The 'Maybe' Machine: Probability and Permission
Created byIsma Lebbe Mohamed Nifrees
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The 'Maybe' Machine: Probability and Permission

Grade 8English1 days
In this 8th-grade English project, students design a vending machine that dispenses items based on probability, using language to communicate the likelihood of different outcomes. They focus on using 'may' and 'can' to express possibility and permission within the context of their vending machine's functionality and instructions. Students create a presentation script to pitch their vending machine idea, focusing on how they use language to communicate probability of acquiring items. The project assesses their language proficiency, understanding of probability, and clarity of communication.
Vending Machine DesignProbabilityLanguage of LikelihoodMay and CanCommunicationEnglish LanguageInstructional Design
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a vending machine and use the English language to communicate the probabilities of different outcomes when acquiring items?

Essential Questions

Supporting questions that break down major concepts.
  • How can we use language to express the likelihood of events?
  • How does the choice of language affect the perceived possibility of an outcome?
  • In what ways can the design of a vending machine reflect the probabilities of different outcomes?
  • How can we use 'may' and 'can' to give instructions and explain the functionality of our vending machine?
  • How can we effectively communicate the probabilities associated with our vending machine to potential users?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to design a vending machine that dispenses items based on probability.
  • Students will be able to use 'may' and 'can' to express possibility and get permission in the context of their vending machine design.
  • Students will be able to communicate the probabilities of different outcomes associated with their vending machine using appropriate language.

Common Core Standards

L.8.6
Primary
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Reason: This standard focuses on acquiring and using grade-appropriate vocabulary, which is essential for students to articulate the probabilities and instructions related to their vending machine design.

Entry Events

Events that will be used to introduce the project to students

The Mystery Vending Machine

A vending machine appears in the school, but it's dispensing strange, random items. Students must analyze the machine's output to determine the probability of receiving certain items, using 'may' and 'can' to express the possibilities.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Probability Brainstorm

Students brainstorm real-world scenarios where 'may' and 'can' are used to express possibility and permission. They will then relate these scenarios to the potential outcomes of using their vending machine.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss situations where 'may' is used to express possibility (e.g., 'It may rain tomorrow.').
2. Discuss situations where 'can' is used to express possibility or permission (e.g., 'You can have a snack after finishing your work.').
3. Brainstorm how these words relate to the outcomes of using a vending machine (e.g., 'You may get a candy bar,' 'You can try again if you don't get what you want.').

Final Product

What students will submit as the final product of the activityA list of scenarios and vending machine outcomes using 'may' and 'can'.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the use of 'may' and 'can' to express possibility and permission, a core component of the project's learning goals.
Activity 2

Vending Machine Vocabulary Builder

Students create a glossary of terms related to probability and vending machines, using grade-appropriate language. This will involve defining key terms and using them in sentences that reflect the functionality of their vending machine.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and define terms related to probability (e.g., chance, likelihood, odds, random).
2. Research and define terms related to vending machines (e.g., dispense, mechanism, selection, product).
3. Write sentences using each term to describe how the vending machine works and the probability of getting certain items.

Final Product

What students will submit as the final product of the activityA vocabulary list with definitions and example sentences related to the vending machine and probability, demonstrating understanding of grade-appropriate language.

Alignment

How this activity aligns with the learning objectives & standardsDirectly aligns with standard L.8.6, focusing on acquiring and using grade-appropriate vocabulary related to the project.
Activity 3

'May' and 'Can' in Instructions

Students write a set of instructions for using their vending machine, incorporating 'may' and 'can' to explain the possibilities and permissions associated with its operation.

Steps

Here is some basic scaffolding to help students complete the activity.
1. List all the steps required to use the vending machine (e.g., insert money, select item, receive item).
2. Write instructions for each step, using 'may' and 'can' to describe potential outcomes or permissions (e.g., 'You may select another item if your first choice is unavailable,' 'You can only select one item at a time.').
3. Ensure the instructions are clear, concise, and easy to understand for potential users.

Final Product

What students will submit as the final product of the activityA set of clear and concise instructions for using the vending machine, correctly using 'may' and 'can' to express possibility and permission.

Alignment

How this activity aligns with the learning objectives & standardsReinforces the use of 'may' and 'can' to express possibility and get permission, aligning with the project's core learning goals.
Activity 4

Probability Pitch: Language of Likelihood

Students prepare a short presentation script to pitch their vending machine idea, focusing on how they use language to communicate probability of acquiring items. They need to convince the audience that they understand the possibilities.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Write an introduction that grabs the audience's attention and introduces the vending machine concept.
2. Explain the probability of getting different items from the vending machine, using 'may' and 'can' (e.g. You may receive a highly sought after item. You can get another item if you don't like your current item.).
3. Write a concluding statement that reinforces the unique features of the vending machine and its appeal to users.

Final Product

What students will submit as the final product of the activityA presentation script that effectively communicates the probabilities associated with the vending machine using 'may' and 'can', targeting standard L.8.6 through effective word choice.

Alignment

How this activity aligns with the learning objectives & standardsCombines the practical application of vending machine design with effective communication of probability, directly addressing the project's learning goals and standard L.8.6 through accurate and expressive language.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Vending Machine Probability Portfolio Rubric

Category 1

Language Proficiency

Demonstrates accurate and effective use of 'may' and 'can' to express possibility and permission.
Criterion 1

Grammatical Accuracy

Correct and consistent use of 'may' and 'can' in various contexts.

Exemplary
4 Points

Uses 'may' and 'can' with flawless accuracy and sophistication in all contexts.

Proficient
3 Points

Uses 'may' and 'can' accurately in most contexts, with minimal errors.

Developing
2 Points

Uses 'may' and 'can' with some accuracy, but errors are frequent and sometimes impede understanding.

Beginning
1 Points

Struggles to use 'may' and 'can' accurately, with frequent errors that significantly impede understanding.

Criterion 2

Contextual Appropriateness

Uses 'may' and 'can' in ways that are appropriate and relevant to the context of the vending machine and probability.

Exemplary
4 Points

Consistently uses 'may' and 'can' in highly relevant and nuanced ways to enhance communication.

Proficient
3 Points

Uses 'may' and 'can' appropriately in most contexts related to the vending machine and probability.

Developing
2 Points

Uses 'may' and 'can' in some relevant contexts, but usage is occasionally awkward or misplaced.

Beginning
1 Points

Struggles to use 'may' and 'can' in a way that is relevant to the vending machine and probability.

Category 2

Understanding of Probability

Demonstrates understanding of probability concepts and their application to the vending machine design.
Criterion 1

Conceptual Accuracy

Accurate understanding and explanation of probability concepts (e.g., chance, likelihood, odds).

Exemplary
4 Points

Demonstrates a sophisticated understanding of probability concepts and applies them precisely andinsightfully.

Proficient
3 Points

Demonstrates a thorough understanding of probability concepts and applies them accurately.

Developing
2 Points

Demonstrates a basic understanding of probability concepts, but application is sometimes inaccurate or incomplete.

Beginning
1 Points

Demonstrates limited understanding of probability concepts and struggles to apply them.

Criterion 2

Application to Design

Effectively integrates probability concepts into the design and explanation of the vending machine.

Exemplary
4 Points

Seamlessly integrates probability concepts into the vending machine design, creating a compelling and realistic experience.

Proficient
3 Points

Effectively integrates probability concepts into the vending machine design, demonstrating a clear connection between the two.

Developing
2 Points

Partially integrates probability concepts into the vending machine design, but the connection is not always clear.

Beginning
1 Points

Struggles to integrate probability concepts into the vending machine design.

Category 3

Clarity of Communication

Communicates the vending machine concept and its associated probabilities clearly and effectively.
Criterion 1

Instructional Clarity

Instructions for using the vending machine are clear, concise, and easy to understand.

Exemplary
4 Points

Instructions are exceptionally clear, concise, and user-friendly, leaving no room for ambiguity.

Proficient
3 Points

Instructions are clear, concise, and easy to understand for the average user.

Developing
2 Points

Instructions are generally understandable, but may lack clarity or conciseness in some areas.

Beginning
1 Points

Instructions are difficult to understand and lack clarity and conciseness.

Criterion 2

Persuasiveness

Effectively communicates the appeal and unique features of the vending machine to potential users.

Exemplary
4 Points

Presents a highly persuasive and engaging pitch that effectively conveys the vending machine's appeal and unique features.

Proficient
3 Points

Presents a persuasive pitch that effectively communicates the vending machine's appeal and unique features.

Developing
2 Points

Presents a pitch that touches on the vending machine's appeal and features, but lacks persuasiveness.

Beginning
1 Points

Struggles to communicate the vending machine's appeal or unique features.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How effectively did you use 'may' and 'can' to communicate the probabilities of outcomes in your vending machine design? Provide specific examples from your project.

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Question 2

To what extent did the design of your vending machine successfully reflect the probabilities of different outcomes? Explain your design choices.

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Question 3

What challenges did you encounter when trying to balance the design of the vending machine with clear communication?

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Question 4

How would you improve your vending machine to better reflect the probabilities of items?

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Question 5

On a scale of 1 to 5, how confident are you in your ability to use 'may' and 'can' to accurately express probability?

Scale
Required
Question 6

Which part of the project (brainstorm, vocabulary, instructions, pitch) helped you understand the use of "may" and "can" the most?

Multiple choice
Required
Options
Probability Brainstorm
Vending Machine Vocabulary Builder
'May' and 'Can' in Instructions
Probability Pitch: Language of Likelihood