{"id":1610,"date":"2018-01-02T11:58:47","date_gmt":"2018-01-02T16:58:47","guid":{"rendered":"http:\/\/www.horizon-research.com\/ASSET\/?page_id=1610"},"modified":"2025-10-29T19:42:17","modified_gmt":"2025-10-29T23:42:17","slug":"student-experience-5-how-should-we-revise-our-pond-model","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/ASSET\/getting-started-interdependence\/driving-question-pathway-the-mystery-at-sunrise-farm-pond\/the-mystery-at-sunrise-farm-pond-part-two\/student-experience-5-how-should-we-revise-our-pond-model\/","title":{"rendered":"Student Experience 5: How should we revise our pond model?"},"content":{"rendered":"

\"decomposers\"<\/a>
\nPrint<\/a>\n

Purposes<\/em><\/h3>\n
    \n
  1. For students to form and express connections among ideas from previous experiences about decomposers and their interactions with abiotic factors.<\/li>\n
  2. To assess the development of students\u2019 understanding of how the fertilizer overload affects algae and the resulting impacts on the decomposers and oxygen in the pond.<\/li>\n<\/ol>\n

    Description<\/em><\/h3>\n

    Revisit the driving question (Why are the fish dying in the Sunrise Farm Pond?) and cross-sectional pond models students made in Part 1.\u00a0 Ask students to again draw what they think might be happening in the pond based on what they have learned about decomposers.\u00a0 After they have completed their models,\u00a0have students make comparisons to their original models.<\/p>\n

    Science Practices<\/div>
    \nDeveloping and Using Models<\/a>\u00a0<\/b>In this experience, students make revisions to their model.\u00a0 In addition to prompting students’ thinking with the provided questions about their model, it is also important to have students reflect on how their model has changed over time, and what that suggests about how their ideas about the mystery have changed.\u00a0 <\/div><\/div>\n
    \nConstructing Explanations <\/b><\/a>Like in Part 1, students’ revisions are driven by their new understandings and developing explanations of what is happening at Sunrise Farm Pond.\u00a0 Their\u00a0models should reflect their thinking about the predicted causes, and these new predictions should be supported using evidence from their investigations of decomposition. <\/div><\/div><\/div><\/div>\n
    Crosscutting Concepts<\/div>
    \n
    Cause and Effect<\/a>\u00a0<\/b>Students’ thinking about the possible causes may have changed after their experiences with decomposers in Part 2.\u00a0 Encourage students to revise based on what they now predict are the causes and to be explicit about the relationship between the cause and effect. <\/div><\/div>\u00a0\u00a0<\/div><\/div>\n

    Questions to Ask Students<\/em><\/h3>\n