| Course Number1111 |
Course Title222 |
| 1205010: | M/J Grade 6 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1205020: | M/J Accelerated Mathematics Grade 6 (Specifically in versions: 2014 - 2015, 2015 - 2020, 2020 - 2022, 2022 and beyond (current)) |
| 1205040: | M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1205050: | M/J Accelerated Mathematics Grade 7 (Specifically in versions: 2014 - 2015, 2015 - 2020, 2020 - 2022, 2022 and beyond (current)) |
| 1205070: | M/J Grade 8 Pre-Algebra (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002040: | M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002050: | M/J Comprehensive Science 1, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002070: | M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002080: | M/J Comprehensive Science 2, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002100: | M/J Comprehensive Science 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002110: | M/J Comprehensive Science 3, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001010: | M/J Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001020: | M/J Earth/Space Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000010: | M/J Life Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000020: | M/J Life Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003010: | M/J Physical Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003020: | M/J Physical Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1204000: | M/J Foundational Skills in Mathematics 6-8 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2100010: | M/J United States History (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100015: | M/J United States History & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100020: | M/J United States History Advanced (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100025: | M/J United States History Advanced & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2100030: | M/J Florida History (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103010: | M/J World Geography (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103015: | M/J World Geography (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103016: | M/J World Geography & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103020: | M/J World Geography, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103025: | M/J World Geography, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 2103026: | M/J World Geography, Advanced and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated)) |
| 2103030: | M/J Geography: Asia, Oceania, Africa (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2103040: | M/J Geography: Europe and The Americas (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated)) |
| 2103042: | M/J Geography: Europe and The Americas & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2103050: | M/J Florida: Challenges and Choices (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2104000: | M/J Social Studies (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2105020: | M/J World Cultures (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2105025: | M/J World Cultures & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2105030: | M/J Advanced World Cultures (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106010: | M/J Civics (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106015: | M/J Civics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106016: | M/J Civics & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106020: | M/J Civics, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106025: | M/J Civics, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106026: | M/J Civics, Advanced & Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106030: | M/J Law Studies (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2109010: | M/J World History (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2109020: | M/J World History, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0701000: | M/J French, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0701010: | M/J French, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0701020: | M/J French, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0702000: | M/J German, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0702010: | M/J German, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0702020: | M/J German, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0703000: | M/J Haitian Creole for Haitian Creole Speakers, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2017 (course terminated)) |
| 0703010: | M/J Haitian Creole for Haitian Creole Speakers, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2017 (course terminated)) |
| 0703020: | M/J Haitian Creole for Haitian Creole Speakers, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2017 (course terminated)) |
| 0705000: | M/J Italian, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0705010: | M/J Italian, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0705020: | M/J Italian, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0706000: | M/J Latin, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0706010: | M/J Latin, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0706020: | M/J Latin, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0708000: | M/J Spanish, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0708010: | M/J Spanish, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0708020: | M/J Spanish, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0709000: | M/J Spanish for Spanish Speakers, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0709010: | M/J Spanish for Spanish Speakers,Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0709020: | M/J Spanish for Spanish Speakers, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0711000: | M/J Japanese Beginning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 0711010: | M/J Japanese Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 0711020: | M/J Japanese Advanced (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 0710000: | M/J Foreign Language Humanities for International Studies 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0710010: | M/J Foreign Language Humanities for International Studies 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0710020: | M/J Foreign Language Humanities for International Studies 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1700020: | M/J Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1700060: | M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 0704000: | M/J American Sign Language - Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0704010: | M/J American Sign Language - Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0704020: | M/J American Sign Language - Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0707000: | M/J Chinese - Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0707010: | M/J Chinese - Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0707020: | M/J Chinese - Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7812015: | Access M/J Grade 6 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 7812020: | Access M/J Grade 7 Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 7812030: | Access M/J Grade 8 Pre-Algebra (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 7820015: | Access M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7820016: | Access M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7820017: | Access M/J Comprehensive Science 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2104030: | M/J United States Economics Geography (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated)) |
| 2104035: | M/J United States Economics & Geography Advanced (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated)) |
| 7821023: | Access M/J Civics and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2023, 2023 and beyond (current)) |
| 7821026: | Access M/J United States History and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2023, 2023 and beyond (current)) |
| 7821022: | Access M/J World History (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7821021: | Access M/J Civics (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2100035: | M/J United States History Digital Technologies (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2103017: | M/J World Geography and Digital Technologies (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2104010: | M/J Engaged Citizenship through Service Learning 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2104020: | M/J Engaged Citizenship through Service Learning 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2106029: | M/J Civics and Digital Technologies (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2002055: | M/J Comprehensive Science 1 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002085: | M/J Comprehensive Science 2 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0712000: | M/J Turkish, Beginning (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0712010: | M/J Turkish, Intermediate (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 0712020: | M/J Turkish, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7821025: | Access M/J United States History (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2100045: | M/J United States History & Civics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0710030: | M/J Language and Literature for International Studies 1 (Specifically in versions: 2014 - 2015, 2015 - 2017 (course terminated)) |
| 0710040: | M/J Language and Literature for International Studies 2 (Specifically in versions: 2014 - 2015, 2015 - 2017 (course terminated)) |
| 0708100: | M/J Exploratory Spanish, Beginning (Specifically in versions: 2014 - 2022, 2022 and beyond (current)) |
| 2003030: | M/J STEM Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2001025: | M/J STEM Astronomy and Space Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2000025: | M/J STEM Life Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 0701005: | M/J Exploratory French, Beginning (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 0701015: | M/J Exploratory French, Intermediate (Specifically in versions: 2015 - 2021 (course terminated)) |
| 0701025: | M/J Exploratory French, Advanced (Specifically in versions: 2015 - 2021 (course terminated)) |
| 0708110: | M/J Exploratory Spanish, Advanced (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 0708105: | M/J Exploratory Spanish, Intermediate (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 0703030: | M/J Exploring Haitian Creole Heritage (Specifically in versions: 2015 and beyond (current)) |
| 2109015: | M/J World History and Career Planning (Specifically in versions: 2016 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2109025: | M/J World History, Advanced and Career Planning (Specifically in versions: 2016 - 2019, 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 0706005: | M/J Exploratory Latin, Beginning (Specifically in versions: 2016 and beyond (current)) |
| 0704100: | M/J Hebrew Beginning (Specifically in versions: 2017 - 2022, 2022 and beyond (current)) |
| 0704110: | M/J Hebrew Intermediate (Specifically in versions: 2017 - 2022, 2022 and beyond (current)) |
| 0704120: | M/J Hebrew Advanced (Specifically in versions: 2017 - 2022, 2022 and beyond (current)) |
| 0713000: | M/J Portuguese Beginning (Specifically in versions: 2017 - 2020, 2020 - 2022, 2022 and beyond (current)) |
| 0713010: | M/J Portuguese Intermediate (Specifically in versions: 2017 - 2020, 2020 - 2022, 2022 and beyond (current)) |
| 0713020: | M/J Portuguese Advanced (Specifically in versions: 2017 - 2020, 2020 - 2022, 2022 and beyond (current)) |
| 0707100: | M/J Russian Beginning (Specifically in versions: 2018 - 2022, 2022 and beyond (current)) |
| 0707110: | M/J Russian Intermediate (Specifically in versions: 2018 - 2022, 2022 and beyond (current)) |
| 0707120: | M/J Russian Advanced (Specifically in versions: 2018 - 2022, 2022 and beyond (current)) |
| 2104060: | M/J Introduction to Personal Financial Literacy (Specifically in versions: 2019 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 7821024: | Access M/J World History and Career Planning (Specifically in versions: 2019 - 2023, 2023 and beyond (current)) |
| Name |
Description |
| A Force to be Reckoned with | |
| Reconstructing Reptile Relationships - A Mesozoic Muddle | In this Model Eliciting Activity (MEA), students will attempt to identify, draw, and describe evolutionary relationships between a collection of reptiles that lived during the Mesozoic Era and that shared a common reptilian ancestor that lived earlier - in the Paleozoic Era. The students will receive images of and facts about each of the reptiles, and will use those images and facts to prepare a cladogram – a tree-shaped diagram illustrating their hypotheses about those evolutionary relationships based on shared derived traits – and describe each of the branch points on the tree they construct. 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. |
| Atomic Structure Unit: Lesson 3 - What's My Element? | This is the final lesson 3 in the Atom Structure Unit. This lesson allows students to program in Scratch and switch the costumes based on the operational conditions placed on the sprite. The final product in this lesson will showcase the students' conceptual understanding of the atomic structure in a computer science medium. |
| Spheres of Influence: Interactions of Earth's Spheres and Their Effect on Ocean Currents | In this lesson, students will analyze an informational text, maps, and data tables intended to support reading in the content area. The article, "Climate Change Could Stall Atlantic Ocean Current" explains how interactions between Earth's spheres can have a global impact on ocean currents, climate, and weather. This lesson includes a note-taking guide, text-dependent questions, a writing prompt, answer keys and a writing rubric. |
| Bottymals @ RobottoysTM | In this Model Eliciting Activity (MEA), students will learn how to use very different pieces of information and data to select the best "Bottymals" for a company that wants to manufacture them and place them on the market. The MEA includes information about animal/insect anatomy (locomotion), manufacturing materials used in robotics, and physical science of the 6th grade level. Extensive information is provided to students, thus pre-requisites are minimal.
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 |
| Long Live Periphyton! | In this Model Eliciting Activity (MEA), students will become familiar with the use of scientific names, Linnaeus' binomial nomenclature, and Classification of Living Things. At the same time students will be learning about periphyton in the Everglades, how it forms, its importance, and the factors that affect its development. They will engage in solving a problem situation in which they will have to select the best area to reinsert some fish species that depend on periphyton.
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 |
| Medium Needed | In this MEA, groups of students will evaluate the media for growing plants hydroponically in order to help restore some native species of the Everglades. Students will learn about hydroponics as an alternative agricultural practice, the rock cycle, types of landforms in Florida, and will use different methods to analyze data and arrive to conclusions, as well as present them in a detailed description of procedures and conclusions, including justification and evidence for each 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. |
| Pokemontures App. | In this Model Eliciting Activity (MEA), students will understand how global patterns affect the temperature of an area by studying the features of an application's virtual creatures called the "Pokemontures." These creatures have the ability to match the temperature of their environment. As students study the Pokemontures' features and calculate their approximate temperature, they will apply concepts linked to the patterns that affect temperature. Students will also review heat transfers and sea/land breezes with the use of this MEA.
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 |
| Scout Robot: Mass, Density, Volume, Weight | In this MEA, students must select which material to use in the development of an advanced military scout robot. Students must analyze data about each material’s individual properties that would make it a valid choice for military or police service. Students must complete calculations to determine material density as well as the overall mass and weight of the robot. This lesson focuses on the characteristic properties of density, unit conversion, and differentiating between mass and weight.
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. |
| Cool Special Effects | In this MEA, students will apply the concepts of heat transfer, especially convection. Students will analyze factors such as temperature that affect the behavior of fluids as they form convection currents.
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. |
| Sinkholes Under Your Home | In this MEA, students will determine the best location for building homes based on sinkhole data. Students will determine the best location for building new homes for a growing population, investigate sinkhole data, and determine the best location for the new homes.
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 |
| Building Materials and Locations | Students will apply their knowledge of hazardous weather to determine a system to rank where to build a new school and to select the type of building materials that should be used.
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 |
| Smith Valley Farms Horse Pedigrees | The owner of newly opened Smith Valley Farms is looking to breed the next generation of top race horses. In this MEA, students will study race horse pedigrees as well as horse racing data to determine which is the best stallion to breed with a filly. Students will have to read a horse pedigree, calculate percentages based on a data table, and complete Punnett squares to determine genetic probability.
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. |
| What's Your Change? | Students will identify the best material to use for playground equipment by analyzing the physical changes that happens to each type. 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. |
| Rate Your Local Produce Market | The students will rank the local produce markets by using qualitative and quantitative data. The students will have to calculate unit rates and compare and order them. 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. |
| Champion Volleyball Team | Students will help create a championship volleyball team by selecting 4 volleyball players to be added to open positions on the team. The students will use quantitative (ratios and decimals) and qualitative data to make their decisions. 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. |
| Arguing for Evolution using Fossils | Students will review fossil formation and evolutionary theory. Then students will study some intriguing fossil progressions and evaluate how well they support the theory of evolution. |
| Bubble Burst Corporation's Chewing Gum Prototypes | 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. Click here to learn more about MEAs and how they can transform your classroom. |
| Walking Whales! | Whales had legs?! What?!!! Use this well researched and easily understood set of resources to explore the evidence for evolution in a way that is both non-threatening and engaging. Use a combination of article excerpts and videos, along with other activities, to show evidence for the clear progression of whales from land dwellers to sea masters.
This is best used, in totality, as the opener for your evolution unit. The resources provided may also support your current practices as well. |
| Everything is NOT Okeedokee in Okeechobee! | Students will gain background knowledge and develop a greater understanding of how human impact has affected local waterways. Students will work collaboratively to develop and defend an argument about how urbanization and different types of pollution have resulted in water flow changes from Lake Okeechobee. |
| The Lewis and Clark Expedition | In this lesson, students will analyze the challenges faced by the Lewis and Clark Expedition, also known as the Corps of Discovery Expedition, and the effect the journey had on American history and Native American cultures. |
| Cosmic Nose Cones | Students will design specific nose cones for a water bottle rocket. They will test them to find out and rate which one is most effective in terms of accuracy, speed, distance, and cost effectiveness. This information will be used as criteria for a company that designs nose cones for orbitary missions.
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. |
| MEA NASA Salaries | This is a NASA-themed, MEA (Model Eliciting Activity) lesson that challenges students to solve a real world open ended problem, while promoting collaboration through teamwork. This lesson asks each group of students to choose five positions and assign salaries to the positions with a given budget of $500,000. The students' original decision (and "twist") will be based on information from the client's letter(s) and data set(s). Groups are to write a detailed letter to the client of the procedure used. 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. |
| NASAnt hire Space Company | This is a NASA-themed, MEA (Model Eliciting Activity), STEM (Science Technology Engineering Math) lesson designed to challenge students to solve a real world open ended problem. It also promotes collaboration through teamwork. This particular lesson asks students to assist a client in choosing the best three companies (rank in order) to be considered for hire to launch an orbiter into space. The students' original decision (and "twist") will be based on information from the client's letter(s) and data set(s). 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. |
| I'll Fly Today | Students will use the provided data to calculate distance and total cost. Students will consider this data and other provided criteria to assist a travel agent in determining which airline to choose for a 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. Click here to learn more about MEAs and how they can transform your classroom. |
| Lightyear Rockets | Students are asked to evaluate and test several rocket fin designs to determine the most effective design. After launch, the students are asked to test an additional design and also design their own rocket fin. Additionally, students will record and graph their results. 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. |
| All “Tired” Up | In this lesson students will utilize mathematical computation skills involving percentages and critical thinking skills to select the best tire deals advertised. |
| Real Estate Rental Agency | In this Model Eliciting Activity, MEA, students will choose the best location for a family relocating and will find the monthly costs per month to make the best 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. |
| Headphones That Capture Teens Attention | This is a interdisciplinary MEA lesson for science, writing, and math. This lesson ask students develop a criteria for selecting headphones and develop an equation that supports their choices. 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. |
| Pythons in the Everglades MEA | In this MEA, students will investigate the introduction of a non-native, i.e. invasive, species to the Florida Everglades: the Burmese Python. Students will investigate the complex predator-prey relationship and learn why this could damage the ecosystem permanently. Students will analyze a set of data to determine which method of eradication would be best and most effective, considering factors such as cost, the amount of man-power necessary to implement it, the effect it would have on the python population, and its impact on other species. 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. |
| Search for Extraterrestrial Life | Students rank locations that NASA should search within our solar system for life. Students begin by reading about the origins of life on Earth and locations within our solar system with the potential for life. After students create a ranked list, they must report their findings to NASA in the form of a letter that also includes the procedure used in ranking their choices. A second request is sent from NASA to include distance from Earth as a factor in the ranking of locations and students must return a letter with their revised rankings and the new procedure used. 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. |
| Basketball Tournament | Students at a local middle school are interested in attending a basketball tournament in Orlando. There is an entrance fee and hotel costs to consider. Students must calculate the total cost and the cost per student to attend the tournament. Each hotel has different qualities that could influence the students' choice of which hotel is best for their team. 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. |
| Summer Camp Fun | In this problem, students will work in groups to rank summer camps. They must first calculate the discounted price of each camp by applying a discount percentage. Then they must calculate the number of weeks they can attend each camp based on the discounted price and predetermined budget. There are 5 students going to the camp. Students will be given a data set to help them develop a procedure for ranking the camps. In their teams, they will write a letter giving their procedures and explanation of the strategy they used. Students will practice adding, subtracting, multiplying and dividing numbers to the thousands and will work with percentage discounts. Rubrics are included to help evaluate student work. 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. |
| Frozen Treats Storage Dilemma | In this MEA, students must work as a team to design a procedure to select the best storage cooler for their frozen treats. The main focus of the MEA is to apply scientific knowledge and describe that heat flows in predictable ways. Students will analyze data in order to arrive at a scientifically sound solution to the problem. 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. |
| Town Mosquito Eradication MEA | Students will analyze a set of data to determine the best eradication technique for a town experiencing a mosquito infestation. Students will need to consider cost, impact on the environment, and effectiveness of the methods presented to them. 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. |
| Which van is the best buy? | The students will have to decide which van is the "best buy" for a family. They will have to figure monthly payments and will also use critical thinking skills to decide which is the best van to purchase. 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. |
| For Students by Students | Students are presented with the task of evaluating several types of fabric based on each of its characteristics. They need to analyze their current uniform needs and decide by choosing which type of fabric will best fit their uniform needs. Then they have to write a report explaining the procedure they used to analyze their choices, reasoning for their ranking and make the requested 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. Click here to learn more about MEAs and how they can transform your classroom. |
| Newscast Weather Report | This activity engages the students in using data on weather conditions for a set of hurricanes to understand relationships between wind speed, air pressure, and water temperature as well as the impact of global wind and water patterns on hurricane paths. The integrated lesson involves the knowledge of a coordinate plane and its application in ocean mapping. |
| Profit Plaza | This lesson requires students to use mathematical data and logic/reasoning to place vendors into retail spaces in a shopping plaza. Students will first rank five vendor types on their profitability (based on average sales and average overhead/upkeep costs), then place the vendor types into the 11-13 retail spaces. They are also required to find the area of each space and calculate the total leasing charges. The plans for the plaza are given on a coordinate plane, so students will need to find the lengths of horizontal and vertical line segments (using the coordinates of the endpoints) to calculate the areas of the rectangular and composite spaces. 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. |
| Thermal Energy Flow | This MEA provides students with the opportunity to explore the basis of heat transfer. The formative assessment exposes students to a quick heat transfer demonstration. The reading passages and data sets further engage students in real life application of heat transfer and energy efficiency 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. |
| Planning the perfect wedding | Students will decide what is the best month to celebrate an outdoor wedding. The couple is looking for the perfect wedding day. What is the definition of a perfect day? It has to be a Saturday or Sunday with a 20% or less probability of rain and sunny but not too hot. Based on the information provided , students will find the month in which the probability of having a rainy day and the probability of having a super hot day (temperature higher than 75º F) are minimal.
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. |
| Magical Science Lesson | Students will choose a "cool" scientific experiment ("trick") from informational text, follow a precise multi-step procedure to carry out the experiment, research the scientific explanation for the result and using accurate reasoning explain the science to a broadcast audience. Students will be creating a short video clip with the theme "Is it Magic or is it Science?" to air on the school CCTV. They will dress up like magicians and scientists and perform a science experiment for the audience. After the experiment the debate will begin and ultimately the magician will give in and admit that it was science, not magic. Students will research, perform, write, edit, record, create video clips with music and text. |
| The bigger the tremble the bigger the trouble! | Students will demonstrate earthquakes using graham crackers. They will then discover the after effects, (after shocks and tsunamis), and earthquake has on Mother Earth. Lastly, they will discover not all tsunamis are enormous tidal waves. This is lesson 3 of a 4-part unit. Lesson 1 (ID 45876), Lesson 2 (ID 45856), Lesson 4 (ID 45984) |
| Mars Rovers | Students will work in teams to conduct research and compare Mars and Earth. They will develop a procedure and explain their reasoning to rank different rover models to determine which one could be the best to deploy as a part of Mars Exploration Project. 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. |
| Using Evidence to Support the Theory of Plate Tectonics | In this lesson, students will analyze an informational text, a simulation and a video intended to support reading in the content area. The article addresses the use of computer models to predict that the Earth's tectonic plates will cease to move in the future. The evidence provided by these resources will be used to write an argument supporting the theory of plate tectonics. This lesson includes a note-taking guide, text-dependent questions, a writing prompt, answer keys, and a writing rubric. |
