Modeling and Model Eliciting Activies

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Modeling and Model Eliciting Activies

• Day 4 Elementary STEM
• MSTA Region 11 Teacher Center

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Problem Solving Modeling

• Goals
• Teachers helping students develop connections
  among STEM disciplines through representation and
  translation.
• Teachers helping students elicit their
  mathematical, scientific and engineering thinking
  through modeling.

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Sequence of Activities

• Modeling Activity Chicks and Penguins
• Model Eliciting Activity Water
• Model Eliciting Activity Bigfoot

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PLC Reflection

• Sit with others who are not from your school.
• Share lessons and student work.
• Write down three good ideas and the persons name
  who you learned the idea from.

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Lesh Translation Model
Lesh Doerr (2003)
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Chicks and Penguins

• Your role teacher and student
• Investigate the strategies that animals have to
  survive in difficult conditions.
• Create an activity that could be used with
  kindergarten and/or 1st grade students.

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Chicks and Penguins

• Write a conclusion for the story.
• How can you use the materials in your bin to
  design an experiment that will demonstrate the
  scientific principle illustrated in the story?
  Use the activity sheet to guide your progress.
• Each group member should complete the worksheet.

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Chicks and Penguins
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Filtering Water for Salias Kachua

• Please write a letter to me that tells me
• How to rank all of my filter designs.
• Show me the work which explains how your team
  ranked the filter designs.
• Why you think your way ranking water filter
  designs will help me pick the best design.

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Representations in the Filter Problem

• What representations were elicited in this
  problem?
• How can you as a teacher foster multiple
  representations on this problem? Translations
  between representations?
• What are the big conceptual ideas that are
  elicited in this problem?

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Task 2

• How does Task 2 extend the translations?

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Model Construction Principle

• What knowledge do students bring to this problem?

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Reality Principle

• What is provided in this MEA that students can
  use to test their ways of thinking?

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Self-Assessment Principle

• What documentation are the students being asked
  to produce in this MEA?

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Model Documentation Principle

• What documentation are the students being asked
  to produce in this MEA?

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Model Share Ability Reusability Principle

• What element will ensure that the model will be
  understandable by others and will be able to be
  applied to other data?

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Effective Prototype Principle

• What are the big conceptual ideas?

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Complex Modeling Activities

• We are going to participate in a modeling
  activity called Bigfoot
• There are multiple solution paths to this
  problem, and the answer will not be easily
  apparent at first. Youll have to work at it.
• Teachers Solve this problem as if you have the
  mathematical background of 3rd grade students.

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Bigfoot

• Individually
• Read the newspaper article Expert Tracker Shares
  His Experiences and answer the readiness
  questions.

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Bigfoot

• In your teams
• Read the problem statement and answer the team
  questions together.
• Create a procedure for the mayor
• Be prepared to share your solutions in a 2 minute
  presentation.

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Connecting MEAs to the Standards

• To which standards does this MEA connect?
• Consider math, science, and engineering
• Are there standards to which all MEAs connect?
  Which ones?

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Summary and Closure

• PLCs
• -Plan an MEA to implement
• -Implement the MEA
• -Share student products