![]() ![]() Using the "card sort" technique is suggested in the article, which has small groups of students discussing whether to put each organism into one of three categories, providing opportunity for rich discourse. Removing unfamiliar organisms from the list and/or replacing some with locally significant organisms or pictures would help to address diverse learners' needs. Instructional Supports: The article provides suggestions for using the probe as an independent, group, or whole class activity, as well as ideas for modifying the list of organisms when appropriate.By building experiences around the probe in the ways suggested, different life cycles can serve as phenomena that require student explanations, models, and argument from evidence, and an opportunity for them to see the patterns and commonalities present in the life cycles of diverse organisms. Alignment to the Dimensions of the NGSS: Since the probe is designed specifically as a formative assessment, it is not intended to be a three-dimensional learning activity.Once patterns and their variations have been identified, questions should arise that can lead students to construct explanations about plant and animal classification and deepen understanding of their life cycles. Since this probe is designed to elicit student ideas about plant and animal life cycles, the teacher should incorporate activities into a unit that explicitly identifies patterns in the life cycles of many kinds of organisms. This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.Ĭomments about Including the Crosscutting Concept ![]()
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