Lesson Plan Template: Model Eliciting Activity (MEA)
The comprehension questions/readiness questions and reflection questions can be used as formative assessment (for questions, see the Readiness questions section). Comprehension and readiness questions will indicate whether the students understand the problem and the problem context, and reflection questions are meant to elicit high level thinking from students as they are working through the problem. Students' responses to the reflective questions can also indicate whether scaffolding is needed. The comprehension/readiness questions are asked of students after they read the first client letter. The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data. The reflection questions are asked by the teacher as students are working in their groups on parts 1 and 2 of the MEA. These questions can reveal any misunderstanding or issues that students have as well as guide them to think about what they are doing.
Feedback to Students
Students will receive feedback when the teacher asks the reflective questions as groups of students are working on parts 1 and 2 of the MEA (for questions, see Guiding/Reflective questions section).
The following link contains a Quality Assurance Guide, Student's Assessment Guide and a Scoring Checklist to assess the student's MEA. The scoring guide is easy to use using the standard 1 to 5 ratings.
- Evaluate information presented in data tables.
- Develop a clear procedure to rank the sunscreen lotions.
- Generalize a procedure for solving a problem with changing parameters.
- Participate effectively in peer discussions about the MEA within their groups.
- Present their findings to the class and be able to defend their decisions.
SC.6.E.7.8: Describe ways human beings protect themselves from hazardous weather and sun exposure.
SC.912.P.10.18: Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy and relate them to phenomena and applications.
LA.910.4.2.2:The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information.
LA.910.2.2.3:The student will organize information to show understanding or relationships among facts, ideas, and events.
Part 1 (Days 1 and 2)
1.Students read the informational text and a class discussion follows. The purpose of the text is to introduce students to the topic and improve their reading skills.
2.Students receive client letter 1, dataset 1, and additional materials (figure of intersections, worksheet, and template letter)
3.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.
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 provide 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
5.Students receive the client letter 2, and dataset 2 along with their work from part 1.
6.Teams test, evaluate, and revise their first procedure as necessary with the second dataset and provide the requested deliverables as specified in the second letter.
- If teams finish early, they can begin preparing their presentations.
7.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.
Title: Sun Screen
Summary: This informational text explains the use of sunscreens to protect people from skin cancer.
Link to text:https://www.sciencenewsforstudents.org/article/sun-screen
Citation: Sohn, Emily. "Sun Screen". (2006), Science News for Kids. Society of the Society for Science & the Public. June 26, 2006. Web. June 19, 2013
1. What are the strengths and weaknesses of each of the sunscreen lotions?
2. How do you know if you have an answer to the problem?
3. Would your solution work in a different situation?
4. What are the most important things to consider in your procedure?
5. Do you agree or disagree with your classmates' ideas? Why or why not?
6. How is your procedure similar or different from other teams?
Reading Passage 1
1. Who is the client?
2. What is the problem?
3. What is the client asking your team to do?
4. What things do you need to include in your solution?
5. Do you think there is more than one correct answer to what the client is asking?
6. Explain your answer to question number. Why or why not?
7. Who do you think will benefit the most from your effort to rank the sunscreens?
Data Set 1
Data Set 1
Letter Template 1
Letter Template 1.docx
See "Readiness Questions"
Reading Passage 2
Data Set 2
Data Set 2
Letter Template 2
Letter Template 2.docx
Additional Instructions or Materials
- Leveled reading can be provided (teacher supplied)
- Provide each student a copy of reading so they may mark the text
- Provide calculator to help with any calculations
- Pre-teach unknown vocabulary
- Extended time can be given
Extensions Students could research the following topics and create informational posters, reports or presentations: Do higher number SPF (50+) give better protection? What are the dangers of too much exposure to UV rays? What are the different forms of skin cancer? Do all forms of skin cancer begin with sun exposure?
Further Recommendations Empty sunscreen bottles, a few sand toys and a small backpack on the front counter would generate interest in the MEA.
Suggested Technology Overhead projector is useful to show documents but not necessary.
Reflection question 2