Cookies and Treats

Lesson Content

• Lesson Plan Template:

  Model Eliciting Activity (MEA)

• Formative Assessment

  
  
  1. Who is the client?
  2. What is the client's problem?
  3. What does the client want from you?

• Feedback to Students

  
  
  1. You have been asked to solve problem.
  2. What do you need to create to solve the problem?
  3. Who will use your solution?
  4. What things does the client want in your letter?
  5. What might be difficult about solving this problem for the client?

• Summative Assessment

  
  

  Rubric for Scoring Student Responses
  
  Use this link to find a rubric that students can use during their group presentations: Peer Review Rubric.

• Learning Objectives

  
  
  • Students will use decimals and use proper notation when working with them.
  • Students will compare two decimals and understand that both are part of the same whole.
  • Students will write a letter explaining their procedure with appropriate examples and support.
  • Students will write a letter to a specific audience.
  • Students will understand how humans impact the environment through recycling

• Prior Knowledge

  
  
  • Students should be able to multiply multi-digit numbers using various strategies.
  • Students should have an understanding of feet and yards and how much space they take up.

• Instructional Suggestions

  
  

  Part 1 (Day 1 and 2)

  1. Ask students the formative assessment questions for math content (see Formative Assessment, math content questions) and provide a review if needed.
  2. Provide a copy of the informational text (see Supplemental Reading) to each student and ask students to highlight vocabulary they don't understand. Afterwards, lead a class discussion focused on clarifying confusing vocabulary and following the discussion questions provided with the reading. The purpose of the text is to introduce students to the topic and improve their reading skills.
  3. Students receive client letter 1 (Reading Passage 1) and data set 1 (provided in the Dataset 1 section).
  4. The teacher can ask the readiness/comprehension questions (see Readiness 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.
  5. In teams, students work on the problem and respond to the client with therequesteddeliverables.
     • As students are working, the teacher circulates to each team to ask the first set of Guiding/Reflective Questions and address any issues that may arise.
     • Teachers can provide guidance using the reflective questions to help students determine the important factors and start thinking about how they can present their solution.

  Part 2 (Day 3)

  1. Students receive the client letter 2 (Reading Passage 2), dataset 2, and additional materials (found in Dataset 2 section). Along with their work from part 1.
  2. Teams test, evaluate, and revise their first procedure as necessary with theseconddataset and provide therequesteddeliverables 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 using the Peer Presentation Rubric (see Summative Assessment, Peer Rubric) and classroom discussion to follow.

• Supplemental Reading

  
  

  Recycle! By Gail Gibbons
  SBN-13: 9780316309431
  Publisher: Little, Brown Books for Young Readers
  Publication date: 4/1/1996
  
  Use this book before giving students the first reading passage (cookies and treats letter 1). This will help students gain prior knowledge about recycling which will help them when working on a solution for the client.

• Guiding/reflective Questions

  
  
  1. What were the steps to recycling discussed in the book?
  2. What kind of impact does recycling have on our environment?

• Reading Passage 1

  
  

  Cookies and Treats Letter 1

• Readiness Questions

  
  
  1. Who is the client?
  2. What does the client need your team to do?
  3. What will you have to do before you can determine a procedure?

• Data Set 1

  
  

  Cookies and Treats Data Set 1

• Letter Template 1

  
  

  Cookies and Treats Letter Template 1

• Comprehension/readiness questions

  
  

  See readiness questions.

• Reading Passage 2

  
  

  Cookies and Treats Letter 2

• Data Set 2

  
  

  Cookies and Treats Data Set 2

• Letter Template 2

  
  

  Cookies and Treats Letter Template 2

• Reflection question 2

  
  
  1. What new information were we given?
  2. How will this impact your procedure?
  3. What information should you focus on?