Post the solutions around the room, and have students do a Gallery Walk to look at all of the other groups’ work. You also can give them Post-It notes to provide feedback to other groups and initiate discussion by posting questions, challenges, or compliments on other groups’ proposals. Have students present their proposals to the rest of the class by giving a presentation. You can have students role-play a proposal scenario in which they must persuade an investor/committee/etc. to invest in their plan. You can also provide a reward to the group with the best presentation. Checks for Understanding What are the several constraints we need to keep in mind while solving this problem? Which measure of central tendency would give an accurate portrayal of gas prices? Which measure would mislead the consumer? Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry Solving the Problem Time: professional(s). (Part II of video) 2-5 minutes After the second part of the video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: Comparing Solutions and Time: Which technologies/application did the team end up using? Meaning 5 minutes When is it now feasible to use these apps? (Describe process for identifying possible solution(s) to the problem Grouping: Checks for Understanding presented) Cold call on groups to share out their answers with the rest of the class. Independent Pairs Small groups (3-5) Whole group Show this and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways Future Impact and Meaning Time: and careers presented in the video. (Part III of video) 2-5 minutes the third part of the Spark 101 video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: Future Impact and Meaning Time: How were your group’s solutions similar to those generated by other teams? (Have students reflect on how 5 minutes How were they different? solving the problem relate to In cases where they were different, which solution was better? Why? current or future goals) Grouping: Also asks groups to complete the statistical analysis and present to the class. Independent
Post the solutions around the room, and have students do a Gallery Walk to look at all of the other groups’ work. You also can give them Post-It notes to provide feedback to other groups and initiate discussion by posting questions, challenges, or compliments on other groups’ proposals. Have students present their proposals to the rest of the class by giving a presentation. You can have students role-play a proposal scenario in which they must persuade an investor/committee/etc. to invest in their plan. You can also provide a reward to the group with the best presentation. Checks for Understanding What are the several constraints we need to keep in mind while solving this problem? Which measure of central tendency would give an accurate portrayal of gas prices? Which measure would mislead the consumer? Solving the Problem (Part II of video) Time: 2-5 minutes Show this second segment of the video to your students, letting them know that they will be comparing their solutions to the actual solution shared by the industry professional(s). Comparing Solutions and Meaning (Describe process for identifying possible solution(s) to the problem presented) Time: 5 minutes Grouping: Independent Pairs Small groups (3-5) Whole group After the second part of the video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: Which technologies/application did the team end up using? When is it now feasible to use these apps? Checks for Understanding Cold call on groups to share out their answers with the rest of the class. Future Impact and Meaning (Part III of video) Time: 2-5 minutes Show this and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video. Future Impact and Meaning (Have students reflect on how solving the problem relate to current or future goals) Time: 5 minutes Grouping: Independent the third part of the Spark 101 video, have students work in their groups to discuss and write answers to the following questions on their Guided Notes: How were your group’s solutions similar to those generated by other teams? How were they different? In cases where they were different, which solution was better? Why? Also asks groups to complete the statistical analysis and present to the class.
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