Take stock - Students need to figure out how to resolve this question.  The first element focuses on taking stock of the main punchlines the class has figured out so far. This could take different forms. Students might highlight the important discoveries they made in their science notebooks. They might fill out a summary chart of what the class figured out with regard to the question that framed each lesson. Or they might refer back to a series of posters of scientific principles that the class has been adding to lesson by lesson to keep track of their discoveries over time. The purpose of this step is to get all the pieces of the puzzle out on the table.

Students develop a public representation of how the pieces fit together. - build up disciplinary core ideas (DCI) and crosscutting concepts (CCC)

Students apply their assembled model to try to explain another phenomenon or solve another problem - Where else  does something  like this happen?