1. Ask students the formative assessment questions (see Formative Assessment) 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), dataset 1, and additional materials (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 the requested deliverables. a. 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. b. 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.
6. Students receive the client letter 2 (Reading Passage 2), dataset 2, and additional materials (found in the Dataset 2 section), along with their work from part 1.
7. 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. a. If teams finish early, they can begin preparing their presentations.
8. 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 follow.