WEBVTT 1 00:00:05.166 --> 00:00:05.699 2 00:00:05.700 --> 00:00:14.333 Model Eliciting Activities from CPALMS are excellent resources for teachers to supplement the normal curriculum with open-ended, 3 00:00:14.333 --> 00:00:20.099 interdisciplinary, problem-solving activities that reveal students’ thinking about STEM concepts. 4 00:00:20.100 --> 00:00:28.700 At the core of every Model Eliciting Activity is a real-world, problem-based challenge that encourages students to create solutions in the 5 00:00:28.700 --> 00:00:34.433 form of mathematical and scientific models while considering constraints and tradeoffs. 6 00:00:34.433 --> 00:00:42.033 Each problem is open-ended and has no pre-determined answer. So, students must work as a community of learners to understand 7 00:00:42.033 --> 00:00:47.099 the problem, design and implement procedures, evaluate the data, recommend a solution, and 8 00:00:47.100 --> 00:00:52.166 revise their models when new information is available. 9 00:00:52.166 --> 00:00:59.099 Each MEA challenges students to apply and integrate multiple components of STEM education. 10 00:00:59.100 --> 00:01:08.100 Students use scientific inquiry to tackle every MEA problem, and many MEAs require students to apply scientific content knowledge. 11 00:01:08.100 --> 00:01:16.733 Students may need to apply technological literacy, which may include digital or analog technologies and physical models. 12 00:01:16.733 --> 00:01:17.433 13 00:01:17.433 --> 00:01:22.999 And most MEAs guide students through steps that are similar to the Engineering design process. 14 00:01:23.000 --> 00:01:23.666 15 00:01:23.666 --> 00:01:31.232 Students will use mathematical thinking and reasoning as they apply mathematical problem-solving skills and content knowledge. 16 00:01:31.233 --> 00:01:31.799 17 00:01:31.800 --> 00:01:40.066 MEAs also challenge students to apply English language arts and communication skills through listening, speaking, reading, and writing by 18 00:01:40.066 --> 00:01:48.366 documenting their reasoning and procedures and presenting evidence-based arguments using text and visuals. 19 00:01:48.366 --> 00:01:51.532 MEAs often follow a consistent sequence: 20 00:01:51.533 --> 00:01:51.933 21 00:01:51.933 --> 00:01:59.599 Students read informational text or fictional literature that provides context and essential content knowledge for the problem. 22 00:01:59.600 --> 00:01:59.933 23 00:01:59.933 --> 00:02:06.633 Students receive a problem statement or letter from a fictitious client that includes data related to the problem. 24 00:02:06.633 --> 00:02:07.133 25 00:02:07.133 --> 00:02:15.099 In teams, students develop and implement a model for solving the client’s problem by agreeing on the importance of different criteria, 26 00:02:15.100 --> 00:02:20.400 developing and implementing a replicable procedure, and evaluating their results. 27 00:02:20.400 --> 00:02:20.733 28 00:02:20.733 --> 00:02:26.666 Students write the client a letter with a recommendation, the procedure they used, and supporting evidence. 29 00:02:26.666 --> 00:02:27.066 30 00:02:27.066 --> 00:02:34.766 Students may receive a second client letter called "the twist" with additional criteria and data. Based on the twist, 31 00:02:34.766 --> 00:02:42.499 students reflect upon and revise their models and procedures and evaluate the updated results to optimize their recommendation. 32 00:02:42.500 --> 00:02:42.900 33 00:02:42.900 --> 00:02:49.466 Students write the client a second letter with a recommendation based on the twist, supporting evidence, and their justification for 34 00:02:49.466 --> 00:02:53.866 keeping or changing their original recommendation. 35 00:02:53.866 --> 00:02:54.332 36 00:02:54.333 --> 00:02:57.933 Last, student teams present their work to the class. 37 00:02:57.933 --> 00:02:59.599 38 00:02:59.600 --> 00:03:04.800 MEAs foster the development of 21st-century skills like communication, teamwork, technical 39 00:03:04.800 --> 00:03:10.033 analysis, and problem-solving while enhancing content knowledge. 40 00:03:10.033 --> 00:03:11.199 41 00:03:11.200 --> 00:03:18.900 Teachers have reported that CPALMS MEAs effectively engage lower-achieving students in STEM activities. The real-world 42 00:03:18.900 --> 00:03:26.633 problems allow students to apply their knowledge and unique perspectives while exploring multiple pathways to a solution. 43 00:03:26.633 --> 00:03:30.866 MEAs emphasize the role of students as they integrate, construct, and apply their 44 00:03:30.866 --> 00:03:35.132 knowledge and skills to solve real-world problems. 45 00:03:35.133 --> 00:03:42.233 During the MEA, the teacher guides and facilitates activities, offering support, clarifying STEM concepts, 46 00:03:42.233 --> 00:03:46.999 and answering questions without steering students toward a particular solution. 47 00:03:47.000 --> 00:03:48.433 48 00:03:48.433 --> 00:03:54.533 MEAs are interdisciplinary STEM lessons that often take multiple class sessions to complete. 49 00:03:54.533 --> 00:04:00.299 They make great culminating activities after one or more units of study by challenging students 50 00:04:00.300 --> 00:04:03.633 to apply their knowledge in realistic situations. 51 00:04:03.633 --> 00:04:04.633 52 00:04:04.633 --> 00:04:13.833 CPALMS has over 500 MEAs from kindergarten to high school written by educators and reviewed by content experts. 53 00:04:13.833 --> 00:04:20.833 MEAs feature a range of topics and scenarios that are appropriate and relevant for students in each grade. 54 00:04:22.833 --> 00:04:30.566 Each CPALMS MEA lesson plan is aligned to benchmarks in two or more disciplines and features detailed instructions, printable 55 00:04:31.566 --> 00:04:37.332 documents and templates, assessment ideas, and rubrics to support the successful implementation of the activity. 56 00:04:38.333 --> 00:04:43.133 MEAs are also easy on the budget because most require few if any tools or supplies. 58 00:04:43.466 --> 00:04:52.666 Try a Model Eliciting Activity from CPALMS to make interdisciplinary STEM education a reality in your classroom.