Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
| Course Number1111 |
Course Title222 |
| 2002040: | M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002050: | M/J Comprehensive Science 1, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002070: | M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002080: | M/J Comprehensive Science 2, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002100: | M/J Comprehensive Science 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002110: | M/J Comprehensive Science 3, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001010: | M/J Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001020: | M/J Earth/Space Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000010: | M/J Life Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000020: | M/J Life Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003010: | M/J Physical Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003020: | M/J Physical Science, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1100000: | M/J Library Skills/Information Literacy (MC) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1700020: | M/J Research 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1700060: | M/J Career Research and Decision Making (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| 7820015: | Access M/J Comprehensive Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7820016: | Access M/J Comprehensive Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2002055: | M/J Comprehensive Science 1 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002085: | M/J Comprehensive Science 2 Accelerated Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003030: | M/J STEM Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2001025: | M/J STEM Astronomy and Space Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| Name |
Description |
| Installing Tile Floor | This MEA requires students to formulate a comparison-based solution to a problem involving finding the best plan for installing tile floor considering different aspects. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client. 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. |
| Flipping the house | After reading the market report for the real estate sales in Miami during the first quarter, students will decide which type of property they want to consider for investment that can be sold during the next year and still make a profit from the sale. In addition, students will determine the best location to make the investment. Luxury homes are selling faster this year, while there is not inventory for single families houses. The median prices for condos and apartments are lower, but the number of sales is going up. Students also consider price fluctuation between different locations. 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. |
| Let's Ride! | Let's Ride! is a model-eliciting activity that asks students to use pluses and minuses to indicate if eight models of 4-door sedans meet specific standards based on gas mileage, seating capacity, warranty, and type of engine. The students then have to rank the cars and indicate their top four choices. 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. |
| Can You Hear Me Now? | Students will be given a list of phone rates of 5 different companies and will have to decide which plan(s) are the best according to cost. They will discuss minutes and monthly plan and the cost of each phone. All of the plans are on the prepayment option. 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. |
| Neighborhood Hunt | This MEA requires students to formulate a comparison-based solution to a problem involving choosing the best neighborhood for Ms. Jasmine to purchase a house. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client. 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. |
| Feel the Heat! | This MEA is a great way to implement Florida State Standards for math and language arts. It also supports cooperative learning groups and encourages student engagement. Students will explore different types of materials to determine which absorbs the least amount of heat. Students will also calculate the surface area to determine the cost for constructing the buildings using the materials.
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 |
| Ecology Lesson Part 4 of 4 - Jeopardy Review | This review game is designed to be part 4 of a 4 part series covering Interdependence. The first two lessons are Powerpoints that go over the information in the game. The third lesson is a biomes lab activity. This can be used as a stand alone activity, however - just make sure that you preview the questions and have covered this material with your students before presenting it to the class. |
| Name |
Description |
| Snake Island: Facts, Judgments, and Speculation | This tutorial is designed to help secondary science teachers learn how to incorporate literacy skills into their science curriculum. This tutorial will demonstrate how teachers can teach students to distinguish among facts, reasoned judgements, and speculation. The focus on literacy across content areas is intended to help foster students' reading, writing, and thinking skills in multiple disciplines.
Click "View Site" to open a full-screen version. |
| Cultivating Literacy: Reading Skills and Standards | Click "View Site" to open a full-screen version.
By the end of this module, teachers should be able to:
- Name the key instructional shifts in English Language Arts and Literacy
- Label the College and Career Readiness, also known as CCR, anchor standards for Reading
- Use the language of the Reading Standards for Literacy in Science and Technical Subjects to identify what students should know and be able to do
- Arrange and sequence the Reading Standards for Literacy in Science and Technical Subjects
- Distinguish the changes in rigor as a Reading standard progresses from one grade band to the next
This is Module 1 of 4 in the series, "Literacy across the Content Areas: Reading and Writing to Build Content Knowledge." |
