*grade 5 topics and texts*, building on others’ ideas and expressing their own clearly.

- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

**Subject Area:**English Language Arts

**Grade:**5

**Strand:**Standards for Speaking and Listening

**Idea:**Level 3: Strategic Thinking & Complex Reasoning

**Cluster:**Comprehension and Collaboration

**Date Adopted or Revised:**12/10

**Date of Last Rating:**02/14

**Status:**State Board Approved - Archived

## Related Courses

## Related Access Points

## Related Resources

## Lesson Plans

## Unit/Lesson Sequences

## STEM Lessons - Model Eliciting Activity

This activity allows students to determine the types of items that should be in a hurricane survival kit, use a budget and calculations to determine the items to include in the kit and gain an understanding of hurricanes and the need to prepare for them.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This MEA gives the students the opportunity to evaluate and rank several playground ball companies based on their use in a summer camp program. Students should use multiplication to determine the total cost of the balls for each company.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

In this Model-Eliciting Activity (MEA), the students have been hired as consultants to analyze data and recommend a new farm location for a fruit company. The students will learn about climate, weather changes, and develop a proposal for the Organic Inc. company.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model-Eliciting activity (MEA), students will get a request from a client asking them to pick the best new breed for hunting moles.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

This Model Eliciting Activity (MEA) asks students to develop a procedure for choosing a back-up energy source (generator) for an ice cream shop. Students will need to consider Cost of unit, wattage output, size of fuel container, length of time this machine will run, auto turn on, and the number of outlets it can receive. In the second portion of the problem statement, the students will need to prepare and compare the cost of use for 24 hour period. They will need to determine if they have still made the correct choices while adding three more generators for consideration, and make a cost analysis for 24 hours of use. In the culminating activity, the students will write a proposal for the client for the generator of their choice and include the 24 hours cost analysis.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

This MEA asks the students to decide which hand dryer model would be the "best and the worst" for Blow Me Away Incorporated to sell.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model Eliciting Activity, MEA, students will be comparing fractions and comparing decimal numbers to recruit a baseball player(s).

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This is a Model Eliciting Activity in which students are asked to assist a toy company in ranking several cities for them to consider where they will open their next store. They also read data and apply multiplication skills.

In this Model Eliciting Activity (MEA), students must consider how to rank skate board wheels based on factors like types of surfaces, price, and durometer. In teams, students determine their procedures and write letters back to the client.

Students will review rectangular prisms and the formula for finding the volume of rectangular prisms. Once students have determined the volume of a number of rectangular prisms (cereal boxes), the students will use that information to help a fictitious company in determining which cereal box they should use for their new product.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

This Model Eliciting Activity (MEA) is written at a 5th grade level. Clean Dat "SPACE" MEA provides students with an engineering problem in which they must work as a team to design a procedure to select the best space junk cleanup company for the purpose of keeping the International Space Station safe while in orbit.

In teams, students will determine which sailboat the Leeward Family should purchase. They will use their knowledge of multiplying decimals to assist in their problem solving. The criteria will be based on air conditioning, swim out, auto helm, recent bottom job, condition of sails, condition of upholstery, and other twists!

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Evan needs your help convincing his parents to rent a car for their family's vacation to Washington D.C. His parents are thinking of traveling in the family's old SUV that has no air and horrible gas mileage. Students will be asked to estimate each rental car's gas costs along with the weekly rental fee to rank the choices. In the twist, the students will be given safety information and must decide how to change their procedure with the new information.

This MEA asks the students to compare hand drying products based on: initial cost, replacement cost and absorbency. Students will provide the "top choice" to the principal of the school and explain how they arrived at the solution. In the twist, students will be asked to consider the environmental impact of the products and reevaluate their conclusions.

In this MEA, students will create a procedure to rank five mini-refrigerators to determine which one should be purchased for the school by the PTA based on size, type, features, energy usage, and cost. In the process, students will solve real-world problems involving the multiplication of multi-digit numbers with decimals to the hundredths, including using money. Students will also determine the volume of a rectangular prism using a formula.

Inventive minds have persisted throughout history. Inventors have improved our lives with inventions created out of a desire to solve a problem or make the quality of peoples' lives better. Our president is concerned that we are not keeping up with other countries in the area of engineering and inventive thinking. Why is this? As students explore famous inventions from around the world throughout history, they will decide what the best inventions of all time are and support their opinion with strong reasons.

On this MEA activity, students will create a procedure to rank five lunch bags as to which one is the best in keeping food and drinks at a safe temperature and appealing to the taste, while keeping design and price on target.

In this Model-Eliciting Activity (MEA), students will work in groups to develop a procedure to rank which self-made, children's drink would be best to add to a current coffee shop menu. Students will consider factors such as flavor appeal, temperature of drink , costs, time required to mix drink, special equipment needed and nutritional value. Students will apply knowledge of how temperature and stirring can affect dissolving time.

In this MEA, students evaluate the contributions of various explorers to help a museum select the subject who provided the most impact on Western development for a new exhibit. Students will need to convert units to have the necessary information to help come up with a solution to the problem.

This MEA asks students to decide which factors are important in developing a successful frozen yogurt (froyo) store in order to compete with and become the best store in the area. Students will provide feedback to an entrepreneur who is looking to open a frozen yogurt store. They will rank order their choices of the most successful to least successful store. Students will provide a detailed written explanation for how they decided to rank factors and their solution rating existing stores from best to worst.

The students will rank companies offering canopies to a school for their Physical Education area.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this Model-Eliciting Activity (MEA), students have been asked by Space R Us to evaluate other planets in the solar system for possible human population. Students have to rank the planets in order and defend their choices.

This Model Eliciting Activity (MEA) asks students to develop a procedure for choosing a reptile or amphibian to place in a school reception area. Students will need to consider safety, price of animal, cost by week to feed animal, size and cost of the enclosure, and the life span of the animals they are considering. In the second portion of the problem statement, the students will need to prepare a budget and cost analysis for the year to consider if they have still made the correct choices while adding three more animals for consideration. The culminating activity for this MEA will have the student write a proposal for the Principal to state their choice of animal, give a year's budget for cost and care for the animal.

The client, Twi N. Key Bakery, wants your students to help them determine which product to sell in your school. Along the way your students will have to convert pounds to ounces as well as survey their peers.

Students will graph points on a coordinate plane to help them to determine which property would be best suited for a recreational building. This lesson has students practice graphing points, as well as challenging their critical thinking skills with a real world problem.

In this open-ended problem, students will work in teams to determine a procedure for ranking shoe closet styles for a person’s dream closet. Students will need to calculate the perimeter and cost for the closet, make decisions based on a table of data, and write a letter to the client providing evidence for their decisions.

In this Model-Eliciting Activity (MEA), students will learn about energy from the sun and how it is transformed into heat energy. Students will use this information to decide on a manufacturing company to order team shirts from.

This MEA asks the students to compare items to be given to fans attending a college homecoming football game.

Students will use multi-digit multiplication and measurement conversion while comparing data on the items. They will also take into account fan reviews of the items which should create interesting student discussions.

In this MEA, 5th Grade students will work in teams to determine a procedure for ranking Storage Sheds for a construction company that is moving to a new facility to purchase. Students will need to calculate the square feet and cubic feet of space for the Storage Shed, make decisions based on a table of data, and write a letter to the client providing evidence for their decisions.

This Model Eliciting Activity (MEA) asks students to develop a procedure to select a hurricane shutter company based on several data points.

In this Model Eliciting Activity (MEA), students will read a passage about Asteroids, Comets and Meteors and discuss the material within their groups. Students will then read an article about telescopes and features of telescopes. As a group, students will rate a list of telescopes by deciding which features they feel are most important. Students will be assessed on their writing skills as well as the science material they learned during the supplemental reading.

Students will read a letter from a painting company from New York who are planning to expand to Florida. They need help deciding on which paint sprayers to purchase. Students will use their understanding of rate and percentages to analyze data and make suggestions.

In this Model-Eliciting Activity (MEA), students will review data and rank travel dates from best to worst in terms of weather conditions, to help the Neely Family decide what the best dates would be to go camping in Madison Fl. Students will consider wind speed, air pressure, humidity, air temperature by analyzing the given charts which include these data week by week. Students will work as a groups and create a model for ranking these dates. Students have fun, use problem solving and collaborative strategies while learning about the properties of weather.

This MEA gives students the opportunity to use real world data to rank proposed product lines from most likely to be profitable to least likely to be profitable. There are two sequential tasks; the second task adds a component of complexity to the original task. Students will apply multiplication and division skills in problem solving, write a procedure with grade-appropriate organization and conventions, and participate in group collaboration to complete this task.

Students use mathematical practices to recommend food packages for the Wildlife Refuge of North America to order.

Students will create a rating system for workout DVD's according to weight loss, muscle toning, and increased physical condition.