1. Warm-up. Make 3 observations of the strawberries in the bag. Teacher solicits students ideas about the diffences between observations and inferneces then students observations.
2. Initial explanations. Students are asked to tell a story of the forgotten strawberry on day 1, day 10 and day 20. The story is
   about a student who left a bag of strawberries in a lunch bag. Students are asked to use the terms digestion, decomposing, nutrients and rotting in their stories.
   Teacher uses this time to press students on their understanding of rotting and decomposition (a distinction the students made the day before) and about growth and reproduction because students seemed to be drawing parallels with bacterial growth and reproduction.
3. Building content knowledge though concept mapping. Students return to their picture packets and are asked to use the written information to make a concept map for extracellular digestion in their notebooks with the following terms: enzymes, extracellular digestion, sugars, starches, nutrients, decomposing and rotting. Teacher asks questions that aid students in making connections among concepts.
4. Refining the story. For homework students write their stories of the forgotten strawberry using the key terms discussed in class.
5. Class concept map. On day 4, the teacher solicits students ideas about connections among terms they included in their concept maps on the previous day. Teacher synthesizes these with students and develops a class concept map for extracellular digestion. Students modify their concept maps in their notebooks based on the whole class discussion.

Discussion Questions: 1) How did Janet attend to issues of academic language in this lesson? 2) Examine 9 students stories of the forgotten strawberry and analyze patterns in student thinking about key concepts.