A note about reading models:

Realizing that science models can be read and made sense just like written text can be difficult. Often times when things are “right there on the page,” it takes even more work to really get at what the model is about because it obfuscates how much is actually understood/internalized as a mental model.

This is the first time a science model is introduced in this module. As always, a text-and-task analysis may help you anticipate the kinds of connections students might make between the first two texts and this model of Hyponatremia.

There are many other models of hypo- and hypernatremia out there – our purpose here was not to select “the best one.” Instead, students should take liberties in imagining and practicing how they might model it differently. What may be helpful here is to think about the ways that students can draw on their existing knowledge to make connections to what they know. The prompt under “Pair share” encourages that.

Even though the model may seem uncomplicated, keep an eye out for the various kinds of connections students might make.

A teacher or reciprocal model may be appropriate here if students need some scaffolds to meaningfully make sense of the model on R5.