![]() ![]() Teachers may want to emphasize to students the importance of evidence to support their claims throughout the lesson. In the Explain section, students use a KWLS chart and a group learning routine called “Talk-Think-Open Exchange” to justify their understandings about primary and secondary succession with evidence from the case studies. Step 4 in this same section encourages teachers to help students make sense of their understandings prior to moving on to the Explain section. Then, the students evaluate each other’s explanations and offer annotations that show both commonalities and differences among their peers’ understandings and their own. For example, in the Idea Carousel activity, step 3 in the Instructional Sequence for the Explore section, students articulate their ideas about how ecosystems respond to disturbance using evidence from the three case studies. Students are challenged in the Explore, Explain, Elaborate, and Evaluate sections of the lesson to make claims and to use evidence and reasoning to support those claims. This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so. Then, students may revise, confirm, or reject their initial predictions based on evidence from this section. ![]() In the Elaborate section within this lesson, students are asked the guiding prompt, “How can reintroducing wolves to Yellowstone National Park change the flow of a river?” Students first construct an explanation (a prediction) based on their background knowledge and what they have learned during the Explore and Explain sections. Beginning with the introduction of the anchor phenomenon prior to the start of the lesson, teachers may want to encourage students to be thinking critically about their explanations as they encounter new evidence throughout the lesson. Students are instructed to support their explanation with evidence from different parts of the lesson. The performance task associated with this lesson, “Hudson River Ecology”, provides students with the opportunity to construct an explanation and revise it during the course of the lesson. This resource is explicitly designed to build towards this science and engineering practice.Ĭomments about Including the Science and Engineering Practice In this way, students can see how their conceptual understanding changes during the course of the lesson. The instructional materials recommend that students look at and revise the performance task before, during, and at the end of the lesson. In the Evaluate section, students return to the performance task, introduced earlier in the unit, to examine the evidence for how the zebra mussel may have changed the Hudson River ecosystem over time. In the Elaborate section, students test their ideas (and misconceptions) by applying their thinking to a fourth case study, the reintroduction of wolves in Yellowstone National Park. ![]() Using a variety of Group Learning Routines, different ways to engage all students in differentiated classrooms, students explore three case studies of natural disturbances, interpret diagrams on ecological succession, and use reasoning and evidence to explain how ecosystems recover from various disturbances. Throughout this lesson, students engage in three-dimensional learning as they build towards explaining the anchor phenomenon. ![]() This resource is explicitly designed to build towards this performance expectation.Ĭomments about Including the Performance Expectation ![]()
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