Lesson Plan Template: Model Eliciting Activity (MEA)
Use text dependent questions, and readiness questions (see "Supplemental Reading 1" for text dependent questions).
Text dependent questions will ensure students understand the background information needed to understand the problem context. The Readiness Questions will encourage a deeper consideration of the task being presented and clarify if students need additional instruction.
Feedback to Students
Feedback to students should be done through the use of Guiding/Reflective Questions at the end of part I and part II.
Student Letter 2 is used as a final assessment. Student's work should cite evidence and provide clear reasoning to support their argument.
"DEDOE Text-Based Writing Rubrics [Delaware Department of Education]."State of Delaware - Delaware Department of Education (DDOE) - Home. N.p., n.d. Web. 23 Feb. 2013.
- Compare the characteristics of different dune plants and evaluate their benefit to an ecosystem.
- Read informational text and cite evidence to support analysis of this text.
- Read informational text and be able to draw conclusions and summarize the central ideas.
- Support claims with logical reasoning and relevant evidence.
Students should know that sand dunes are piles of sand and are formed parallel to coastlines and are created by wind.
Part 1 (Days 1 and 2)
- Students read, "Building Back the Sand Dunes" and a class discussion follows. The purpose of the text is to introduce students to the topic of sand dunes and their importance to ecosystems.
- Students receive client letter 1 and dataset 1.
- The teacher can ask the readiness/comprehension questions to the class or have students complete them individually on paper. After students understand the task, they can begin to work in teams of approximately 3-4.
- In teams, students work on the problem and respond to the client with the requested deliverables. As students are working, the teacher circulates to each team to ask the Reflection Questions and address any issues that may arise. Teachers can pride guidance using the reflective questions to help students determine the important factors and start thinking about how they can find a mathematical way to determine and present those important factors.
Part 2 (Day 3)
- Students receive the client letter 2 and dataset 2 along with their work from part 1.
- Teams test, evaluate, and revise their first procedure as necessary with the second data set and provide the requested deliverables as specified in the second letter. If teams finish early, they can begin preparing their presentations.
- After all of the teams have completed their second letters to the client, the teams will present their results to the rest of the class. Peer critique and classroom discussion follow.
Title: Building Back the Sand Dunes
Summary: Importance of sand dunes and ways to rebuild and protect dunes is described.
Publisher: Florida Department of Environmental Protection
Web Address: http://www.dep.state.fl.us/beaches/publications/pdf/bldgbkvw.pdf
Paging: 3 p.
Text Dependent Questions:
- What does the author describe as the important role sand dunes play?
- How can sand dunes be saved? How can sand dunes be rebuilt?
- What would happen if the sand dunes in an area were destroyed?
- Why do you think that?
- How do you know if you have an answer to the problem?
- Would your solution work in a different situation?
- What are the most important things to consider in your procedure?
- What are the strengths and weaknesses of each?
- Do you agree or disagree with your classmates' ideas? Why or why not?
Reading Passage 1
We are a group of community activists that want to launch a campaign to save our local sand dunes. We will raise money to purchase sand dune vegetation and then sponsor "Planting Days." We have researched four criteria to evaluate each plant: Native or Exotic species, tolerance to sea spray, growth rate, and lifespan. We have also described some important characteristics that are unique to each plant.
We are trying to decide which species of plant to purchase and we need your help. In order to come to a decision, we need you to rank the choices of plants from most to least desirable. We have provided you with a copy of our findings. Look over the data and develop a procedure for ranking the plants.
Please write us back and tell us the order of your rankings and why. Also, include a detailed procedure for how you ranked the plants.
Reis Q. Beach
President, Rescue Our Beaches
- What is the problem?
- Who is the client?
- What is the client asking your team to do?
- What things do you need to include in your solution?
- Do you think there is more than one correct answer to what the client is asking? Why or why not?
Data Set 1
See Readiness questions.
Reading Passage 2
Thank you for all your hard work creating procedures for ranking the species of vegetation we are considering for planting at our local sand dunes. We have recently discovered two more species we can obtain for our campaign. We need you to test your original procedure to see if it still works to select the best plants for protecting our local sand dunes, and if not, to modify it to work with the new plants as well. Please provide us with a second letter that ranks your choices from most to least desirable and describes your procedures in detail.
Reis Q. Beach
President, Rescue Our Beaches
Data Set 2
Additional Instructions or Materials
"DEDOE Text-Based Writing Rubrics [Delaware Department of Education]." State of Delaware - Delaware Department of Education (DDOE) - Home. N.p., n.d. Web. 12 Mar. 2013. http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml
"Building Back the Sand Dunes." Dunes are Valuable. State of Florida Department of Environmental Protection, n.d. Web. 12 Mar. 2013. http://www.dep.state.fl.us/beaches/publications/pdf/bldgbkvw.pdf
"Coastal Landscaping - Coastal Landscaping Plant Highlights and Images." Mass.Gov. N.p., n.d. Web. 12 Mar. 2013.
Reflection question 2