Directions 1. Use the instructional model to show students where they are in the course of the unit. Display slide 2 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. 2. Review the ways in which decomposers use food. Use Slides 3-6 of the PPT to review what students have learned about how decomposers use food. Slide 3 reminds students that the unit is about all kinds of decomposers. Slide 4 reminds students of structures that all decomposers have in common at different scales: cells that are made of molecules that are made of atoms. Slide 5 reminds students that all decomposers eat food made mostly of water and large organic molecules. Slide 6 reminds students that after food is digested outside the decomposers the molecules can either be used for growth through biosynthesis or energy through cellular respiration. Tell students that their explanations today will be to tell this whole story for other types of decomposers. 3. Have students complete the reading and corresponding explanation worksheet for one other decomposer. Display slide 7 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. Give students a copy of one of the 6.2 Other Decomposers Readings. About 1/3 of the students should read about each decomposer. Have students complete the 6.2 Bracket Fungi/Bread Mold/Mycorrhizal Fungi Worksheet for the decomposer they read about. Modifications: Students can work in pairs or small groups with those who have the same decomposer. 4. Have who focused on the same decomposer form a group. Display slide 8 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. In their groups, have students discuss their answers and come to consensus about their explanations and answers to the questions. 5. Have share about how their decomposer grows, moves and functions. Display slide 9 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. Decide how to have students share the explanation for the decomposer. Students who focused on the same decomposer can present to the whole class. They could make a poster to share. Students could form groups of three composed of one student who focused on each of the three decomposers. Each student could share their explanation with their small group. 6. Have students discuss the similarities and differences between the organic materials. Display slide 10 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. Have a class discussion about the similarities and differences between the three decomposers. Students should recognize that the chemical changes are similar in each case and that the rules about atoms and energy always apply. 7. Have students revisit their initial ideas from Lesson 1. Display slide 11. Have students look back at their initial ideas on 1.2 Expressing Ideas Tool for Bread Molding. Ask them to share some of their initial ideas, their thinking about how their ideas have changed, and what their initial questions were. Ask them how they would now answer their initial questions. 8. Have students revisit their data and unanswered questions from the Mealworms Eating Investigation from Lesson 3. Display slide 12. Have students review their data from 3.3 Evidence-Based Arguments Tool for Bread Molding. Have students review their evidence-based arguments and unanswered questions from their Bread Molding Class Results 11 x 17 Poster or (Spreadsheet). Have them consider how they would now answer their unanswered questions. 9. Have students complete an exit ticket Show slide 13 of the 6.2 Explaining Other Examples of Decomposers Growing, Moving, and Functioning PPT. 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. Conclusions: What is the same about how all fungi grow and function? Predictions: How is the decomposer you studied different from other decomposers? 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.
