This video shows Bethany doing a number of sophisticated moves near the end of the unit.
This video shows Bethany doing a number of sophisticated moves near the end of the unit. She has students develop with her an explanation checklist. This is a list of all the ideas that students feel should be included in a credible and complete explanation for the hare phenomenon. Again, students voice the idea that the best explanations will integrate ideas that were found separately on several different hypotheses drafted at the beginning of the unit. Following this, students re-construct their final explanations, using all resources at their disposal, like their notebooks, the Summary Table, and other artifacts around the room. On the final two days of the unit, Bethany takes the modeling a level higher. She asks students to use what they know, and apply it to another ecosystem. Students are required to model and explain what is likely to happen with the re-introduction of wolves into that ecosystem. She requires that students use the very same explanation checklist that they developed for the hare phenomenon—perhaps students could then see that powerful ideas in science are powerful because they can help you explain a range of similar events.