Directions 1. Use the instructional model to show students where they are in the course of the unit. Display slide 2 of the 6.3 Comparing Decomposers, Plants, and Animals PPT. 2. Have students try explaining new examples. Display slides 3-4. Have students work to explain the scenarios on the slides about decomposer growth, movement, and function. Have students discuss the scenarios with a partner and then discuss each as a class. At this point in the unit, you will want to point out places where their explanations do not align with scientific explanations. 3. Have students compare decomposers, plants, and animals. Display slide 5 of the 6.3 Comparing Decomposers, Plants, and Animals PPT. Tell students they will be comparing what they learned about in the Plants and Animals units with what they have learned about decomposers. Pass out the 6.3 Comparing Decomposers, Plants, and Animals Worksheet to each student. Have students complete the comparison individually or in pairs. Students may need to look back at their Process Tools from Plants and Animals. Display slide 6 of the PPT and remind students that good answers to questions about decomposers, plants, and animals should address each of the four numbered questions of the Three Questions 11x17 Poster or Handout. 4. Allow students to share their explanations with the class. Display slide 7 of the 6.3 Comparing Decomposers, 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.