Peter Rabbit https modelelicitingactivities weebly com Model Eliciting

Peter Rabbit https: //modelelicitingactivities. weebly. com/

Model Eliciting Activities Peer-Assisted Learning Active Learning Cooperative Learning Model-Eliciting Activities Problem-Based Learning Deborah Kozdras Collaborative Learning Peer Tutoring Christine Angel Danger

Designed as “thought-revealing activities” for students (Lesh, et al, 2000) “The problems that we face in our ever-changing increasingly global society are multidisciplinary, and many require the integration of multiple STEM concepts to solve them. ” (Roehrig, Moore, Wang, & Park, 2012)

“The resultant student products reveal students’ thinking and provide both teachers and researchers with a powerful lens for viewing students’ reasoning and concept development (Carlson, Larson, & Lesh, 2003)

The models created include procedures for doing things and, more importantly, metaphors for seeing or interpreting things (Mousoulides & English, 2011).

The activities are such that student teams of three to four express their mathematical model, test it using sample data under the possible engineering constraints, and revise their procedure to meet the needs of their client (Lesh and Doerr, 2003; Mousoulides et al. 2008).

Speaking and Listening - Comprehension and Collaboration: Evaluate a speaker’s point of view, use of evidence. . . Reading - Key Ideas and Details: Read closely to determine what the text says explicitly and to make logical inferences from it; . . Speaking and Listening – Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning. . . Reading - Integration of Knowledge and Ideas: Integrate and evaluate information presented in diverse media. . . Speaking and Listening – Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Speaking and Listening Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations. . . Speaking and Listening - Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats. . .

The Best Vegetable Garden for Peter Rabbit • The students will make a map of a garden, which will show 5 different kinds of vegetables that could be planted and how many plants of each kind. Then they will change one vegetable plant for two herbal plants and resubmit the map of the garden. • Subject(s): Mathematics, English Language Arts, Science • Grade Level(s): K-2

• LAFS. K. SL. 1. 1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. • a. Follow agreed-upon rules for discussions (e. g. , listening to others and taking turns speaking about the topics and texts under discussion). • b. Continue a conversation through multiple exchanges. • MAFS. K. OA. 1. 1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e. g. , claps), acting out situations, verbal explanations, expressions, or equations. • SC. K. L. 14. 3: Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. • MAFS. K. CC. 2. 5 Count to answer “how many? ” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1– 20, count out that many objects. • MAFS. K. MD. 1. a Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

LAFS. 1. SL. 1. 1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e. g. , listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. LAFS. 1. SL. 1. 2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SC. 1. L. 17. 1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. (food, air, water, space). Animals need air, food, water, shelter, and plants need air, water, nutrients, light. SC. 1. L. 14. 2 Identify the major parts of plants, including stem, roots, leaves, and flowers. SC. 2. L. 16. 1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.

LAFS. 2. SL. 1. 1 : Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e. g. , gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Build on others’ talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. MAFS. 2. MD. 1. 1 : Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. SC. 2. L. 17. 1 : Compare and contrast the basic needs that all living things, including humans, have for survival. SC. 2. L. 17. 2 Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs

Dear Human Friends, My sisters, Flopsy, Mopsy, and Cottontail, and I have a new garden of our own. Our new house is located in Florida. We want to have a vegetable garden. The vegetable garden should measure 20 feet long by 20 feet wide. We want a variety of vegetables and hope to have at least 5 different kinds of vegetables in our garden. We want your help in choosing the 5 best vegetables plant in our vegetable garden. We also want a model of a good way to plant them in the space provided for the vegetable garden. Is there room for five different vegetables? We don’t like to have to water, so plants that can go longer between watering are best. Our garden is in full sun, but tall plants like tomatoes and egg plants can partially shade plants next to them. We have included information on the next page showing the vegetables we want you to consider for the garden. Write me back to let me know the ranking and how you made the ranking. I also want a model to show where in the garden should we plant each vegetable you have suggested. Thank you! Peter Rabbit

Dear Peter Rabbit, We are sending you a design for the vegetable garden. We are also including the steps we took to make our choices. First, we ___________________________. Then, we ___________________________. Next, we ___________________________. Finally, we __________________________. Respectfully, _________________________________ (Map of the garden should be included as an attachment. )

Data Set 2 Directions: Eliminate one vegetable from the original set of vegetables you choose. Then add the herb or herbs in the row where you took out the plant. Redo the map of the vegetable garden.

Dear Peter Rabbit, We are sending you a revised design of the vegetable garden with the herbs included. We took out ___________ to make space for _________ and _______. We are also including the steps we took to make our choices. First, we ________________________________ Then, we ________________________________ Next, we ________________________________ Finally, we ___________________________ Respectfully, _________________ (Map of the garden should be included as an attachment. )

LAFS. 3. RI. 1. 1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. LAFS. 4. RI. 1. 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS. 5. RI. 1. 1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

MAFS. 3. MD. 3. 5 : Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called “a unit square, ” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. MAFS. 3. MD. 3. 6 : Measure areas by counting unit squares (square cm, square in, square ft, and improvised units). MAFS. 4. MD. 1. 3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. MAFS. 5. MD. 1. 1: Convert among different-sized standard measurement units (i. e. , km, m, cm; kg, g; lb, oz. ; l, ml; hr, min, sec) within a given measurement system (e. g. , convert 5 cm to 0. 05 m), and use these conversions in solving multi-step, real world problems.

NGSSS SC. 3. L. 17. 1 : Describe how animals and plants respond to changing seasons. SC. 4. L. 17. 1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country. SC. 5. L. 17. 1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.

Peter Rabbit’s Garden Grades 3 -5

* Temperatures are shown in Fahrenheit Fruit or Vegetable 1 Beans 2 Plant when Average temperatures are no higher than Plant when Average temperatures are no lower than Type of planting Time until Harvest Space 83 49 seeds 8 weeks 6 inches apart Blueberries 79 49 seedlings 3 months 2 and ½ feet apart 3 Cabbage 90 49 seedlings 3 months 12 inches apart 4 Sweet Corn 78 52 seedlings 8 -12 weeks 18 inches apart 5 cucumbers 78 49 seeds 6 weeks 12 inches apart 6 Lettuce 92 49 seeds 6 weeks 6 inches apart 7 peanuts 88 60 seeds 10 weeks 12 inches apart 8 Peppers 78 49 seedlings 12 weeks 12 inches apart 9 Potatoes 74 49 Seed potatoes 12 weeks 24 inches apart 10 Squash 78 49 seedlings 8 weeks 12 inches apart 11 Strawberries 85 59 seedlings 16 weeks 18 inches apart 12 Watermelon 78 49 seedlings 13 weeks 18 inches apart

Average Monthly Temperatures August through May Tempera Aug ture Sept Oct Nov Dec Jan Feb March April May June July Avg. High 92 90 85 79 73 71 74 78 83 88 91 92 Avg Low 74 73 66 59 52 49 52 56 60 66 72 74

Planting Zones

Average Monthly Rainfall Florida

MEA Lessons