Lesson Plan Template: Model Eliciting Activity (MEA)
- Readiness Questions (see Readiness questions section) are used to check the reading comprehension of client letters and understanding of expectations for the activity.
- Guiding/Feedback Questions (see Guiding/Feedback questions section) are used informally by the teacher. They are probing questions to help guide or redirect the students through the activity.
Feedback to Students
- Teacher lead questions are asked after introductory article is read by students.
- Students complete readiness and comprehension questions after reading client letter 1 and viewing data set 1.
- Teacher circulates room to informally assess understanding before students begin the selection process.
- Students complete readiness and comprehensions questions after reading client letter 2 and viewing data set 2.
- Teacher circulates room to informally assess understanding before students begin the revision and selection process.
- Formal grade is provided to student using the rubric.
At the end of lesson a rubric is used a grade two major areas. Area 1 = response letters and Area 2 = Exit ticket. Exit ticket is completed at the end of the lesson after day 2. It checks for knowledge of the four macromolecules.
Area 1 = Rubric - Macromolecules
Area 2 = Exit Ticket (key included)
- Students will be able to describe the structure of the four biological macromolecules.
- Students will be able to describe the function of the four biological macromolecules.
- Students will be able to write a step by step procedure based of their ranking process and provide a reasoning/evidence to support their snack food rankings.
- Students will be able to write a clear and coherent response letter in which the development, organization, and style are appropriate to task, purpose, and audience.
- Must be able to interpret data from a nutrition label. If not, use supplemental reading 2 from American Heart Association "Reading Food Nutrition Labels."
- Must be able to write a persuasive letter.
- Should have little background about the four macromolecules of life.
- Arrange students in groups of four.
- Students read silently supplemental reading 1 "Four Categories of Biological Macromolecules."
- Allow 5 minutes to finish reading and then teacher leads a question and answer session. Students answer using context from the article. Example questions: What are the four major macromolecules of life? Compare the four macromolecules?
- Distribute Reading passage 1 (Client letter 1) and read aloud as a class. Pass out readiness and comprehension questions with data set 1. Provide instructions to read silently and answer all questions. Wait for everyone to complete.
- Instruct the students to create a ranking method agreed upon by the group. Then, complete the ranking process using the group's method and compose a letter of response to the Senior Marketing Manager. Remind them to include all components when creating their letter, first letter can be handwritten.
- Walk around and help struggling groups. Use probing questions from the Guiding/Reflective Questions.
- Students work in groups the remainder of the lesson and work at their own pace.
- Students turn in one response letter from the group.
Day 2 Introducing the "twist" - Client letter Two
- Distribute Reading passage 2 (Client letter 2) along with data table 2 and comprehension questions 2. Tell them you will be expecting a second response letter.
- Students will read client letter two together as a group and should create or revise their ranking method. A new response letter is to be generated with the ranking procedures, the snack food ranking list, and why they ranked in that order.
- Again, walk around and help struggling groups. Use probing questions from the Guiding/Reflective Questions.
- With 5 minutes of class time remaining, collect all response letters from the groups and distribute individual exit tickets.
- Students complete exit tickets independently and turn in when class is dismissed.
Supplemental Reading 1:
"Four Categories of Biological Macromolecules." Describes the four major macromolecules of life. Gives details on structure of function for each. (Lexile Level = 1340L)
Supplemental Reading 2:
American Heart Association, "Reading Food Nutrition Labels." Brief article that lists key tips for making the most informative choice when selecting food based on their nutrition label. http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HeartSmartShopping/Reading-Food-Nutrition-Labels_UCM_300132_Article.jsp (Lexile Level 1230L)
- What were some limiting factors when ranking the snack foods?
- Are some categories of higher importance than others?
- Are you choosing based on your snack food preference?
Reading Passage 1
Reading Passage 1 (Client Letter 1)
Readiness Questions - Macromolecule Snack Attack (KEY)
- What does the marketing manager want your committee to do and why? (RANK SNACK FOODS FROM FIRST TO FOURTH. TO INFORM HER ON BEST SNACK FOOD FOR EMPLOYEE VENDING MACHINE.)
- What macromolecules and other nutritional facts will you be analyzing before you start the rankings process? (LIPIDS (FATS), CARBOHYDRATES, PROTEINS, SODIUM, CALORIES, CALORIES FROM FAT.)
- What three things need to be included in your letter? (RANKING OF SNACK FOODS FROM FIRST TO FOURTH, METHOD OF RANKING, AND REASONING BEHIND SELECTION.)
Data Set 1
Data Set 1 with Questions
Letter Template 1
Comprehension Questions/Data Set 1 KEY
- Which macromolecule is represented by fat on the food labels? (LIPIDS)
- Calculate the total serving size for each snack food (hint: size of single serving x number of servings in package). (CHIPS (1 X 2) = 2; COOKIES (1 X 3) = 3; CHOCOLATE BAR = (1BAR) = 1; TRAIL MIX (1 PACKAGE) = 1)
- Which macromolecule is not represented on the nutrition facts food labels? (NUCLEIC ACIDS)
Reading Passage 2
Reading Passage 2 (Client Letter 2)
Data Set 2
Data Set 2 with Questions
Letter Template 2
Reflection question 2
Reflection Questions 2/Data Set 2 KEY
- Have you changed your ranking process? Explain. (ANSWERS MAY VARY. IF YES, THEY MAY SUGGEST THE NEW PARAMETERS SUCH AS CUSTOMER REVIEWS RANKINGS AND/OR ADDITIONAL SNACK FOOD CHOICES.)
- Does this new process affect your snack food ranking? How? (ANSWERS MAY VARY. IF YES, THEY MAY DEMONSTRATE HOW THE NEW PARAMETERS AFFECTED THEIR RANKING OF SNACK FOOD.)
ACCOMMODATIONS & RECOMMENDATIONS
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.