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 students thinking as they are working through the problem. The comprehension/readiness questions are asked of students after they read the first client letter (see Reading Passage 1). The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data.
Feedback to Students
Students responses to the reflective questions can indicate whether scaffolding is needed. 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. Additionally, peer dialogue among the students within their groups provides them with the opportunity to discuss and critique each other's ideas, modify existing ideas, and generate new ones.
Quality Assurance Rubric, developed by Purdue University's Case Studies for Kids Project. Accessible at the following link:
- Calculate work when given force and distance data.
- Compare and contrast work and power.
- Describe all factors that affect the amount of work done in a given situation.
- Explain why time does not affect the amount of work done.
- Describe all factors that affect the amount of power exerted in a given situation.
- Describe how the amount of power can change when the amount of work remains the same.
- Evaluate the pros and cons needed to make a real-life decision.
- Develop a procedure for solving a problem with changing parameters.
- Analyze data and draw conclusions based on your analysis.
- Support claims with logical reasoning and relevant evidence.
- Understand that several factors need to be considered when solving multifaceted problems and determine the most important factors needed to make viable decisions.
- Make logical decisions to provide a solution to a problem.
- Communicate an outcome or solution clearly to others.
- Definition of work
- Definition of power
- Formula needed to calculate work
- Formula needed to calculate power
- Units for work and power
- How to determine the amount of force is needed to lift an object
- How to calculate work from force and distance data
- How to calculate power from work and time data or force, distance, and time data
Part 1 (Day 1)
- Provide a KWL activity on work and power and provide a review as needed.
- Students receive client letter 1 (Reading passage 1) and data set 1.
- 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.
- In teams, students collaboratively analyze the data and respond to the client with the requested deliverables.
- 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 2)
- Students receive the client letter 2 (Reading Passage 2) and data set 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.
- As teams finish, they should begin preparing their presentations.
Part 3 (Day 3)
- The teams will now 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.
1. Why do you think that?
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. What are the strengths and weaknesses of each?
6. Do you agree or disagree with your classmates ideas? Why or why not?
Reading Passage 1
Efficient Storage MEA Letter 1
1. What is the problem? (determining the amount of work that needs to be done and devising a plan to hire the best workers to achieve this goal)
2. Who is the client? (the owner of Storage Supermarket)
3. What is the client asking your team to do? (analyze the data and list the top 5 groupings of workers that should be hired in order to run a successful business without overspending and outline the recommended procedure for doing so)
4. What things do you need to include in your solution? (the amount of work that needs to be accomplished, an ordered list of groups of workers that can successfully achieve this, the days each worker will be working, the number of hours each perspective employee will work each day, and the amount of money each worker will earn each day)
5. How much work needs to be performed each day? (202,500 J)
6. How do you calculate the amount of money a given worker makes in 1 day? (Multiply that worker's salary by the number of hours worked)
7. What is the significance of providing the sick days? (to provide a measure of reliability)
8. Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes, because the data can be analyzed in multiple ways.)
Data Set 1
Efficient Storage Data Set 1
See Readiness Questions.
Reading Passage 2
Efficient Storage MEA Letter 2
Data Set 2
Efficient Storage Data Set 2
Reflection question 2
- Compare and contrast the costs and benefits of hiring workers full-time versus part-time.
- Why might an employer decide to pay overtime wages to a given worker rather paying another worker or workers regular wages?