jacks for 10 seconds
How many calories burned?
How would you define “health”?
A state of complete mental, physical,
and social well-being and not merely
the absence of disease or infirmity.
(WHO)
What actions and choices make a person healthy?
Create list of common breakfast items.
Which items do you consider healthy?
Copyright © 2009, Facing the Future
60. You Are What You Eat
Compare 2 students‟ lunches
Calculate missing calories and
calcium for Staci
Discuss choices Estelle could make
Copyright © 2009, Facing the Future
61. You Are What You Eat
Discussion Questions
What are some of the choices that Estelle needs to make
in order to have a healthier lifestyle? Could any of these
choices apply to you?
Is everyone capable of making those choices? Why or
why not?
How could schools help support healthier nutrition and
exercise habits of students?
What are some ways to reduce childhood obesity?
How is your personal health and well-being connected to
the well-being of your community?
How is the overall health of our country‟s people
connected to the well being of our nation?
Copyright © 2009, Facing the Future
62. You Are What You Eat
Additional Resources
Action Project
Create a list of 10 foods that are part of a healthy diet
Are these foods available at local food outlets? Why or why not?
Copyright © 2009, Facing the Future
63. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
64. Lesson 5
Data & Graphs: Youth Conflict
Critical Thinking Questions:
How do actual youth violence trends compare to public
perception?
What factors correlate with reductions in violence
What can people do to increase the peace?
Objectives:
Use double bar graphs to represent data
Use line graphs to evaluate changes over time
Create a scatterplot and line of best fit
Examine trends in violent crimes among youth
Explore root causes of youth violence
Copyright © 2009, Facing the Future
65. Lesson 5
Data & Graphs: Youth Conflict
Introductory Activity:
Sides Debate Question: Youth violence is a
major problem in our society.
Agree? or Disagree?
Think, Pair, Share:
Has the rate of violent crimes in US schools
increased or decreased in the past 15 years?
Support your position
Copyright © 2009, Facing the Future
66. Increasing the Peace
1. Create a double bar graph using the information in
the following table.
2. Explain the trends observed in the graph
Copyright © 2009, Facing the Future
67. Increasing the Peace
* Data unavailable for 2002 & 2004
1. Use the data to create a line graph, showing the trend in the number
of violent crimes per 1000 students ages 12-18 in U.S. schools.
2. What trend is emerging over time?
3. What are possible causes for the trends observed?
Copyright © 2009, Facing the Future
68. Increasing the Peace
1. Use the following data to create a scatterplot.
2. Draw a line of best fit.
3. What pattern does the line of best fit reveal?
Copyright © 2009, Facing the Future
69. Increasing the Peace
Discussion Questions
Based upon the 3 graphs, what observations can you
make about youth conflict?
Does the media‟s portrayal of youth violence represent
the same trends as on the graphs?
MS principals cite racial tension and student bullying as
the most common problems. HS principals cite gang and
extremist activities as the most common problems. What
might be reasons for the differences?
In HS, approximately twice as many males report
carrying a weapon to school than females report. What
might be reasons for this difference?
What measures do you think would decrease rates of
youth conflict even further?
Copyright © 2009, Facing the Future
70. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
71. Lesson 13
Linear Functions: Systems & Global Education
Critical Thinking Questions:
How can understanding systems help us find solutions to
large and complex problems?
How can we redesign a system to achieve a desired
outcome?
What part does education play in creating a stable future?
Objectives:
Graph linear functions
Calculate slope
Use systems thinking to look at problems
Discover worldwide trends in primary school completion
Copyright © 2009, Facing the Future
72. Lesson 13
Linear Functions: Systems & Global Education
Introductory Activity:
“Bears In The Air” – Only 2 Rules:
1. Everyone must touch the bear
2. Must touch it in the same order each time
Stand in a circle, practice for one round
Time 2 rounds, trying to get faster each round,
plot on coordinate plane
Plot slope using first 2 rounds
Use y = mx + b to estimate 8th round
Exploring limits to success
Copyright © 2009, Facing the Future
73. Lesson 13
Linear Functions: Systems & Global Education
Bears In The Air
Limits to Success
60
50
Time in Seconds
40
30 Time
20
10
0
1 2 3 4 5 6 7 8 9 10
Trial Number
Copyright © 2009, Facing the Future
75. Making the Grade
Discussion Questions
How would life be different for you if
you were not able to attend school?
What role does education play in
shaping the future?
What might be some
consequences of not encouraging
worldwide education?
Why are the goals for the 4
regions different from the actual
numbers of students completing
primary school?
Copyright © 2009, Facing the Future
76. 15 Engaging Lessons
1. Number Patterns: Waste & 9. Solving Inequalities: Carbon
Recycling Emissions
2. Introduction to Algebra: 10. Spatial Thinking: Solar Power
Poverty & Microcredit 11. Area & Transformations:
3. Modeling Integers: Wildlife Habitats
Population Growth 12. Surface Area & Volume:
4. Solving Algebraic Equations: Sustainable Design
Food Choices 13. Linear Functions: Systems &
5. Data & Graphs: Youth Global Education
Conflict 14. Midpoint & Distance Formulas:
6. Number Theory: Resource Distribution
Consumption Choices 15. Data Analysis: Quality of Life
7. Rational Numbers: Financial
Decisions
8. Proportion, Percent, &
Probability: Global Health
Copyright © 2009, Facing the Future
77. Lesson 15
Data Analysis: Quality of Life
Critical Thinking Questions:
How does the concept of what is necessary for a high
quality of life change over the course of our lives?
What determines quality of life and happiness?
How is quality of life measured?
Objectives:
Develop quality of life indicators
Administer a quality of life survey
Organize data using a box and whisker plot
Compare student and adult survey responses
Analyze data by calculating measures of central tendency
Copyright © 2009, Facing the Future
78. Lesson 15
Data Analysis: Quality of Life
Introductory Activity:
If you agree with the following statements, please
stand up:
People who have many friends have a good life.
People who make more than enough money to pay
their monthly bills have a good life.
People who graduate from college have a good life.
If everyone in the world was “living the good life,”
what would we have in common? (Think about QOL
as a positive concept, not just a lack of what is negative.
The WHO, defines health as “a state of complete physical,
mental, and social well-being and not merely the absence
of disease or infirmary.”)
Copyright © 2009, Facing the Future
79. Livin‟ the Good Life
Quality of Life Survey
Develop questions and survey students and
adults to assess QOL based upon several
category indicators
Must be measurable in units of time or quantities:
Number of ____ per ____
Examples for category of Relaxation:
Number of hours per week you do your favorite activity
Number of days per year you spend on vacation
Make sure indicators are designed such that a
higher number represents an increase in QOL
Copyright © 2009, Facing the Future
80. Example of
worksheet
students can use
to collect data
Copy compiled
survey results
into table below
81. Extensions & Action Projects
Investigate traditional and alternative
indicators commonly used for QOL:
Gross Domestic Product (GDP)
Genuine Progress Index (GPI)
U.N. Human Development Index
Publish a QOL Report
Copyright © 2009, Facing the Future
82. Problems as Opportunities
Sharing Positive Stories
Activity-based Lessons
Action Projects
Personal and structural
solutions
Service Learning
Fast Facts, Quick Actions
Service Learning Project
Database
Service Learning Framework
Copyright © 2009, Facing the Future
83. Facing the Future
Professional Development Workshops
Bridging the Achievement Gap
Climate Change
Service Learning
Systems Thinking
Media Literacy
Global Health Connections
Equity and Quality of Life
Sustainable Development
www.facingthefuture.org
Copyright © 2009, Facing the Future
84. School & District-wide
Transformation for EfS
THE CLOUD INSTITUTE FOR
SUSTAINABILITY EDUCATION
Consulting Services
Curriculum Mapping
Gap/Strength Assessment & Analysis
Organizational Change
Curriculum Design Studio in a Box
Tools to design your own sustainability lessons
Education for Sustainability Workshops
www.cloudinstitute.org
Copyright © 2009, Facing the Future
85. K-12 and Teacher Education Resources
National Standards
Listserv
Webinar: November 2009
White Paper on EfS
Curricula, PD, Stories, etc.
http://www.uspartnership.org/
Copyright © 2009, Facing the Future
86. Staying Connected
Visit www.facingthefuture.org
Sign up for FTF e-newsletter
Be a Peer Educator
Provide feedback via survey
Contact FTF:
dave@facingthefuture.org
Copyright © 2009, Facing the Future
87. Facing the Future Resources
Teacher Lesson Plan Books
Over 25 lessons available for free at
www.facingthefuture.org
1-2 week curriculum units
All available online to WA
teachers for free
Student textbooks
Preview chapters available
online
Copyright © 2009, Facing the Future