Subject(s): Science, Mathematics, English Language Arts
Grade Level(s): 2
Suggested Technology:
Computer for Presenter, Computers for Students, Internet Connection, Basic Calculators, Overhead Projector, Adobe Flash Player
Instructional Time:
3 Hour(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: Pizza, healthy food, wheat, cook time, change, money, dollars, cents,
Sorry! This resource requires special permission and only certain users have access to it at this time.
LESSON CONTENT

Lesson Plan Template:
Model Eliciting Activity (MEA)

Formative Assessment
Prior knowledge can be assessed (at the teacher's discretion) using the link below.
 Click the link
 Choose 'Desired Currency' (US Dollar)
 Choose 'Given Change (no totals)'
http://www.mathsisfun.com/money/moneymaster.html
Readiness Questions (see the Readiness questions section) can be used as formative assessment. Readiness questions will indicate whether the students understand the problem and the problem context. The readiness questions are asked of students after they read the client letters (see Reading Passage 1 and 2). The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data.
Guiding/Reflective Questions (See Guiding/Reflective questions section) can be asked during the lesson to ensure students are working in the correct direction and allow the teacher explain or make any changes necessary as the lesson progresses.

Feedback to Students
Students will receive continuous feedback. Teachers will ask Readiness Questions to ensure students are prepared to begin the problem. Students will receive feedback, before beginning the problem, in the form of a teacher led discussion. The teacher will discuss correct answers and field any questions which may arise. The teacher(s) will circulate during the problem to answer questions and give feedback. Feedback will be given after completing the problem in the form of a final grade.

Summative Assessment
Upon completion of the MEA teachers will assess the degree to which students fulfilled requirements and satisfied aligned standards using the Rubric provided.
RUBRIC

Learning Objectives
Students will:
 be introduced to the relationship between everyday electrical devices and electricity.
 increase skill in developing points and writing explanatory texts.
 increase familiarity with and ability to solve problems involving money and making change.

Prior Knowledge
Students need to know how to:
 read and interpret a data table.
 make change from a ten dollar bill.

Instructional Suggestions
Day 1
 Teachers will divide the classroom into groups of four and encourage students to name their teams.
 (Optional) Teachers can use the link provided in Formative Assessment to review how to determine what change to return from a given purchase. The link provides random costs and money given and allows students to drag coins on screen to calculate change necessary. This can be repeated as needed.
 Teachers should then allow students to access the Supplemental Reading passage (this activity can be done as a group to save time or if resources are limited), answering any questions which may arise.
 Next, teachers should hand out Reading Passage 1 and give students time to read it. (This passage could also be read to the students if deemed necessary, 820L)
 Upon completing the supplemental and first passages, teachers will lead a question and answer session. Teachers will ask the Readiness questions to assess student understanding of the problem.
 Next students will be provided with Data Set 1. Teachers will give students time to review the data and then ask the Comprehension/Readiness questions to ensure they are prepared to begin constructing their model.
 Students will work together to design a method for determining an optimal pizza. Students will construct a letter detailing their ranking and method of determining their optimal pizza to the client. (Every detail of the method developed should be included in the response letter. For example, how students determined the importance of each category.) Teachers should circulate through the classroom and ask Guiding/Reflective questions to ensure students are working efficiently and effectively. (A sample letter has been included in the Accommodations sections for students with special needs. The sample letter should only be provided if needed and after students have attempted to write the letter on their own.)
 (Optional) Upon the class's completion of the letter, one member of each group will read their letter aloud. The teacher will lead a talk discussing the positives and negatives of each solution.
 Each group should turn in response letter 1.
Day 2
 Teachers will redivided students into their groups (These should be the same groups as were previously used).
 The students will then receive Reading Passage 2 (This passage could also be read to the students if deemed necessary, 790L). After sufficient time has passed teachers will ask Readiness Questions, answering any questions that arise.
 Next students will be provided Data Set 2. Teachers will give students time to review the data and then ask the Comprehension/Readiness questions to ensure students are prepared to begin reconstructing their model. Students should test their method to see if it holds with the new data.
 Teachers should circulate through the classroom and ask Guiding/Reflective 2 questions to ensure students are working efficiently and effectively with the 'twist'.
 Students should complete their second response letter detailing their method for determining the optimal pizza and a ranking of provided pizzas. Students should include information on how and why their method changed. If the method did not change, students should explain why no change was needed.
 Students should turn in response letter 2.
 (Optional) After the groups have completed their ranking and a pizza has been selected, a classroom discussions should follow. Teachers should discuss how models changed, as well as, the strengths and weaknesses of each model.

Guiding/reflective Questions
 Why do you think that?
 How do you know if you have an answer to the problem?
 Would your solution work in a different situation?
 What are the most important things to consider in your procedure?
 What are the strengths and weaknesses of each?
 Do you agree or disagree with your classmates' ideas? Why or why not?

Reading Passage 1
Yum_Pizza_Client_Letter_1.docx

Readiness Questions
 What is the problem? (Yum Pizza needs a pizza to offer other businesses.)
 Who is the client? (Sue Y., President of Yum Pizza)
 What is the client asking your team to do? (Develop a procedure for ranking pizza options.)
 What things do you need to include in your solution? (Ranking of pizza options, detailed explanation of your ranking system, and change for each pizza from a ten dollar bill.)
 Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes.)

Data Set 1
Yum_Pizza_Data_Set_1.docx
Yum_Pizza_Data_Set_1_Solution.docx

Letter Template 1
(See Accommodations)

Comprehension/readiness questions
 Are all pizza options equally valued? (Likely no. Value will be dependent upon student opinion.)
 If no, how do you rank categories? (This, again, is dependent upon student opinion.)
 Does type of crust chose effect how many people are fed? (Yes, listed below the data table.)
 Is one type of sauce better tasting than another? (Yes, also listed below the data table.)

Reading Passage 2
Yum_Pizza_Client_Letter_2.docx

Data Set 2
Yum_Pizza_Data_Set_2.docx
Yum_Pizza_Data_Set_2_Solution.docx

Letter Template 2
(See Accommodations)

Reflection question 2
 Did your pizza selection method change? (Students may have reranked categories. Additional information has been supplied.)
 Is the new information important in selecting your pizza. (Yes, how important will be dependent upon student interpretation.)
 What factors made you change your ranking?
 Do you like the new choices your team made? Why? or Why not?
ASSESSMENT
 Feedback to Students:
Students will receive continuous feedback. Teachers will ask Readiness Questions to ensure students are prepared to begin the problem. Students will receive feedback, before beginning the problem, in the form of a teacher led discussion. The teacher will discuss correct answers and field any questions which may arise. The teacher(s) will circulate during the problem to answer questions and give feedback. Feedback will be given after completing the problem in the form of a final grade.
 Summative Assessment:
Upon completion of the MEA teachers will assess the degree to which students fulfilled requirements and satisfied aligned standards using the Rubric provided.
RUBRIC
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
 A link has been included to review making change for students who need assistance.
 Client letters can be read to students to increase understanding.
 This MEA can be completed as a class to simply required calculations.
 The Supplemental Reading activity can be completed as a class.
A letter template has been provided, below, to aid struggling students in completing their response letters (the same template can be used for both letters). ALL students/groups should attempt to write the letter before aid is given.
Yum Pizza Letter Template 1.docx
Extensions:
 Students could be given additional values to calculate required change.
 Students could be given specific bills/change and asked how best to pay a bill.
 Teachers could allow students to divide objects around the room into correct electrical categories.

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, Basic Calculators, Overhead Projector, Adobe Flash Player
Additional Information/Instructions
By Author/Submitter
This MEA was originally submitted by Xiaoshuang Yan.
K12 the standards ELA Standard:
LAFS.K12.W.1.2
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.