Directions 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 6.3 Comparing Plants and Animals PPT. 2. Have students compare flames and animals. Display slide 3 of the 6.3 Comparing Plants and Animals PPT. Tell students they will be comparing what they learned about in the Animals Unit with what they have learned about plants. Pass out the 6.3 Comparing a Growing Tree and a Growing Child Worksheet to each student. Have students complete the comparison individually or in pairs. Students may need to look back at their Process Tools from Animals. Display slide 4 of the PPT and remind students that good answers to questions about both plants and children should address each of the four numbered questions of the Three Questions 11x17 Poster (or Handout). 3. Allow students to share their explanations with the class. Display slide 5 of the 6.3 Comparing Plants and Animals PPT. Go through the worksheet with the class and have students share their ideas. At this point in the unit, students should have scientifically explanations. Check that they are following the rules about matter and energy. 4. (Optional) Have students complete the Big Idea Probe: Houseplant for a Busy Family for the final time. If you decided to use the Big Idea Probe: Houseplant for a Busy Family, have students complete it and share their ideas again. Have students discuss how their ideas have changed throughout the unit. See Assessing the Big Idea Probe: Houseplant for a Busy Family for suggestions about how to use the Big Idea Probe. 5. Have students complete an exit ticket. Show slide 6 of the 6.3 Comparing Plants and Animals PPT. Conclusions: How does how the plant you studied move, grow, and function differently from other plants? Predictions: How does how the plant you studied move, grow, and function differently from other plants? On a sheet of paper or a sticky note, have students individually answer the exit ticket questions. Depending on time, you may have students answer both questions, assign students to answer a particular question, or let students choose one question to answer. Collect and review the answers. The conclusions question will provide you with information about what your students are taking away from the activity. Student answers to the conclusions question can be used on the Driving Questions Board (if you are using one). The predictions question allows students to begin thinking about the next activity and allows you to assess their current ideas as you prepare for the next activity. Student answers to the predictions question can be used as a lead into the next activity. 6. Have a discussion to complete the Learning Tracking Tool for this activity. Show slide 7 of the 6.3 Comparing Plants and Animals PPT. Pass out a Learning Tracking Tool for Plants to each student. Have students write the activity chunk name, "Explaining Other Examples" and their role, "Explainer" in the first column. Have a class discussion about what students did during the activity chunk. When you come to consensus as a class, have students record the answer in the second column of the tool. Have a class discussion about what students figured out during the activity chunk that will help them in answering the unit driving question. When you come to consensus as a class, have students record the answer in the third column of the tool. Have a class discussion about what students are wondering now that will help them move towards answering the unit driving question. Have students record the questions in the fourth column of the tool. Example Learning Tracking Tool Activity Chunk What Did We Do? What Did We Figure Out? What Are We Asking Now? Explaining Other Examples Explainer Practice explaining photosynthesis, biosynthesis, and cellular respiration in other plants, and take the unit posttest. All plants use the same carbon-transforming processes (photosynthesis, biosynthesis, and cellular respiration) to move, grow, and function. How do decomposers grow, move, and function?