Formative Assessment: Note which components and relationships student identify and which they do not. Also note what kinds of visual

representations are shared. Consider if enough have been shared or if any highly useful visual representations have been overlooked.

Responsive Instruction: If a major component is missing from the whole class discussion, you might ask students if any had considered [such and such]. As much as possible, draw it out from students. Also, you might refer students back to visual representations of models already encountered in the course or in the homeostasis module to uncover more visual representations.

Persistent Poster: The scientific model construction strategy list poster was started in the Homeostasis Investigation. So, the focus here is what additions or refinements can be made to it. May need to ask student to re-­‐read the poster and then consider if there are additions or revision to make. This poster is revisited multiple time in this investigation.