OpenSciEd Unit 7.5 · Lesson 16 · 16.A
Look for: Students making claims and supporting them wi…
From Teacher Edition
Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
Building towards
16.A. Integrate qualitative information obtained from written text and media to clarify claims about farming practices that reduce risk to disruptions and that maintain and promote the stability of populations in natural systems.
What to look / listen for
Students making claims and supporting them with evidence from the jigsaw activity. As the class evaluates which approach works best for animals and plants and humans, listen for students naming specific reasons for why one approach may be better for humans than animals. For example, a student might say that a sustainable oil palm farm works well for farmers but does not do much for the animals in the nearby ecosystem because they only have to maintain small habitat patches.
What to do
If students are struggling to clarify claims by citing evidence, the following prompts may be helpful to support them:
Why did you rank X as number one for people and not animals and plants?
It looks like many of you chose X as the worst approach to growing food for people. Why?
Why did some of you put 1 in the people column and 2 in the animals column for the same approach?
Does monocropping work the same for all people? For large-size farmers or small farmers? Why or why not?
Can all people get customary forest permits? Why or why not?