Formative Assessment Quick Prompts

What type(s) of prompt would you like to view?

Feedback stems
Self-assessment checks
Targeted questions

Which sensemaking component(s) would you like to view?

Flow of Energy
Flow of Matter
Movement/Motion
Temperature
Zoom In/Out (Levels)

Which CCC(s) would you like to view?

Cause and Effect
Energy and Matter
Patterns
Scale, Proportion, and Quantity
Stability and Change
Structure and Function
Systems and System Models

Seeing Flow of Energy through a Systems and System Models Lens
	Modeling flows of energy can indicate a student is attempting to represent a system’s interactions, predict a system’s behaviors, and identify assumptions/ approximations within a system model.
Targeted questions during small-group/individual sensemaking: What kinds of energy do you see moving through this system [e.g., food web, water cycle]? How would you describe this movement of energy? What changes and what stays the same? Do you notice how flows of energy in one part of the system might cause changes in another part of the system? What feedback loops might be at play here? Based on your model of how energy flows through this system, what predictions can you make? In what ways might the model be limited? [Can further prompt for identification of assumptions and approximations] What does it mean to say that energy is conserved in a closed system? What evidence can you come up with to support this claim? What energy is flowing [into/out of] this system? What energy remains within the system? What might have happened to the energy that flowed out of the system? Where did it go and what form might it have taken?
Self-assessment checks: Can I restate the law of conservation of energy in my own words? When I am calculating the input and output of different types and amounts of energy in this closed system, have I used the law of conservation to check my math? Am I treating my model as perfect and my predictions as certainties? If so, what do I need to remember about models?
Feedback stems: Great work showing how energy flows within this system. Now think about [whether this flow represents a static or dynamic equilibrium] / [how this flow relates to stability of the system]. You've done a nice job modeling how energy flows through this system. Now think about what predictions can you now make about this system's behavior, using your model. You've done a nice job modeling how energy flows through this system. Now think about limitations and assumptions that are present in the model.

Seeing Flow of Matter through a Systems and System Models Lens
	Modeling flows of matter can indicate a student is attempting to represent a system’s interactions, predict a system’s behaviors, and identify assumptions/approximations within a system model.
Targeted questions during small-group/individual sensemaking: What does it mean to say that matter is conserved in a closed system? What evidence can you come up with to support this claim? What kinds of matter do you see moving within this system [e.g., food web, water cycle]? How would you describe their movement? What changes and what stays the same? What matter is flowing [into/out of] this system? What matter remains within the system? Do you notice how flows of matter in one part of the system might cause changes in another part of the system? What feedback loops might be at play here? Based on your model of how matter flows through this system, what predictions can you make? In what ways might the model be limited? [Can further prompt for identification of assumptions and approximations]
Self-assessment checks: When I am calculating the input and output of different types and amounts of matter in this closed system, have I used the law of conservation to check my math? Am I treating my model as perfect and my predictions as certainties? If so, what do I need to remember about models? Can I restate the law of conservation of matter in my own words?
Feedback stems: Great observation about this flow of matter. Now think about [whether this flow represents a static or dynamic equilibrium] / [how this flow relates to stability of the system]. You've done a nice job modeling how matter flows through this system. Based on your model, what predictions can you now make about this system's behavior? You've done a nice job modeling how matter flows through this system. Now think about limitations and assumptions that are present in the model.

Seeing Movement/Motion through a Systems and System Models Lens
	Modeling movement/motions of organisms, objects, or information (e.g., mRNA) can indicate a student is considering interactions within and between systems, including inputs, outputs, and boundaries.
Targeted questions during small-group/individual sensemaking: What is moving into this system? What is moving out? Is there any way in which the movement of [organisms/objects/information] provides clues about the boundaries of this system? In what ways is movement an initial condition for the system? Do you notice anything new or different about the movement of [organisms/objects/information] within the system when you observe a new location or across a shorter/longer period of time? Do you notice how movement in one part of the system might cause changes in another part of the system? What feedback loops might be at play here? What do you think would happen to this particular [organism/object/piece of information] if we were to stop [or speed up, slow down, change] all movement in this other part of the system? How could you use a mathematical or computer model to [represent movement in the system / predict what will happen in the system over time]?
Self-assessment checks: Have I paid attention to movement across multiple locations and timepoints of the system? Have I identified movement into, out of, and within the system? Have I considered how movement represents relationships within the model? Have I thought about the limitations of representing movement in my model?
Feedback stems: I like the way you have identified the movement of [organisms/objects/information] into the system. Now think about what is moving out of the system. [Or vice versa] You've done a good job capturing movement in this system. Think about what that movement tells you about relationships and interactions between different parts of the system. You've done a nice job modeling the movement through this system. Now, based on your model, make a prediction about what this system might do next. It looks like your prediction wasn't supported. Take a closer look at your model and your observations to see if you can get any clues as to why that happened.

Seeing Temperature through a Systems and System Models Lens
	Tracking temperature changes/states with the thermometer graphic can indicate a student is considering how different parts within a system might affect and be affected by temperature.
Targeted questions during small-group/individual sensemaking: What temperatures define the initial conditions of the system? What patterns do you see in temperature changes throughout the system? Do you notice any factors that seem to coincide with the patterns we see in temperature changes? Do you think these factors cause the temperature to change, are caused by the change in temperature, or both? What other factors could be at play? What do you predict would happen if we were to change the temperature at [this part] or [this part] of the system? In what ways does temperature represent inputs/outputs in the system? What could you manipulate to stabilize temperature in this system?
Self-assessment checks: When tracking temperature, have I thought about how the patterns I observe can give me information about how this system works (inputs, interactions, and outputs)? Have I looked to see how a change in temperature at one place in the system might affect another part of it? Can I use patterns in temperature to predict what will happen in this system over time?
Feedback stems: Great work in tracking temperature at multiple places in the system. Now look for any patterns you see across space and time. Great job identifying patterns in temperature [or temperature changes]. Now try to connect those patterns to define how the system works (inputs, interactions, and outputs). Great job identifying patterns in temperature [or temperature change]. As a next step, use those patterns to predict what will happen in this system over time. You've done a good job tracking temperature in this system. Now think about how you could change temperature at any point in the system to [achieve a specific outcome].

Seeing Zoom In/Out (Levels) through a Systems and System Models Lens
	Using the zoom in/out feature in a model can indicate a student is considering a system’s properties and behaviors at a holistic level and how those properties and behaviors may look very different or be explained by the properties and behaviors at a smaller or larger scale.
Targeted questions during small-group/individual sensemaking: Do you see anything new or different about this system when you look at it macroscopically and microscopically? Do you see anything that stays the same? Does zooming [in/out] reveal anything about energy, matter, or information that is flowing into or out of this system? Does looking at this system at two or more different levels help you explain or predict what is happening in this phenomenon? Does zooming [in/out] change the way you think about the boundaries or initial conditions of this system? How does zooming [in/out] help your model achieve its intended use? Are there certain sub-systems or microscopic components that are necessary to include, and why?
Self-assessment checks: Have I used my observations at multiple levels to strengthen my [explanations/predictions] about this system? Do I have a clear understanding of the intended use/purpose of my system model? Am I following that intended use to help me decide what scale(s) I should use to show important components? Have I thought about the assumptions I am making when I zoom [in/out], including how those assumptions relate to the inherent approximations in any model?
Feedback stems: I like the way you have used the zoom in/out feature to show what is happening at a different level. Now connect those observations to [explain/predict] what is happening in this phenomenon. Great idea to zoom [in/out] on this part of the system. Think about how doing this reveals something about how [energy/matter/information] flows into, through, or out of the system. Great idea to zoom [in/out] on this part of the system. There is a lot going on in your model, and at multiple scales. Think about the intended audience and purpose of your model and what components are most important to include. Are there components you could remove or put into a different model for a different use?

Seeing Flow of Energy through a Cause and Effect Lens
	Modeling flows of energy can indicate a student is exploring the potential causes and effects of movement within a system, which is important for making predictions and designing models.
Targeted questions during small-group/individual sensemaking: What do we know about small-scale relationships in this system? Could any of these relationships be causing the flow of energy we see at a large scale? What flows of energy do we see at a small scale? Could any of these flows be causing what we see at a large scale? Based on the patterns you have observed in how energy moves through this system, what predictions would you make about the future behavior of the system? What clues do you see about why those patterns might be occurring? Do you see any evidence that they might be causal, with one component affecting another? Can you come up with any alternative explanations for why you observed this movement of energy within the system? Could multiple causes be at play? How could we test your hypothesis about the cause of energy flow through the system [or the effect of energy flow through the system]? What evidence can you find to support and/or challenge this hypothesis?
Self-assessment checks: Do I understand the difference between correlation and causation? What evidence am I using to make my prediction about the future flows of energy within this system? Do I have evidence for each claim I am making? Have I considered alternative explanations or causes for the observed effect?
Feedback stems: You've done a great job stating the difference between correlation and causation. Now think about how that difference can help explain how energy flows through this system [or the effect of energy flow through this system]. You've done a good job coming up with a clear hypothesis about what is causing energy to flow through the system [or the effect of energy flow through the system]. Now think about what evidence you have to support this hypothesis. You have stated a good causal hypothesis. Now consider alternative explanations and compare the evidence for those explanations to the evidence for your hypothesis. These are great predictions about what might happen to this system if the observed flow of energy continues. Remember to also consider the consequences or implications of your prediction.

Seeing Flow of Matter through a Cause and Effect Lens
	Modeling flows of matter can indicate a student is exploring the potential causes and effects of movement within a system, which is important for making predictions and designing models.
Targeted questions during small-group/individual sensemaking: What do we know about small-scale relationships in this system? Could any of these relationships be causing the flow of matter we see at a large scale? What flows of matter do we see at a small scale? Could any of these flows be causing what we see at a large scale? Based on the patterns you have observed in how matter moves through this system, what predictions would you make about the future behavior of the system? How could we test your hypothesis about the cause of matter flow through the system [or the effect of how matter flows through the system]? What evidence can you find to support and/or challenge this hypothesis? What clues do you see about why those patterns might be occurring? Do you see any evidence that they might be causal, with one component affecting another? Can you come up with any alternative explanations for why you observed this movement of matter within the system? Could multiple causes be at play?
Self-assessment checks: Do I understand the difference between correlation and causation? What evidence am I using to make my prediction about the future flows of matter within this system? Am I making any claims unsupported by evidence? Have I considered alternative explanations or causes for the observed effect?
Feedback stems: You've done a great job stating the difference between correlation and causation. Now think about how that difference can help explain how matter flows through this system [or the effect of how matter flows through this system]. You've done a good job coming up with a clear hypothesis about what is causing matter to flow through the system [or the effect of how matter flows through the system]. Now think about what evidence you have to support this hypothesis. You have stated a good causal hypothesis. Now consider alternative explanations and compare the evidence for those explanations to the evidence for your hypothesis. These are great predictions about what might happen to this system if the observed flow of matter continues. Remember to also consider the consequences or implications of your prediction.

Seeing Movement/Motion through a Cause and Effect Lens
	Tracking the movement of objects in a system can indicate a student is exploring the potential causes and effects in relationships between parts of the system, which is important for making predictions and designing models.
Targeted questions during small-group/individual sensemaking: What do we know about small-scale movements in this system? Could any of these relationships be causing movement at a large scale? Based on the patterns you have observed in this [animal/object/group]'s motion, what predictions would you make about the future motion of that object? What clues do you see about why those patterns might be occurring? Do you see any evidence that they might be causal, with one component affecting another? Can you come up with any alternative explanations for why you observed this change in the [animal/object/group/system's] motion? Could multiple causes be at play? How could we test your hypothesis about the cause of these movements through the system? What evidence can you find to support and/or challenge this hypothesis?
Self-assessment checks: Do I understand the difference between correlation and causation? What evidence am I using to make my prediction about the future movement of [animals/objects/groups] within this system? Do I have evidence for each claim I am making? Have I considered alternative explanations or causes for movement in the system [or the effect of movement in the system]?
Feedback stems: You've done a good job coming up with a clear hypothesis about what is causing movements within the system [or the effect of movements within the system]. Now think about what evidence you have to support this hypothesis. You've done a great job stating the difference between correlation and causation. Now think about how that difference can help explain the movements you've observed in this system [or the effect of movements within this system]. You have stated a good causal hypothesis. Now consider alternative explanations and compare the evidence for those explanations to the evidence for your hypothesis. These are great predictions about what might happen to this system if the observed movements continue. Remember to also consider the consequences or implications of your prediction.

Seeing Temperature through a Cause and Effect Lens
	Tracking temperature changes/states with the thermometer graphic can indicate a student is looking for causes and/or effects within a system.
Targeted questions during small-group/individual sensemaking: What patterns do you notice in temperature across time and/or location? Is there any evidence to suggest that these patterns might have a causal relationship within them? Can you come up with an alternative explanation for the changes in temperature you have observed? Are there multiple factors that could be driving it? Could we test your hypothesis about the possible cause of this change in temperature? If so, how? How could we test your hypothesis that temperature is the factor that is causing change [e.g., seasonal changes]? What evidence can you find to support and/or to challenge this hypothesis? What do you predict would happen to this system if we added or removed thermal or kinetic energy (e.g., in the form of heat or temperature)? What do you think might be happening at a smaller scale to cause this change in temperature?
Self-assessment checks: Have I considered more than one possible driving force for the change [in temperature / in the phenomenon] I am observing? Am I remembering that correlation does not necessarily indicate causation? If I'm making a causal claim, what evidence do I have to back that up? Have I considered both changes that I can see with my eyes and changes that might be happening at a smaller scale?
Feedback stems: You've done a great job coming up with a clear hypothesis about what is driving this change of temperature. Now think about what evidence you have to support this hypothesis. You've done a great job coming up with a clear hypothesis for how changes in temperature are causing changes [in the phenomenon]. Now think about what evidence you have to support this hypothesis. You've done a great job identifying relationships between changes in temperature and changes [in the phenomenon]. Now think about the directions of those relationships and what might be causing the changes you see.

Seeing Zoom In/Out (Levels) through a Cause and Effect Lens
	Using the zoom in/out feature in a model can indicate a student is looking for sources of causation or effects that are not easily observable at a different scale.
Targeted questions during small-group/individual sensemaking: What do you see that is new when you zoom in/out? Do you see anything that gives a clue about what might be causing this phenomenon? (or) Do you see any effects that you did not see before zooming in/out? How does zooming in/out help to show the relationships between different parts of the phenomenon/system? When you zoom in/out, does it help you to predict what is happening in the phenomenon/system? Does zooming in/out help you to determine whether there is a causal or correlational relationship?
Self-assessment checks: Have I used zooming in/out to reveal relationships between different parts of the phenomenon/system? Have I thought about whether these parts of the phenomenon/system have a causal or correlational relationship? Have I considered whether examining the phenomenon/system at a smaller or larger scale will be more helpful for explaining causes and effects?
Feedback stems: You've given some great attention to zooming in [or out]. Now try zooming out [or in] to see what you notice from that perspective. When you consider this piece of the phenomenon/system at a small/large scale, remember to also think about how taking that perspective tells us something more about cause-effect relationships. You've used zooming in/out nicely to show a relationship. Next you can think about the direction of this relationship (what causes what). I appreciate how you give your reasons for using zoom-in/out when explaining the cause-effect relationships. You have shown some great practices of zooming in and out. Have you ever noticed which one you would like to go with first when explaining cause and effect within this phenomenon/system? Why?

Seeing Flow of Energy through a Energy and Matter Lens
	Modeling the movement of energy can indicate a student is tracking how energy flows into, out of, and within a system to better understand that system’s behavior (and the phenomenon being investigated).
Targeted questions during small-group/individual sensemaking: What kinds of energy do you see moving through this system [e.g., food web, water cycle]? Think about the terms we have used to identify different types of energy. What does it mean to say that energy is conserved in a closed system? What evidence can we come up with to support this claim? What do you think would happen to this system if energy stopped moving or changing form? What would happen if energy went to zero at [this point] in the system? What about [this point]? How could you track the flow of energy through this system using numbers?
Self-assessment checks: Can I restate the law of conservation of energy in my own words? When I am calculating the input and output of different types of energy in this closed system, have I used the law of conservation to check my math? Have I considered how energy is driving the cycling of matter within this system?
Feedback stems: You have done a good job showing where energy moves through the system. Now think about how much energy moves in each part of the system, and make sure energy does not magically appear or disappear anywhere. You have done a good job showing flows of matter through the system. Now think about how the transfer of energy drives those movements. You have identified important parts of the system. Now think about how energy flows from one part to another.

Seeing Flow of Matter through a Energy and Matter Lens
	Modeling the movement of matter can indicate a student is tracking how matter flows into, out of, and within a system to better understand that system’s behavior (and the phenomenon being investigated).
Targeted questions during small-group/individual sensemaking: What kinds of matter do you see moving through this system [e.g., food web, water cycle]? Think about the terms we have used to identify different types of matter. What does it mean to say that matter is conserved in a closed system? What evidence can we come up with to support this claim? What do you think would happen to this system if matter stopped moving or changing form? What would happen if matter stopped moving at [this point] in the system? What about [this point]? In nuclear processes, atoms are not conserved. How do we make sense of this, knowing that energy and matter can neither be created nor destroyed? How could you track the flow of matter through this system using numbers?
Self-assessment checks: Can I restate the law of conservation of matter in my own words? When I am calculating the input and output of different types and amounts of matter in this closed system, have I used the law of conservation to check my math? Have I considered how energy is driving the cycling of matter within this system?
Feedback stems: You have done a good job showing where matter moves through the system. Now think about how the transfer of energy drives those movements. You have identified important parts of the system. Now think about how matter moves from one part to another. You have done a good job showing where matter moves through the system. Now think about how much matter moves in each part of the system, and make sure matter does not magically appear or disappear anywhere.

Seeing Movement/Motion through a Energy and Matter Lens
	Tracking the movement of organisms, objects, or information (e.g., mRNA) in a system can indicate a student is exploring how energy and/or matter flow through their model.
Targeted questions during small-group/individual sensemaking: What do you notice about the way [organisms/objects] move between parts of this system? What kinds of matter or information (e.g., mRNA) move with these [organisms/objects]? How does energy make that motion possible? How many types and transfers of energy can you find within this system? In what ways is movement influenced by flows of energy? How do the movements you have observed cycle matter through the system? What do you think would happen to the energy in this system if the [organisms/objects] stopped moving? Where would that energy go? What do you think would happen to the movement of [organisms/objects] if we transferred more energy a) into or b) out of the system?
Self-assessment checks: Have I connected the movements I have shown in my model to the flow of energy and/or matter in the system? If I calculate the total amount of energy within my model, does it stay consistent even as things move around? If it changes, how could the movements I observed possibly relate to energy transferring into or out of the system? Have I considered the implications of what would happen if this system were changed? What would happen to flows of matter and energy if movement stopped/increased? How would movement change with different flows of energy/matter?
Feedback stems: I see good thinking about the movement of [organisms/objects] within this system. Now think about what kinds of matter and/or information they are bringing with them as they move. I notice a discrepancy between the direct observations you've made about the movement of matter and energy in this system versus what you've mathematically calculated. What do you think caused that discrepancy? Good job tracking movements of [organisms/objects] through this system. Remember to connect these movements to how energy moves through the system.

Seeing Temperature through a Energy and Matter Lens
	Tracking temperature changes/states with the thermometer graphic can be a foundation for noticing the flow of energy and matter within, into, or out of a system.
Targeted questions during small-group/individual sensemaking: What do you think would happen to the temperature if you manipulated the amount or movement of matter/energy? What changes can you track in the temperature, energy, and/or matter in this [system, phenomenon, cycle, etc.]? What relationships do you notice across these three types of change? As the temperature drops and rises, what happens to the amount and movement of matter within this system? What happens to the flows of energy? What do you think would happen to the movement of matter and energy if you manipulated the temperature within this system? How can temperature provide evidence of the conservation of energy within the system?
Self-assessment checks: Have I looked to temperature as a clue for what might be going on with the movement of matter and energy in my model? Have I explained the implications that a change in temperature might have on this system? Do I understand what kind of energy temperature is an example of?
Feedback stems: You've done a good job tracking temperature across this system. Now think about how temperature can be an indicator of the flow of energy/matter within the system. You've done a good job tracking both the flow of energy/matter and changes in temperature through the system. Now look for relationships between these flows and changes. You've done a good job connecting temperature to the flow of energy/matter. Now think about how you can turn those connections into evidence for conservation of energy/matter within the system.

Seeing Zoom In/Out (Levels) through a Energy and Matter Lens
	Using the zoom in/out feature in a model can indicate a student is considering how energy and matter are flowing within and between systems at different scales.
Targeted questions during small-group/individual sensemaking: How can our observations of [matter/energy] at a different scale help us make predictions about the flow of [energy/matter] within this system? What can you directly observe about the movement of matter within this system? Do your observations change when you zoom in or out to look at the system at a different scale? What is the best scale to focus your model on, if you want to track the flows of energy and matter? What exchanges or movements of matter and energy can you represent a) directly or b) indirectly? How can you use zooming [in/out] to help demonstrate how energy and matter are conserved within this system? How does zooming [in/out] help you track the transfer of energy in this system?
Self-assessment checks: Have I examined how matter and energy move and interact at multiple scales in this system? Have I considered how zooming [in/out] might affect my observations of the flow of matter or energy in this system? Do I have a clear understanding of the intended use/purpose of my system model? Am I zooming [in/out] to help make predictions or track the flow of energy and matter (and their interactions)?
Feedback stems: There is a lot going on in your model, and at multiple scales. Think about where the best places are in your model to track the flow of energy and matter (and their interactions)? You've done a good job examining how matter and energy interact in this system. Now think about how you can add to that examination by zooming in or out at strategic locations in your model. You've done a good job examining how matter and energy interact in this system. Now think about how you can zoom in or out to show how matter and energy are conserved within the system. You've done a good job thinking about this system at different scales (by zooming in/out). Now think about which places where you have zoomed [in/out] are most useful for tracking the flow of energy and matter in the system.

Seeing Flow of Energy through a Patterns Lens
	Modeling flows of energy can indicate a student is looking for patterns to guide organization, classification, question generation, identification of relationships, and causal inferences about how energy moves and interacts within and across systems.
Targeted questions during small-group/individual sensemaking: What kinds of energy do you see moving within this system [e.g., food web, water cycle]? What do you notice about their movement – is there anything repeating or predictable? How does the movement of energy look similar or different when you examine it at a different scale? (Do you need to look at this system at a different scale to find patterns?) How could you use math or graphs/charts to [identify/represent] patterns in the system (e.g., rate and direction of energy's movement)? How can you use the observed patterns in your model to [identify relationships/predict future movements] within the system? In what ways might the model be limited? How do the patterns you have identified provide cause-and-effect evidence for how energy flows in the system?
Self-assessment checks: Have I looked not only for changes as energy moves through this system but also for patterns in those changes across shorter and longer periods of time or smaller and larger scales? Have I linked the patterns I observed to underlying relationships and/or causes? Have I looked for empirical evidence for the patterns in flows of energy that I have identified? (Have I revised my classifications/explanations based on new information?) Have I considered the relationship between patterns in the flow of matter that I can observe directly and patterns I can only observe through [mathematical calculations/graphs/charts]? Do those patterns support each other?
Feedback stems: You've done a good job tracking flows of matter in this system. Now see if you can find similarities or differences in those flows [across scales/in different parts of the system]. You have identified good patterns in the flow of matter in the system. Now think about why and how those patterns occur. I notice a discrepancy between the predictions you've made based on what you observed and what you've mathematically predicted. What do you think caused that discrepancy? You've summarized the data well. Now think about how these summaries reveal patterns in the flow of matter in the system. These are great predictions about what might happen to matter in this system if the observed pattern continues. Remember to connect these predictions to empirical evidence.

Seeing Flow of Matter through a Patterns Lens
	Modeling flows of matter can indicate a student is looking for patterns to guide organization, classification, question generation, identification of relationships, and causal inferences about how matter moves and interacts within a system.
Targeted questions during small-group/individual sensemaking: How can you use the observed patterns in your model to [identify relationships/predict future movements] within the system? In what ways might the model be limited? [Can further prompt for identification of assumptions and approximations] How do the patterns you have identified provide cause-and-effect evidence for how matter flows in the system? What kinds of matter do you see moving within this system [e.g., food web, water cycle]? How would you describe their movement? Do you see any similarities or differences in how matter moves across scale? (Do you need to look at this system at a different scale to find patterns?) How could you use math or graphs/charts to [identify/represent] patterns in the system (e.g., rates of flows of matter)?
Self-assessment checks: Have I looked not only for changes as matter moves through this system but also for patterns in those changes across shorter and longer periods of time or smaller and larger scales? Have I looked for empirical evidence for the patterns in flows of matter that I have identified? (Have I revised my classifications/explanations based on new information?) Have I considered the relationship between patterns in the flow of matter that I can observe directly and patterns I can only observe through [mathematical calculations/graphs/charts]? Do those patterns support each other? Have I linked the patterns I observed to underlying relationships and/or causes?
Feedback stems: You've done a good job tracking flows of matter in this system. Now see if you can find similarities or differences in those flows [between larger and smaller scales / in different parts of the system]. You have identified good patterns in the flow of matter in the system. Now think about why and how those patterns occur. I notice a discrepancy between the predictions you've made based on what you directly observed and what you've predicted through mathematical calculations. What do you think caused that discrepancy? You've summarized the data well. Now think about how these summaries reveal patterns in the flow of matter in the system. These are great predictions about what might happen to matter in this system if the observed pattern continues. Remember to connect these predictions to empirical evidence.

Seeing Movement/Motion through a Patterns Lens
	Modeling movement/motions of organisms, objects, or information (e.g., mRNA) in a system can be a foundation for noticing observable patterns that prompt questions and support explanations about the causes and consequences of that movement.
Targeted questions during small-group/individual sensemaking: Does your identification of patterns in movement change as you consider this system at a smaller/larger scale? Based on your observations of movement/motion, what patterns do you see? How can you use those patterns to predict the future motion of that object? Do you notice any factors that seem to coincide with patterns of movement/motion? Do you think these factors cause the movement, are caused by the movement, or both? What other factors could be at play? What mathematical representations help you identify patterns in movement? What empirical evidence helps you identify patterns in movement?
Self-assessment checks: Have I looked not only for patterns in movement/motion across smaller/larger scales? Have I considered the relationship between patterns I can observe directly and patterns I observe through mathematical calculations? Do those patterns support each other? Have I applied my observations patterns in movement/motion to explain or predict [what caused this phenomenon / what will happen to this system over time]?
Feedback stems: I see some identification of movement in your system model, but I think you could find more. Consider what movement might be happening at a smaller or larger scale. I like how you have identified the movement of different [organisms/objects/information] in this system. Now look for evidence of patterns of movement. You did a great job identifying patterns of movement in this system. Now look for factors that seem to coincide with these patterns and think about if there might be a causal relationship. I notice a discrepancy between the predictions you've made based on what you directly observed and what you've predicted through mathematical calculations. What do you think caused that discrepancy? You've correctly represented the equations here, but I'd like to see more reflective thinking about what these equations reveal about patterns across time and how they can help you make predictions. These are great predictions about what might happen to this [object/system of objects] if the observed pattern continues. Remember to also consider the consequences or implications of your prediction.

Seeing Temperature through a Patterns Lens
	Tracking temperature changes/states with the thermometer graphic can indicate a student is looking for patterns in temperature across a system.
Targeted questions during small-group/individual sensemaking: Where do you see consistency and changes in temperature across your model? What do you see when you graph these temperature fluctuations? How would you describe the relationship--linear? Exponential? Cyclical? Other? What predictions and conclusions might we make about the [event, location, region, climate] based on the type of temperature pattern we observe? Do you notice any factors that seem to coincide with temperature changes? Do you think these factors cause the temperature to change, are caused by the change in temperature, or both? What other factors could be at play? Do you see any similarities or differences in temperature when you look at the system across different scales? (Do you need to look at this system at a different scale to find patterns?)
Self-assessment checks: Have I looked not only for changes in temperature across the system but also patterns in those changes? Have I considered both the consistency and changes in temperature over time and/or at different scales? When graphing temperature, have I thought about how the shape of the data can give me information about patterns over time? Have I linked the patterns in temperature to underlying relationships and/or causes?
Feedback stems: You've done a good job tracking temperature across this system. Now see if you can find similarities or differences in temperature readings [between larger and smaller scales / in different parts of the system]. You have identified good patterns in temperature across the system. Now think about why and how those patterns occur. You've summarized the data well. Now think about how these summaries reveal patterns in temperature across the system. These are great predictions about what might happen to temperature in this system if the observed pattern continues. Remember to connect these predictions to empirical evidence.

Seeing Zoom In/Out (Levels) through a Patterns Lens
	Using the zoom in/out feature in a model can indicate a student is looking for patterns that are observable across scales or only within a particular scale. Zooming in/out can also show a student’s understanding of how macroscopic patterns are related to microscopic structures.
Targeted questions during small-group/individual sensemaking: Do you see anything new or different about this [system or phenomenon] when you zoom [in/out]? Do you see anything that stays the same? What patterns do you see at each scale? How would you describe them? Can you connect any of them? How does zooming [in/out] help to show the relationships between different parts of the [system or phenomenon]? What conclusions would you make about this system if you were only viewing it at [this particular scale]? How would you complicate, add to, or challenge those conclusions based on what you observe from zooming [in or out]? Does zooming [in/out] provide you with any data that could be used to identify patterns?
Self-assessment checks: Have I looked for patterns at more than one scale in this [system or phenomenon]? Have I considered why this pattern is occurring? Have I looked for clues by zooming in or out? Do the patterns I am documenting mathematically match up with the patterns I can see with my own eyes? If not, what could be an explanation?
Feedback stems: You have gathered good evidence of what is happening by zooming [in/out]. Now see if you can identify patterns using that evidence. Great job noticing this pattern at an observable level. Now, consider what mechanisms might be driving this pattern at a non-observable level. Great job noticing patterns at both large and small scales. Now, consider how these patterns might be [connected/related]. You have suggested some nice classifications at a [large/small] scale. Now, check to see if those classifications work at a [smaller/larger] scale.

Seeing Flow of Energy through a Scale, Proportion, and Quantity Lens
	Modeling flows of energy can indicate a student is exploring how the quantifiable properties of energy are related to its movement and function across the scales and timespans of a system.
Targeted questions during small-group/individual sensemaking: Can you measure and describe the different types of energy (kinetic, potential, thermal, etc.) in this system? What patterns or relationships do you notice? At what scale are these patterns/relationships observable? How does the amount of energy in different parts of the system relate to the flow of that energy? Does the significance of the flow of energy change depending on its amount? Can you use the quantities in flow of energy that you have observed to predict what will happen in this system over time?
Self-assessment checks: Have I identified the different types of energy (kinetic, potential, thermal, etc.) that are flowing through this system? Have I identified/calculated quantities (How much? How fast?) for forms of energy and its flow through the system? When measuring and recording data about these types of energy, have I looked for patterns across different scales and timepoints? Have I considered flows of energy that may be unobservable at one scale, yet observable at another?
Feedback stems: You have done a good job identifying the way energy flows through this system. Now try to add quantities to the energy and its flow. (How much? How fast?) Good job adding quantities to the flows of energy in this system. Now look for patterns and think about how you might need to change the scale you're observing at to find them. I like the way you tracked how much energy is flowing in different parts of the system. Now look for patterns and relationships. Think about the scale at which you must observe the flows of energy. You've gone a great job finding patterns in the quantities of energy flowing through the system. Now think about how you could represent these patterns with a mathematical function.

Seeing Flow of Matter through a Scale, Proportion, and Quantity Lens
	Modeling flows of matter can indicate a student is exploring how the quantifiable properties of matter are related to its movement and function across the scales and timespans of a system.
Targeted questions during small-group/individual sensemaking: Can you measure and describe the different types of matter in this system in terms of weight, time, temperature, and/or volume? What patterns or relationships do you notice? At what scale are these patterns/relationships observable? How does the [amount/speed/temperature] of matter in different parts of the system relate to flow of that matter? Does the significance of the flow of matter change depending on its [amount/speed/temperature]? Can you use the quantities in flow of matter that you have observed to predict what will happen in this system over time?
Self-assessment checks: Have I identified/calculated quantities (How much? How fast?) for forms of matter and their flows through the system? When measuring and recording data about these types of matter, have I looked for patterns across different scales and timepoints? Have I considered flows of matter that may be unobservable at one scale, yet observable at another? Have I identified the different types of matter that are flowing through this system?
Feedback stems: You have done a good job identifying the way matter flows through this system. Now try to add quantities to the matter and its flow. (How much? How fast?) Good job adding quantities to the flows of matter in this system. Now look for patterns and think about how you might need to change the scale you're observing at to find them. I like the way you tracked how much matter is flowing in different parts of the system. Now look for patterns and relationships. Think about the scale at which you must observe the flows of matter. You've done a great job finding patterns in the quantities of matter flowing through the system. Now think about how you could represent these patterns with a mathematical function.

Seeing Movement/Motion through a Scale, Proportion, and Quantity Lens
	Modeling movement/motions of organisms, objects, or information (e.g., mRNA) in a system can indicate a student is thinking about how much/many organisms or objects are moving and at what speeds. This is critical for highlighting the importance of movement in generating emergent properties of life.
Targeted questions during small-group/individual sensemaking: Can you represent the movements in this system in terms of amount, speed, or any other measurement? What patterns or relationships do you notice? At what scale can these movements be seen? Can you see them by just looking or do you need special equipment to see them? Are there any movements that you cannot see (with just your eyes) that cause larger changes that you can see with your eyes? Does anything move differently in one area of your model than in another area? How would you describe the size of these differences? If we looked at this system at a [smaller/larger] scale, how might our measurement of movement change? Do you think we would see anything different? How do the dynamics of this system depend upon the amount of movement of [organisms/objects/information]? In other words, could the [organism/object/information] work like it is supposed to without there being movement as part of it?
Self-assessment checks: Have I tracked movement of [organisms/objects/information] at different scales within my model? Have I considered how much movement there is across the system and/or [organisms/objects/information]? When measuring and recording data about movement of [organisms/objects/information], have I looked for how movement might differ (patterns) across different scales and time periods? Have I considered movement/motion that may be unobservable at one scale, yet observable at another? Have I considered both movement/motion I can observe directly and movement/motion I observe through mathematical calculations? Do those patterns support each other?
Feedback stems: You have done a good job identifying the way [organisms/objects/information] move(s) through this system. Now try to add quantities to the movements. (How much? How fast?) Good job adding quantities to the movements in this system. Now look for patterns and think about how you might need to change the scale you're observing at to find them. I like the way you tracked how much movement is happening at different parts of the system. Now look for patterns and relationships. Think about the scale at which you must observe the movements. You've done a great job finding patterns in the quantities of movement through the system. Now think about how you could represent these patterns with a mathematical function.

Seeing Temperature through a Scale, Proportion, and Quantity Lens
	Tracking temperature changes/states with the thermometer graphic can indicate a student is considering how changes can look different and have different implications depending on the scale of reference. Tracking can also indicate consideration of how temperature changes relate to time, space, and energy.
Targeted questions during small-group/individual sensemaking: Do you notice any changes in temperature across your model? How would you describe the magnitude of those changes? What variables might be related to the change in temperature? What do you notice about the amount of change in one variable relative to the amount of change in temperature? What are the implications of the change in temperature at different scales in your model? [E.g., a change in temperature might affect one level of an ecosystem more directly than others, or the impact might not be seen for a longer period of time.] How is the implication different depending on the scale? How might changes in temperature relate to the amount of energy that is present or being transferred at different parts of the system?
Self-assessment checks: Have I tracked changes in temperature at different scales [e.g., of size or of timespan] within my model? Have I considered how much temperature is changing across the system? Have I looked for variables that might be related to change in temperature? Have I considered the amount of change in one variable relative to the amount of change in temperature? Have I considered that the impact of a change in temperature might be indirect or unobservable at one scale, yet direct or observable at another? Have I looked not only for changes in temperature at a single timepoint but also for patterns in those changes across shorter and longer periods of time?
Feedback stems: You've done a great job identifying the temperature at different parts of the system. Now describe how much temperature is changing. You've done a great job identifying the temperature at different parts of the system. Now consider what variables might be driving those changes or differences in temperature. You've done a great job characterizing how much temperature is changing in the system. Now consider the impact of these changes on different scales [e.g., different species within an ecosystem, shorter and longer spans of time]. You've done a great job connecting changes in temperature to other variables in the system. Now consider the relative amount of change in temperature compared to changes in those variables.

Seeing Zoom In/Out (Levels) through a Scale, Proportion, and Quantity Lens
	Using the zoom in/out feature in a model can indicate a student is considering how the significance of a phenomenon changes depending on the scale.
Targeted questions during small-group/individual sensemaking: We cannot observe this phenomenon at the current scale. What do you predict would happen if we zoomed in or out? How far would we have to go to be able to observe it? How can knowing the proportional relationship (e.g., speed as a ratio of distance to time) help us model something that is too small or too large to see? What is the relationship between your model at this scale and your model at another scale? What is the magnitude of change between this zoomed-in and zoomed-out view? Does the order of zoom-in/out matter when explaining different phenomena? When might it be more helpful to start with a zoomed-in look versus a zoomed-out look, and vice versa?
Self-assessment checks: Have I used zooming in/out to reveal new shapes, connections between parts, or information about what something is made of? If I cannot observe or conceptualize a process or phenomenon, have I tried changing the scale at which I am modeling it? Have I considered whether examining structures at a smaller or larger scale will be more helpful for explaining this phenomenon?
Feedback stems: It looks like you're having a hard time explaining the “how” and “why” of this process. How about you start with the “what,” thinking about the size and scale of each component in this process. You've given some great attention to zooming in [or out]. Now try zooming out [or in] to see what you notice from that perspective. I notice some discrepancies between what you modeled mathematically versus what you observed directly. What do you think is causing that discrepancy, and how can we resolve it? You have shown some great practices of zooming in and out. Have you ever noticed which one you would like to go with first when explaining an [organism/phenomenon]? Why?

Seeing Flow of Energy through a Stability and Change Lens
	Modeling flows of energy can indicate a student is thinking about the ways in which energy changes and remains stable within a system.
Targeted questions during small-group/individual sensemaking: What forms of energy are moving through this system? What forms of energy remain stable [in movement or in quantity]? What does it mean to say that energy is conserved in a closed system? What evidence can you come up with to support this claim? How quickly do you think energy is changing in this part of the system? How could you quantify that change? What do you think is causing energy to change in this way? Does change in energy always mean a system is unstable? Do you notice how movements in one part of the system might cause changes in another part of the system? What feedback loops might be at play here? Do you think any changes of energy in this system could be reversed? (Could any energy in this system change back to what it was before?)
Self-assessment checks: When I am calculating the input and output of different types and amounts of energy in this closed system, have I used the law of conservation as a way to check my math? Can I restate the law of conservation of energy in my own words? Do I understand the difference between static equilibrium and dynamic equilibrium? Have I identified both energy that changes and energy that remains stable?
Feedback stems: Great observation about this flow of energy. Now think about the difference between static and dynamic equilibrium and try to describe this flow as an indication of stability or instability in the system. You've done a great job showing changes in energy. Now think about what might be causing these changes and if any of the changes could be reversed. You've done a great job showing changes in energy. Now think about where in the system matter is remaining stable. You've done a great job showing changes in energy. Now think about how you could quantify the rates of these changes.

Seeing Flow of Matter through a Stability and Change Lens
	Modeling flows of matter can indicate a student is thinking about the ways in which matter changes and remains stable within a system.
Targeted questions during small-group/individual sensemaking: What do you think is causing matter to change in this way? Does change in matter always mean a system is unstable? Do you notice how movements in one part of the system might cause changes in another part of the system? What feedback loops might be at play here? Do you think any changes of matter in this system could be reversed? (Could any matter in this system change back to what it was before?) What forms of matter are moving through this system? What forms of matter remain stable [in movement or in quantity]? What does it mean to say that matter is conserved in a closed system? What evidence can you come up with to support this claim? How quickly do you think matter is changing in this part of the system? How could you quantify that change?
Self-assessment checks: Can I restate the law of conservation of matter in my own words? Do I understand the difference between static equilibrium and dynamic equilibrium? When I am calculating the input and output of different types and amounts of matter in this closed system, have I used the law of conservation as a way to check my math? Have I identified both matter that changes and matter that remains stable?
Feedback stems: Great observation about this flow of matter. Now think about the difference between static and dynamic equilibrium and try to describe this flow as an indication of stability or instability in the system. You've done a great job showing changes in matter. Now think about what might be causing these changes and if any of the changes could be reversed. You've done a great job showing changes in matter. Now think about where in the system matter is remaining stable. You've done a great job showing changes in matter. Now think about how you could quantify the rates of these changes.

Seeing Movement/Motion through a Stability and Change Lens
	Modeling movement/motions of organisms, objects, or information (e.g., mRNA) in a system can be a foundation for noticing what changes and what remains stable within a system, including the operation of feedback loops.
Targeted questions during small-group/individual sensemaking: [How quickly/ In what amount] do you think [organisms/objects/information] is/are moving in this part of the system? How could you relate [quickness/amount] to overall stability and change in your model? What [organisms/objects/information] is/are moving through this system? What [organisms/objects/information] remain(s) stable? Based on your observations of movement/motion, what changes do you see in the larger system of objects? Do those changes persist over time? If so, how? If not, why? What do you think is causing this movement? Does the movement lead to stability or instability in the system? If we wanted to stabilize this system, what changes could we make in different parts of the system? How could those changes create movement through feedback loops?
Self-assessment checks: Have I looked for consistent movements in this system? Have I looked for changes in movements in this system? Do I understand the difference between static equilibrium and dynamic equilibrium? Have I looked not only for changes in motion but also for patterns in those changes across shorter and longer periods of time? Do I see any patterns that would suggest dynamic equilibrium (steady inflows and outflows) for this system? If I can't see movement in one part of the system but the system seems to have changed, have I considered whether there might have been movement in another?
Feedback stems: I like the way you have identified movement within this system. Now consider what things look like they are not moving at your scale of observation. Think about what you might see at a smaller/larger scale. I like the way you identified important movements in this part of the system. See how you can connect those movements to change that we observed in the system over time. Great observation of this movement in the system. Now think about whether this movement is an indication of instability or stability (dynamic equilibrium). Examine the system at more than one scale to see if your answer stays the same. You have done a nice job showing how movement is changing parts of this system. Flip the perspective now and think about how movement might be stabilizing this system.

Seeing Temperature through a Stability and Change Lens
	Tracking temperature with the thermometer graphic can indicate a student is looking for ways in which a system changes and remains stable.
Targeted questions during small-group/individual sensemaking: Is there an event associated with the change in temperature? Where does temperature remain stable across your model? Where do you see changes in temperature? How quickly do you think temperature is changing in this part of the system? How could you quantify that change? Can you identify a variable that affects the rate of change in temperature? Are the changes in temperature a sign of stability in the system or instability? Do you think any changes in temperature in this system could be reversed? What would it take to achieve that?
Self-assessment checks: Have I considered both changes in temperature and where temperature remains stable? Have I identified parts of the system that are associated with changes in temperature or that may affect the rate of change in temperature? Have I thought about how changes in temperature relate to stability/instability in the system?
Feedback stems: You've done a great job identifying the temperature at different parts of the system. Now look for where temperature changes and where it remains stable. You've done a great job identifying where temperature changes in the system. Now think about where it remains stable. You've done a great job identifying where temperature changes in the system. Now think about what might be related to those changes and what might affect how quickly temperature changes. You've done a great job identifying where temperature changes in the system. Now think about whether these changes are a sign of stability (dynamic equilibrium) or instability.

Seeing Zoom In/Out (Levels) through a Stability and Change Lens
	Using the zoom in/out feature in a model can indicate a student is exploring how change and stability within a system or phenomenon can happen at different visual scales or might look different depending on the scale.
Targeted questions during small-group/individual sensemaking: How far do you predict we will have to zoom in or out [in size or in time] before we can observe a change? Do you see anything new or different about this system or phenomenon when you zoom [in/out]? Do you see anything that stays the same? When you zoom [in/out], do the changes you see move the system toward overall stability (dynamic equilibrium) or toward instability? Can you identify a cause of change in the system by zooming [in/out]?
Self-assessment checks: Have I examined this system/phenomenon at multiple scales to better understand how it changes and remains stable? Am I remembering that change could still be happening at one scale even if it isn't visible at another scale? Do I understand how changes within a system can indicate either instability or stability (dynamic equilibrium)? Have I looked for feedback mechanisms that might balance change in another part of the system, by zooming [in/out]?
Feedback stems: You've given some great attention to zooming in [or out]. Now try zooming out [or in] to see what you notice changing or remaining stable from that perspective. You have identified an important change in one part of the system. Now zoom out and look to see if something has changed in the system as a whole. Great observation of this change in the system. Now think about whether this change is an indication of instability or stability (dynamic equilibrium). Examine the system at more than one scale to see if your answer stays the same.

Seeing Flow of Energy through a Structure and Function Lens
	Modeling flows of energy, particularly as they relate to the material structures within a system, can indicate a student is seeking to better understand the system’s overall function.
Targeted questions during small-group/individual sensemaking: Where can you find energy in your model? Are there different forms of energy present? Where does the energy come from in your model and where does it go? How do you think energy is needed for any of the structures you see? Is energy needed for any of the jobs/functions that the structure performs? For instance, if we added energy or took it away, would that affect the structure? The function? Both? Could the way that the structure is built increase or decrease energy flow? How could you use a model to show how energy (which we often don't see directly) might impact observable structures?
Self-assessment checks: Do I have an understanding of where energy is found in the structure and how it moves? Have I considered the role of energy movement in the relationship between structure and function? Do I understand the purpose/function of this structure in the system? Does my model show not only the energy within this system/structure but also how that energy moves, changes, and interacts?
Feedback stems: Great job modeling how different types of energy flow through this system. Now think about how that energy interacts with the functions of structures. When you think about the relationship between structure and function, remember to also consider the role energy plays in that relationship. What would happen if you added or removed energy?

Seeing Flow of Matter through a Structure and Function Lens
	Modeling flows of matter can indicate a student is considering how the structural properties of matter interact and contribute to a system’s overall function.
Targeted questions during small-group/individual sensemaking: What forms of matter are moving through this system? Can you identify how the movement of matter might impact either the structure of __________ or how it functions/works? How do you think the movement of _________ contributed to the structure of this [object/tissue/substance]? What purpose does that [object/tissue/substance] serve? How would a change in how ________ moves through the system change the structure and/or function of this particular [object/tissue/substance], for example if ______ was removed or made to move to a different place? What would happen to the functioning of the system if we were to change the speed in which _________ moved in the system? How would flow of matter change if the structure or function of the object/tissue/organ/substance was damaged/impaired/abnormal? What would be the following consequences?
Self-assessment checks: Do I have an understanding of how _________ moves through _________? Can I identify the structure(s) we are modeling and how these are connected to how the structure works (functions)? Does my model show not only the different types of matter within this system but also how those types of matter move, change, and interact with each other to form structures? Have I considered how the amount of energy in the system (or __________ ) is connected to both the structures I've modeled and their functions? Do I have an understanding of the purpose/function of this [object/tissue/substance/system]?
Feedback stems: Great job modeling how different types of matter flow through this system. Now focus on how these different types of matter contribute different things to the overall structure you are modeling. When you consider the shape or structure of this [type of matter], remember to also think about how that shape might relate to the way it functions. This is a good start to your model. Now expand on your model to include not only the structures we have talked about in class, but also the functions they perform.

Seeing Movement/Motion through a Structure and Function Lens
	Modeling movement/motions of organisms, objects, or information (e.g., mRNA) in a system can indicate a student is considering how things come together to create a structure (with a particular function) or how the structure of an object influences movement of that object or the larger entity (e.g., an organism) it belongs to.
Targeted questions during small-group/individual sensemaking: What structure would you design to achieve a particular kind of movement? What [organisms/objects] are moving through this system? What do you notice about their structures? Why do you think this [organism/object] is structured in the way it is? What purpose does that structure serve for a) its individual movement and b) its contribution to the function of the larger system? What would happen to the movement of [a particular organism/object] through this system if we were to change its structure? What would happen to the functioning of the system as a whole if we saw a change in structure of this particular [organism/object]? What structures in the system could be affecting movement of [organisms/objects]? (e.g., a road network within a forest ecosystem)
Self-assessment checks: Do I understand the purpose/function of this system as a whole? Have I considered how each smaller part plays a role in that larger purpose? Does my model show not only the different types of [organisms/objects] within this system but also structures in the system that affect how [organisms/objects] move, change, and interact with each other? Have connected the structure of the [organism/object] to how it moves? Have I connected its movement to its function in the system?
Feedback stems: Great job modeling how different [organisms/objects] move through this system. Now pay attention to the structures of those [organisms/objects] and think about how they function. What relationships do you notice? When you think about the function or role of this particular [organism/object], remember to also think about how its movement [contributes to/is a result of] that function.

Seeing Temperature through a Structure and Function Lens
	Tracking temperature changes/states with the thermometer graphic can indicate a student is considering how the thermal properties of different materials contribute to their structure and overall function. It may also indicate students are considering how environmental temperature impacts the structures and functions of those within the environment.
Targeted questions during small-group/individual sensemaking: To what extent is the temperature of [object/system of objects] static (unchanging) or dynamic (changing)? How might the structures of [object/system of objects] change based on the temperature? What would happen if it got hotter or colder? If the structures of [object/system of objects] change based on temperature, how would this impact the structure's function/what it does? Why? Is there a temperature (hot or cold) at which this structure would break down? Is there a temperature (hot or cold) at which this [object] could no longer function? If we were to build a structure for [a particular function], what temperature would we want each material or component to be? Why?
Self-assessment checks: Have I identified where temperature may be impacting the [object/system of objects]? Do I have a good understanding of how structure contributes to function? Have I considered how changing the temperature of something might change its structure and/or function?
Feedback stems: You have done a good job tracking temperature across the system. Now look for where temperature may impact the structure and/or function of [an object]. You have done a good job tracking temperature across the system. Now look for where a change in temperature may impact the relationship between the structure of [an object] and its function.

Seeing Zoom In/Out (Levels) through a Structure and Function Lens
	Using the zoom in/out feature in a model can indicate a student is exploring how small-scale (e.g., microscopic) structures can reveal something about function at a larger scale or how large-scale functions result from small-scale structures.
Targeted questions during small-group/individual sensemaking: What new shapes do you see when you zoom in/out? Do you see anything in the [small-scale structure (e.g., organ)] that gives a clue about how the [large-scale structure (e.g., system/body)] functions? What does zooming in/out show you about the composition of the _______? When you zoom in/out, does it help you see how different parts are connected? What might those connections tell you about how they work together? Does the order of zoom-in/out matter when explaining different structures and functions? Should we always start by zooming in on a small-scale structure to explain what happened in the large-scale structure and function? Is it possible to do the opposite? In what scenario?
Self-assessment checks: Have I used zooming in/out to reveal new shapes, connections between parts, or information about what something is made of? Have I connected what I have revealed to an idea about the purpose or function of the _____? Have I considered whether examining structure at a smaller or larger scale will be more helpful for explaining this phenomenon?
Feedback stems: Remember to match the relationship between large-scale structures/small-scale structures with their respective function. You've given some great attention to zooming in [or out]. Now try zooming out [or in] to see what you notice from that perspective. When you consider the shape or structure of the [organism/phenomenon] at a small/large scale, remember to also think about how that shape might relate to the way it functions. I appreciate how you give your reasons for using zoom-in/out when explaining structures and function of [the organism/phenomenon]. You have shown some great practices of zooming in and out. Have you ever noticed which one you would like to go with first when explaining an [organism/phenomenon]? Why?