Expectation 5: Use the accepted rules governing a specific format to create quality work.

This written assessment prompt may be used to assess student knowledge about the weaknesses of the Articles of Confederation and how that led to the creation of the U.S. Constitution. A rubric and sample response are provided. 

Type: Assessment

This written assessment prompt may be used to assess student knowledge about U.S. foreign policy during the Cold War and Vietnam War. A rubric and sample response are included.

Type: Assessment

This lesson will allow the students to identify Florida’s Senators and their contributions to Florida. Students will recognize that Florida has a representative government and that citizens can communicate with elected officials via letter, email, and social media. Students will write an expository text about how Florida’s Senators work for the people.

Type: Lesson Plan

In this lesson plan, students will identify examples of civics virtues and explain why citizens should demonstrate civility, cooperation, volunteerism, and other civic virtues. Students will participate in a tableau movement activity to review and practice the information on civic virtues.

Type: Lesson Plan

The main purpose of this lesson is to allow students to engage in active discussion and persuasive arguments regarding the choice to be a Patriot, Loyalist, or remain neutral (undecided) during the American Revolution.

Type: Lesson Plan

In this lesson plan, students will learn about the function of the U.S. Senate and the qualifications and responsibilities of senators, while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

The purpose of this lesson is for students to identify the strengths and weaknesses of the Articles of Confederation while using primary and secondary sources that they will compare and contrast. The students will use the sources to explain through writing the strengths and weaknesses of the Articles of Confederation. The students will also identify and locate the original thirteen colonies.

Type: Lesson Plan

In this lesson, students will analyze, with partners, how to create a values debate argument. In order to do this, they will first look at excerpts from several foundational American documents and then use a worksheet to analyze, summarize, and incorporate the documents' components into a full values debates. Finally, they will pick their own values topic and prepare a brief argument both for and against that they will then argue with their partner based on a coin toss.

Type: Lesson Plan

In the second part of this four-part lesson, student groups will collaborate to use information they previously researched to produce a multimedia presentation on the influence of Athenian democracy and its government principles. Students will then reflect on their learning and their collaboration. In the subsequent parts of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt.

Type: Lesson Plan

In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of Athenian democracy and its government principles.  Students will then reflect on their learning and their collaboration.  In the final part of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt.

Type: Lesson Plan

This is Part 2 of a two-part lesson series where students explain the structure and function of Florida’s three branches of government while placing the contributions of significant individuals to Florida on a timeline. The students will also write an expository paragraph/essay explaining Florida's three branches of government.

Type: Lesson Plan

In this lesson plan, students will identify the constitutional qualifications for holding state and national office while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In the fourth and final part of this four-part lesson, students will individually use the research that they and their peers have conducted and presented to respond to a writing prompt. Students will need to analyze the influences of the ancient Roman Republic on America’s constitutional republic, paying special attention to Rome’s representative government and democratic principles.

Type: Lesson Plan

In the third part of this four-part lesson, student groups will collaborate to present a multimedia presentation based on their previous research on the influence of the Roman Republic and its government principles. Students will take notes on others’ topics when they are not presenting. Students will then reflect on their learning and their collaboration. In the final part of this lesson, students will demonstrate their learning individually by responding to a writing prompt.

Type: Lesson Plan

In this lesson plan, students will learn about Magna Carta by watching a short video. Then, in groups, they will analyze some original text from Magna Carta, translate it into “modern” English, and make connections to the U.S. Bill of Rights. Students will end the lesson by responding to a writing prompt to show what they have learned.

Type: Lesson Plan

In this lesson plan, students will trace the influence of Enlightenment ideas, specifically those of Montesquieu and John Locke, on the Founders while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In the second part of this four-part lesson, student groups will collaborate to use information they previously researched to produce a multimedia presentation on the influence of the Roman Republic and its government principles. Students will then reflect on their learning and their collaboration. In the subsequent parts of this lesson, students will deliver their presentation to the class and demonstrate their learning individually by responding to a writing prompt.

Type: Lesson Plan

In this lesson plan, students will learn to define the rule of law and explore its key principles while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In this lesson plan, students will trace the impact of documents like Magna Carta, the Mayflower Compact, the English Bill of Rights, and Thomas Paine’s Common Sense on colonial Americans while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In this lesson plan, students will trace the principles underlying America’s founding ideas on laws and government while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

This lesson will be part of the World War I unit. Students will analyze George M. Cohan’s song, “Over There” to evaluate how he used propaganda techniques to gather support for the nation’s entry into WWI. It will also demonstrate how one individual can influence public policy and how the song helped boost morale and prepare the people for war.

Type: Lesson Plan

In this lesson plan, students will analyze the influences of ancient Rome on America’s modern constitutional republic while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In this lesson plan, students will analyze the influences of Ancient Greek democracy on America’s modern constitutional republic while completing guided notes that accompany a teacher-presented slideshow. Students will then show what they know by completing and submitting a short written response to a provided prompt.

Type: Lesson Plan

In this lesson plan, students will explore the purpose of voting and how it impacts their community. The lesson's warm-up examines voting in a classroom to elicit student prior knowledge. The next activity allows students to learn more about the voting process through a "gallery walk." The concluding activity requires students to put their knowledge into action by creating a poster to encourage people to vote. 

Type: Lesson Plan

In this lesson plan, students will identify the job and responsibilities of the governor and write a letter to the current Florida governor.

Type: Lesson Plan

Students will use their knowledge of Florida symbols, individuals, documents, and events to create a new state seal. Students will incorporate the study of various lines and quadrilaterals into their design. They will justify what symbols they picked and how they fit into the requirements of the project in this model eliciting activity. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this lesson intended for the debate classroom, students will read through pivotal court cases in preparation for an Extemporaneous Speaking Socratic Seminar. Teachers will divide their class up into two groups. Each student in each group will get 10 minutes to prep individually after the question has been posted on the board. When prep time is over, the whole group debates using refutation, claim, warrant, data, impact format. They have 15 minutes for each student to make his/her argument.

Type: Lesson Plan

In this lesson plan, students will learn what an Impromptu Speech is and how to present one. Students will be given prompts focused on U.S. citizenship to create their own speeches and present them in class.

Type: Lesson Plan

In this lesson plan intended for the debate classroom, students will work in small groups to develop a brief speech employing both offensive and defensive arguments on the topic of the government balancing the interests of individuals with the public good.

Type: Lesson Plan

In this lesson, students create a fish tank for a fish supply company for a future sales campaign. They will use scale drawings and proportions to design the perfect fish tank.

• First, students have to complete a ranking activity of items that will be included in their scale drawing along with three types of fish.
• Next, students will conduct a pH lab activity to gain knowledge about how pH levels will affect population and the ecosystem within the tank.
• Finally, students will adjust their item selection and re-engineer their tank drawing to support their findings and additional information provided by the client. Students must determine what objects would be beneficial to the living things that the students chose in relation to available space and pH balance.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will use data to decide the ideal candidate for a college scholarship by computing the mean and the standard deviation. The student will present the data using the normal distribution and make recommendations based on the findings. Students will recognize that not all data can be presented in this format.

Model-Eliciting-Activities, MEAs, allow students to critically analyze data sets, compare information, and require students to explain their thinking and reasoning. While there is no one correct answer in an MEA, students should work to explain their thinking clearly and rationally. Therefore, teachers should ask probing questions and provide feedback to help students develop a coherent, data-as-evidence-based approach within this learning experience.

Type: Lesson Plan

In this Model Eliciting Activities, MEA, students will calculate unit rate & circumference, compare & order decimals, convert metric units, and round decimals. Bubble Burst Corporation has developed some chewing gum prototypes and has requested the students to assist in the selection of which gum prototypes will be mass produced by using both quantitative and qualitative data to rank the prototypes for Bubble Burst Corporation.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity (MEA), students will analyze federal budget data to propose strategic allocations using mathematical skills like expected value calculations and data normalization to justify their recommendations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will analyze data sets to compare various job offers for a client. Students will also use weighted averages and normalize data in order to fairly compare job offers and make recommendations to the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this MEA, students will work in groups to rank books using the following criteria: price, genre, number of pages, reading level and a summary provided for each book. The students must calculate the price for a class set of each book by multiplying each price by 20 students. There is a budget of $100. Students are then given a new budget and a new criteria and asked to re-evaluate their decision.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will use a realistic scenario in order to analyze the steps for adopting a road in their own community. The students will be required to activate prior knowledge about litter and natural habitats, brainstorm independently, and also collaborate within cooperative groups to create a written procedure to explain their reasoning. Students will take into consideration wildlife, traffic, the amount of litter, and the length of the road (which affects the cost of clean-up).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, the students will determine the best ad for a tennis shoe company.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

This 5th grade MEA asks students to work as a team to figure out which product would be the best choice for their fundraiser for their field trip. They will compare vendors' products and rank the vendors according to which would be the best option for their school.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Evan needs your help convincing his parents to rent a car for their family's vacation to Washington D.C. His parents are thinking of traveling in the family's old SUV that has no air and horrible gas mileage. Students will be asked to estimate each rental car's gas costs along with the weekly rental fee to rank the choices. In the twist, the students will be given safety information and must decide how to change their procedure with the new information.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

This series includes four parts focused on the Challenger explosion. Students will read President Reagan’s address to the nation presented on the evening of the Challenger Space Shuttle explosion in January 1986. Students will then analyze the speech and determine which relevant details support Reagan’s central idea. Additionally, students will complete close reading activities individually, with partners, and in small groups as they prepare to draft an expository essay outlining the relevant details that support Reagan’s central idea.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will use unit rates and scoring systems to analyze and interpret data to recommend the best store from which a family restaurant should purchase its weekly non-frozen food items.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Yum Pizza is looking for a better and healthier pizza to sell in stores around town. They are only able to promote one style and need help figuring out which one that should be. Students will practice subtracting dollar amounts and writing a letter explaining their reasoning.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will analyze and interpret data to recommend the best vehicle purchases for a school district. Students will work collaboratively to perform calculations that can be used to make comparisons and create composite scores for each vehicle.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

County Fairs and Carnivals are wonderful. The smell of the food, the thrill of the rides, and the chance to win prizes make for a perfect combination.

In this Model Eliciting Activity, MEA Winner! Winner! is an activity about the Carnival coming to town with seven (7) exciting games: Rolling Dice, Bottle Bowling, Fishbowl, Weigh in on That! Pin the Wing, Colors, and Spin It! Student groups must look at the cost, rules, and awarded prizes in order to give the best rank order for these games. The groups will be expected to give details on the procedures they used to develop their ranking order. Furthermore, students will be expected to calculate the expected values of the Rolling Dice game and interpret the results in context.

All of a sudden more information is collected about these Carnival Games and now the savvy students must use this information to either revise or rewrite their procedures. Then, when the students are ready to attack this new dilemma, they will encounter Andy, a Carnival Lover, who has had a thrilling time but now discovers his funds are running low. Which games will the students select for Andy and why?

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx.

Type: Lesson Plan

In this Model Eliciting Activity, MEA students will be presented with seven (7) medications that will help cure an individual of Phalangelpodscribitis (a fictitious ailment). Students will be given the effectiveness of each medication, the cost to patients with and without insurance, and the possible side effects of each. Each team will be tasked with ranking these medications for a client to help decide the pros and cons of the medications that should be used in treating Phalangelpodscribitis (PPS).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will act as travel agents to plan a vacation package for a family of 5. Students will apply proportional reasoning and multi-step problem-solving skills to design vacation packages that meet specific criteria and stay within a given budget.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will apply their knowledge of rational numbers and order of operations to analyze and compare data to provide recommendations on the best camera to use in an introductory photography class.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will use the order of operations to develop and apply a scoring system to evaluate different lawn tractors for a company. Students will justify their rankings using their analysis, calculations, and scoring system.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Students will help choose the best value of connecting blocks by developing a procedure based on the following criteria: color, ease of use, variety of blocks, and number of blocks per set. They will reassess these blocks during the twist incorporating a new type of block. They will need to calculate the total costs of each set of blocks.

Students may arrange the criteria based on their teams’ interpretation of most important to least important. Students may have to make trade-offs based on these interpretations (i.e., price versus the other criteria in the data sets).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In the story Arthur's Pet Business, Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one. However, Arthur needs your help choosing the perfect dog. Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering, taking into consideration size, shedding, barking, friendliness, etc. Then write a justification to describe why you chose the perfect pet for Arthur and his family.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Students use problem solving skills, data sets presented in a chart, two and three digit addition, writing skills and money skills to determine which brand of jelly beans they would like to purchase. The jelly beans differ in taste, quantity, and cost. The students must then check their procedure to determine if it will work when given an additional piece of data.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will analyze various costs and develop a procedure to recommend the best shipping methods for machine parts. They will use mathematical skills such as calculating total costs, comparing rates, and applying percentage discounts and surcharges to determine the most cost-effective shipping options.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

This MEA is designed to have teams of 4 students look at data in a two-way table. Teams must discuss which categorical or quantitative factors might be the driving force of a song's popularity. Hopefully, popular songs have some common thread running through them.

Each team must write down their thought process for creating the most popular playlist of songs for a local radio station. A major constraint for each team is explaining how they will maximize the 11 minutes available with the most popular songs.

Students will be provided with letters from a local radio station, WMMM - where you can receive your "Daily Mix of Music and Math." WMMM has 10 songs and the researchers have collected data on each. Student teams: it is your responsibility to pick the playlist and write a letter to the station supporting why you made your selection. The winning team gets an opportunity to record a sound bite to introduce their playlist on the radio.

Now, just when the teams believe they have addressed WMMM's request, a twist is thrown in the midst, and the student teams must return to the drawing board and write a second letter to the station which may or may not affect the team's original playlist.

Do you have the musical swag to connect the associations?

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx.

Type: Lesson Plan

In this Model-Eliciting Activity (MEA), students will work in groups to develop a procedure to rank which insect would be the best bug to farm for human consumption in the USA. Students will consider factors such as nutritional value, length of insect life cycle, stage of life cycle the insect can be served, notes from chefs, customer tasting notes, level of difficulty to farm, and price. This MEA allows students to apply scientific content, metamorphosis, in a real world application, while developing high-level problem solving skills.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will compare and analyze data, create histograms, and provide recommendations on the best school for a student new to the area.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will interpret and analyze a scale drawing to provide possible routes from a teacher’s home to the school. Students will consider factors including traffic patterns, construction zones, and wait times to recommend the best route including the total distance, in miles, and estimated delay times.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will use ice to test
the coolers they designed in Beat the Heat Engineering Design Lessons. Students will take
measurements and collect data on their cooler. In part 3, students will analyze the data
they collected. Finally, in part 4 they will develop a procedure for selecting the most
effective cooler to keep water frozen the longest at the beach. In the optional twist,
students will need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Type: Model Eliciting Activity (MEA) STEM Lesson

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In Part 3 of this activity,
students will analyze the data they collected in Part 2 by drawing and interpreting a scaled
bar graph and line graph. Students will participate in a discussion about how to interpret the
data that was collected. Finally, in part 4 they will develop a procedure for selecting the best
cooler to keep water frozen the longest at the beach. In the optional twist, students will
need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Type: Model Eliciting Activity (MEA) STEM Lesson

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. This MEA
is divided into four parts. In part 1, students will develop their hypothesis and receive
information on how to set up the cooler experiment. In part 2, students will be asked to use
ice to test the coolers they designed in Beat the Heat Engineering Design Lessons.
Students will take measurements and collect data on their cooler. In part 3, students will
analyze the data they collected. Finally, in part 4 they will develop a procedure for selecting
the best cooler to keep water frozen the longest at the beach. They will communicate their
findings and procedure via a letter to next year’s class. In the optional twist, students will
need to take the mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Type: Model Eliciting Activity (MEA) STEM Lesson

In this MEA, students will have the opportunity to apply what they learned about describing
the changes water undergoes when it changes state through heating and cooling. Students
will be asked to rank coolers based on data to solve an open-ended, realistic problem, while
considering constraints and tradeoffs. In the optional twist, students will need to take the
mass of the cooler into account.

This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit ofSaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

Type: Model Eliciting Activity (MEA) STEM Lesson

Learn more about that dreaded word--plagiarism--in this interactive tutorial that's all about citing your sources, creating a Works Cited page, and avoiding academic dishonesty!

Type: Original Student Tutorial

Learn more about that dreaded word--plagiarism--in this interactive tutorial that's all about citing your sources and avoiding academic dishonesty!

Type: Original Student Tutorial

Learn how to create a Poem in 2 Voices in this interactive tutorial. This tutorial is Part Three of a three-part series. In this tutorial, you will learn how to create a Poem in 2 Voices using evidence drawn from a literary text: The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson.

You should complete Part One and Part Two of this series before beginning Part Three.   

Click HERE to launch Part One. Click HERE to launch Part Two. 

Type: Original Student Tutorial

Learn how to avoid plagiarism in this interactive tutorial. You will also learn how to follow a standard format for citation and how to format your research paper using MLA style. Along the way, you will also learn about master magician Harry Houdini. This tutorial is Part Two of a two-part series on research writing.

Be sure to complete Part One first. Click to view Part One.

Type: Original Student Tutorial

Learn how to create a Found Poem with changing moods in this interactive tutorial. This tutorial is Part Two of a two-part series. In Part One, students read “Zero Hour,” a science fiction short story by author Ray Bradbury and examined how he used various literary devices to create changing moods. In Part Two, students will use words and phrases from “Zero Hour” to create a Found Poem with two of the same moods from Bradbury's story.

Click HERE to launch Part One.

Type: Original Student Tutorial

Learn more about that dreaded word--plagiarism--in this interactive tutorial that's all about citing your sources and avoiding academic dishonesty!

Type: Original Student Tutorial

In this assessment idea, students will complete a planning and review sheet and then create a One Pager that identifies strengths and weaknesses of the Articles of Confederation and explains repercussions of those strengths and weaknesses. A rubric and prep sheet (with answer key) are included.

Type: Teaching Idea

In this assessment idea, students create a One Pager that identifies the beliefs of the Federalists and the Anti-Federalists and how those beliefs shaped the U.S Constitution. A rubric and prep sheet (with answer key) are included. 

Type: Teaching Idea

In this assessment idea, students create a One Pager that identifies similarities and differences between the political systems of Ancient Greece and the United States and explains the impact of Ancient Greece on the American political process. A rubric and prep sheet (with answer key) are included.

Type: Teaching Idea

Students will debate which foundational ideas found in American documents are most important in the Great Mini Debate. Students will use evidence from the Declaration of Independence, the Preamble and the Bill of Rights to support their arguments. The Great Mini Debate Cheat Sheet will prompt beginning debaters as to what should go in each speech of the debate.

Type: Teaching Idea

Students will debate which foundational ideas found in American documents are most important in the Great Mini Debate. Students will use evidence from the Declaration of Independence, the Preamble and the Bill of Rights to support their arguments. The Great Mini Debate Cheat Sheet will prompt beginning debaters as to what should go in each speech of the debate.

Type: Teaching Idea

This resource for the debate classroom will help students with informative speech. Students will examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Type: Teaching Idea

This resource intended for the debate classroom will help students write an attention-getting introduction to convey ideas, concepts, and information through the use of education and humor.

Type: Teaching Idea

This assignment will enable students to search for and critically analyze news articles presenting differing perspectives on similar issues. Students will think critically about the role that media plays in affecting the way objective information is delivered to the general public.

Type: Teaching Idea

This text resource from Cornell University includes brief information on the what, why, how, and when of documenting sources in a research paper. The resource provides information on what plagiarism is, when and how to document sources, the difference between primary and secondary sources, and definitions of the following words: documentation, citation, and reference. The resource also provides a quiz to identify whether the writing sample in each exercise uses sources properly.

Type: Text Resource

This informational text resource is intended to support reading in the content area.

Type: Text Resource