{"id":1612,"date":"2018-01-02T12:04:00","date_gmt":"2018-01-02T17:04:00","guid":{"rendered":"http:\/\/www.horizon-research.com\/ASSET\/?page_id=1612"},"modified":"2025-10-29T19:43:33","modified_gmt":"2025-10-29T23:43:33","slug":"student-experience-6-more-of-the-story","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-6-more-of-the-story\/","title":{"rendered":"Student Experience 6: More of the story"},"content":{"rendered":"<p><a href=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/decomposers.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1817 size-full\" src=\"https:\/\/www.horizon-research.com\/ASSET\/wp-content\/uploads\/2018\/01\/decomposers.png\" alt=\"decomposers\" width=\"125\" height=\"100\" \/><\/a><br \/>\n<a href=\"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-6-more-of-the-story\/print\/\" rel=\"nofollow\" title=\"Print\">Print<\/a>\n<h3><em>Description<\/em><\/h3>\n<p>Provide students with the story from Part One of the pathway, and continue with more of the story that corresponds to Part Two:<\/p>\n<p><em>Farmers at Sunrise Farm are planting crops for the season. \u00a0They spread fertilizer on the field. \u00a0The fertilizer contains chemical nutrients that help plants grow. \u00a0Much of the fertilizer is used by the plants or absorbed by the soil, but not all. \u00a0When it rains, some of the fertilizer goes into the stream by the field and flows into the pond. \u00a0<\/em><\/p>\n<p><em>Sunrise Farm Pond, like all ponds, has some algae growth. \u00a0The algae grow slowly and have a very short lifespan. \u00a0When the fertilizer runs into the pond, the chemical nutrients that help the crops grow also help the algae grow and reproduce much faster than they had previously. <\/em><\/p>\n<p><em>The algae grow thick at the top of the water, which makes the water cloudy and blocks the sunlight from getting to the bottom of the pond where many producers live. \u00a0As a result, it is difficult for the producers to grow and they eventually die. \u00a0Normally, in the process of making their food, producers make much of the oxygen the pond needs.\u00a0 As they die, the amount of oxygen in the pond from these producers decreases.<\/em><\/p>\n<p><em>Because algae have a very short lifespan, they die quickly, leaving a large amount of dead algae in the pond. \u00a0The dead algae are consumed by bacteria, which are decomposers. \u00a0Like all decomposers, the bacteria use oxygen in their process of consuming\/decomposing the dead algae.\u00a0 There are a lot of dead algae, so the bacteria use a lot of the remaining oxygen in the pond.<\/em><\/p>\n<p><em>When one of the farmers checks on the pond a few months after planting the crops, she finds that several of the fish have died. <\/em><\/p>\n<p><em>Why are the fish dying at Sunrise Farm Pond?<\/em><\/p>\n<p>After sharing the story, use the Questions to Ask Students in a class discussion to encourage students to consider how their models relate to events in the story.<\/p>\n<h3><em>Questions to Ask Students<\/em><\/h3>\n<ul>\n<li>How does the story compare with your thinking about why the fish are dying in Sunrise Farm Pond?<\/li>\n<li>How does your\u00a0model represent what is described in the story?<\/li>\n<\/ul>\n<h3><em>Student Thinking<\/em><\/h3>\n<p>Some students may now believe that the decomposers are the sole reason for fish death.<\/p>\n<h3><em>Implementation Tip<\/em><\/h3>\n<p>Part Three will help students develop a complete understanding of the events at Sunrise Farm Pond.<\/p>\n<div class=\"su-box su-box-style-default\" id=\"\" style=\"border-color:#000cb4;border-radius:3px;\"><div class=\"su-box-title\" style=\"background-color:#1a3fe7;color:#FFFFFF;border-top-left-radius:1px;border-top-right-radius:1px\">Science Practices<\/div><div class=\"su-box-content su-u-clearfix su-u-trim\" style=\"border-bottom-left-radius:1px;border-bottom-right-radius:1px\">\n<div class=\"su-note\"  style=\"border-color:#a5c3e0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#bfddfa;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><b><a href=\"https:\/\/ngss.nsta.org\/Practices.aspx?id=2\" target=\"_blank\" rel=\"noopener\">Developing and Using Models<\/a>\u00a0\u00a0<\/b>After\u00a0making revisions to their model in the previous student experience,\u00a0students hear more of the story (an extension of what was shared at the conclusion of Part 1) and have an opportunity to reflect on how their model represents what is known\u00a0now about the mystery at Sunrise Farm Pond.\u00a0 <\/div><\/div> <div class=\"su-note\"  style=\"border-color:#a5c3e0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#bfddfa;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><b><a href=\"https:\/\/ngss.nsta.org\/Practices.aspx?id=7\" target=\"_blank\" rel=\"noopener\">Engaging in Argument from Evidence<\/a>\u00a0 <\/b>Like in Part 1, consider having students work again in pairs (though perhaps with a\u00a0<em>different\u00a0<\/em>partner) to explain how their models demonstrate what they think is happening at Sunrise Farm Pond.\u00a0 Revisit the\u00a0<a href=\"http:\/\/horizon-research.com\/ASSETproject\/wp-content\/uploads\/2018\/08\/GAME-guide-sheet.pdf\" target=\"_blank\" rel=\"noopener\">GAME guide sheet<\/a>\u00a0to help facilitate these conversations.\u00a0 Providing an opportunity for students to examine and pose questions about a peer&#8217;s\u00a0model will help students consider further revisions to make (e.g., adding clarification or evidence to support their ideas).\u00a0\u00a0<span style=\"font-weight: 400;\">Encourage students to use evidence to support their models when explaining them to a peer.\u00a0<\/span>\u00a0<\/div><\/div> <div class=\"su-note\"  style=\"border-color:#a5c3e0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#bfddfa;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><a href=\"https:\/\/ngss.nsta.org\/Practices.aspx?id=1\" target=\"_blank\" rel=\"noopener\"><strong>Asking Questions<\/strong><b>\u00a0 <\/b><\/a>As done at the conclusion of Part 1, have students revisit the class-generated list of questions to see which, if any, they are now able to answer given their understanding of decomposers and their role.\u00a0 It is also important to again provide\u00a0an opportunity for students to add questions that have emerged based on what they now understand about the mystery and what they think will be important to investigate.\u00a0 Many of the remaining or newly added questions are likely to be addressed in Part 3, which focuses on trophic relationships; however, students&#8217; questions\u00a0may also suggest what content may need to be revisited from Part 1 or 2.\u00a0<\/div><\/div><\/div><\/div>\n<div class=\"su-box su-box-style-default\" id=\"\" style=\"border-color:#087c19;border-radius:3px;\"><div class=\"su-box-title\" style=\"background-color:#3baf4c;color:#FFFFFF;border-top-left-radius:1px;border-top-right-radius:1px\">Crosscutting Concepts<\/div><div class=\"su-box-content su-u-clearfix su-u-trim\" style=\"border-bottom-left-radius:1px;border-bottom-right-radius:1px\">\n<div class=\"su-note\"  style=\"border-color:#b7cec0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#d1e8da;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><b><a href=\"https:\/\/ngss.nsta.org\/CrosscuttingConcepts.aspx?id=2\" target=\"_blank\" rel=\"noopener\">Cause and Effect<\/a>\u00a0\u00a0<\/b>Students can compare their thinking with what they have heard in the story to see the extent to which the causal relationships described in the story are reflected in their representation.\u00a0 <\/div><\/div> <div class=\"su-note\"  style=\"border-color:#b7cec0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#d1e8da;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><b><a href=\"https:\/\/ngss.nsta.org\/CrosscuttingConcepts.aspx?id=7\" target=\"_blank\" rel=\"noopener\">Stability and Change<\/a>\u00a0\u00a0<\/b>Attending to decomposers&#8217; role in the pond, students are able to see how this rapid change (i.e., an\u00a0increase in\u00a0bacteria\u00a0consuming\u00a0dead algae) impacts the stability of the ecosystem via its impacts on the oxygen levels in the pond.<\/div><\/div><div class=\"su-note\"  style=\"border-color:#b7cec0;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><div class=\"su-note-inner su-u-clearfix su-u-trim\" style=\"background-color:#d1e8da;border-color:#ffffff;color:#333333;border-radius:3px;-moz-border-radius:3px;-webkit-border-radius:3px;\"><b><a href=\"https:\/\/ngss.nsta.org\/CrosscuttingConcepts.aspx?id=4\" target=\"_blank\" rel=\"noopener\">Systems and Systems Models<\/a>\u00a0\u00a0<\/b>Hearing more of the story about the system under investigation (Sunrise Farm Pond) enables students to reflect on how their\u00a0model represents this system.\u00a0 <\/div><\/div><\/div><\/div>\n<h3><\/h3>\n","protected":false},"excerpt":{"rendered":"<p>Description Provide students with the story from Part One of the pathway, and continue with more of the story that corresponds to Part Two: Farmers at Sunrise Farm are planting crops for the season. \u00a0They spread fertilizer on the field. \u00a0The fertilizer contains chemical nutrients that help plants grow. \u00a0Much of the fertilizer is used<a class=\"moretag\" href=\"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-6-more-of-the-story\/\"> Read the full article&#8230;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":1600,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1612","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1612","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/comments?post=1612"}],"version-history":[{"count":10,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1612\/revisions"}],"predecessor-version":[{"id":2805,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1612\/revisions\/2805"}],"up":[{"embeddable":true,"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/pages\/1600"}],"wp:attachment":[{"href":"https:\/\/www.horizon-research.com\/ASSET\/wp-json\/wp\/v2\/media?parent=1612"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}