Lesson Plan Template: Model Eliciting Activity (MEA)
Prior to instruction, students should understand and know how to calculate volume of geometric shapes (specifically rectangular prisms and cylinders). As students are working, the teacher will circulate around the room and guide students through the lesson (model eliciting activity). Teacher should:
- ensure students understand their tasks
- interact with all students
- pose probing/guiding questions
- provide positive and constructive feedback in both verbal and written form
- correct misconceptions and calculation errors
- adjust pace to facilitate mastery of learning goals
Feedback to Students
Students receive feedback via internal reflection, oral discussion, written responses, and verbal praise throughout the lesson from themselves, the teacher, and classmates. Students' understanding, processing, and application of skills should be checked for individually and collectively by the teacher via informal means such as questioning, dialogue, and discussion, as well as formally through assessment of written work with attention to both language arts and mathematics skills.
Teacher will use Interchangeable Wristwatch Band Summative Assessment Rubric to determine if students have met the learning goals. Teacher will assess E-mail 1 and return it to the group as soon as possible as feedback on E-mail 1 may help improve product related to Reading Passage 2 and Data Set 2. Teacher will collect E-mail 2 and use Summative Assessment Rubric to assign a grade.
See attachment section of this lesson for a spreadsheet that demonstrates possible volume calculations.
- effectively participate in a collaborative open-ended problem-solving task
- use geometric shapes (rectangular prism and cylinder), their measures, and their properties to model a wristwatch band
- apply geometric methods and calculations to design an interchangeable wristwatch band that satisfies a given physical constraint related to volume
- show mathematical approximations and calculations used during modeling
- translate among information expressed in words, visual form (diagram), and mathematically
- choose relevant information from given data to develop a ranking system
- clearly explain the methodology used to determine the ranking
- use precise language and correct contextual vocabulary to describe both the modeling process and ranking procedure
- clearly make a final recommendation for one of the interchangeable wristwatch bands from the list provided and justify the recommendation
- write two E-mail messages that are clear, coherent, well organized, and appropriate to task
Students should have prior knowledge of and be able to:
- recognize and describe a wristwatch
- accurately estimate and/or measure lengths in millimeters
- use formulas for the volumes of rectangular prisms and cylinders to solve real-world and mathematical problems
- work with peers to set rules for collegial discussions and decision-making including the determination of goals and roles
- be prepared to provide examples of wristwatches (either physically or via pictures) and facilitate discussion about wristwatch configuration and use if students seem to lack prior knowledge and/or basic vocabulary associated with wristwatches
- strategically form groups to ensure heterogeneity
- have rulers available so students may reference and measure using millimeters
- actively circulate throughout the room during the lesson, consciously listen-in to student interactions, and provide guidance as needed
Sequence of lesson is as follows:
- Distribute Interchangeable Wristwatch Band Reading Passage 1. Have students individually read the passage and ask questions.
- Distribute Interchangeable Wristwatch Band Data Set 1. Allow students time to review the data and ask questions. Teacher will pose Readiness Questions.
- Allow students to individually and silently brainstorm ideas they may use to address the problem.
- Direct students to move into predetermined heterogeneous groups of four to address the problem.
- After students have completed their work on Interchangeable Wristwatch Data Set 1, ask the Guiding/Reflective Questions. Collect E-mail 1.
- Grade E-mail 1 using the Summative Assessment Rubric.
- Distribute graded E-mail 1 and rubric so students can use feedback to improve E-mail 1, refine process and hone writing skills prior to submission of E-mail 2.
- IF NECESSARY, THIS IS AN APPROPRIATE PLACE TO PARTITION THE SESSION INTO TWO SEGMENTS - Teacher may wish to conclude segment one or start segment two with the reading of the NASA article titled Telling Time on Mars. Article may be distributed in hardcopy form, read online, or projected on screen for class viewing. Additionally, teacher may wish to demonstrate or have students investigate the NASA Java application titled Mars24 Sunclock -Time on Mars as cited in Supplemental Reading section.
- Distribute Interchangeable Wristwatch Band Reading Passage 2 and allow time for students to read it carefully and ask questions.
- Distribute Interchangeable Wristwatch Band Data Set 2. Allow students time to examine the data and ask questions.
- As students work collaboratively, teacher should circulate throughout the room and listen-in to determine if guidance is necessary.
- Encourage students to persevere and consult with peers; pose Comprehension/Readiness Questions as needed.
- After students complete their work on Interchangeable Wristwatch Band Data Set 2, ask Reflective Questions.
- Students present their methodology and results to the class - as a whole.
- Teacher collects E-mail 1 and E-mail 2, and uses Summative Assessment Rubric to determine a grade.
Special Note: Teacher may need to guide students through the analysis of Data Set 2 with regard to area and volume calculation and provide hints about set-up of subtraction procedure for outer face area measurement versus inner face area measurement.
Here is a copy of a National Aeronautics and Space Administration (NASA) Science Brief titled Telling Time on Mars, written by Michael Allison in January 1998, or use this link to access it in its original format at http://www.giss.nasa.gov/research/briefs/allison_02/
The Lexile Measure is about 1500, which is above grade 10 so the teacher may want to read it aloud as students follow along, or have students do jump-in reading where several students each read one paragraph aloud to their classmates until the entire article has been heard. Teacher should be prepared to help with pronunciation, vocabulary, and concepts as needed.
Additionally, here is a link to a National Aeronautics and Space Administration (NASA) Java application titled Mars24 Sunclock - Time on Mars, which displays a graphical representation of the planet Mars showing its current sun and nightsides, along with the numerical readout of the time in 24-hour format. http://www.giss.nasa.gov/tools/mars24/
- If you had data for additional interchangeable wristwatch band styles, could you use the same method to rank them?
- Is there any additional information that would make your results better?
- Did you hear any ideas from your group members or other classmates that were different from your own? Do you agree or disagree with their method and why?
- Does your E-mail have all the components you need to answer the questions?
Reading Passage 1
Teacher will distribute Interchangeable Wristwatch Band Reading Passage 1 and have students individually read the passage and ask questions.
- Do you or someone you know wear a wristwatch? (Some students may not wear a watch but could have friends or family that do)
- What are wristwatches generally used for? (Possible responses include - display of time, day of week, month of year, etc.)
- If you were going to buy a wristwatch, what are some things you would take into consideration? (Possible responses include - color, size, style, material, ease of use, battery life, etc.)
- Can you list some parts of a wristwatch? (Possible responses include - strap, face, dial, bezel, buckle, clasp, hands, etc.)
- Can you list special features some wristwatches may have? (This may spark an analog vs. digital, mechanical vs. battery, plastic vs. metal, or some other comparison conversation; teacher should accept and praise appropriate student responses)
- Can you draw a diagram of a wristwatch? What would be the most important characteristics to include? (Students should mention dimensions, if they do not, teacher will redirect as needed)
- What is the problem you are asked to solve? (Determine ranking for interchangeable wristwatch bands)
- Who is your client? (Mr. Ima Wristaker who is the president of a company named Wristy Business)
- What is your relationship to the client? (He is asking you to provide a somewhat professional service)
- How will your relationship to the client affect your preparation of your response? (The response should be formal and business-like)
- What things do you need to include in your response so it is clear and coherent? (The response should address all items requested)
- Do you think there is more than one way to come up with an answer to this problem? (Yes, but the ranking should be justifiable)
- What is the best way to organize your E-mail response? (Answers may vary)
Data Set 1
Teacher will distribute Interchangeable Wristwatch Band Data Set 1 and allow students to review the data and ask questions.
Letter Template 1
Teacher may wish to distribute Interchangeable Wristwatch Band Student E-mail 1 Template either to save time or as an accommodation.
- How do the general sizes of wristwatches (strap and case) made exclusively for males compare to those made for females?
- Can you point to the face of the wristwatch on the diagram?
- How many of the wristwatches on the list have circular faces?
- What are the advantages of a circular face on a wristwatch?
- What are the benefits of a wide strap on a wristwatch?
- What are the disadvantages of a small face on a wristwatch?
- Can the circumference of a person's wrist be measured and/or approximated in millimeters? If so, how and what would be a reasonable number?
Reading Passage 2
Teacher will distribute Interchangeable Wristwatch Band Reading Passage 2 and allow time for students to read it carefully and ask questions.
Data Set 2
Teacher will distribute Interchangeable Wristwatch Band Data Set 2 and allow students time to examine the data and ask questions.
Letter Template 2
Teacher may wish to distribute Interchangeable Wristwatch Band Student E-mail 2 Template either to save time or as an accommodation.
Additional Instructions or Materials
- ruler with millimeter marks
- scientific calculator
- sample wristwatches or pictures of wristwatches
- centimeter graph paper (for scale diagram)
- computer with spreadsheet software (for volume calculation and comparison)
Reflection question 2
- Did your ranking change based upon the new information in Interchangeable Wristwatch Band Reading Passage 2 and Data Set 2?
- Did you clearly explain how you used the new information to re-examine the rankings?