This resource appears to be designed to build towards this science and engineering practice, though the resource developer has not explicitly stated so.
Comments about Including the Science and Engineering Practice
By administering a probe at the beginning and during instruction, the teacher is making student thinking explicit as students inquire about a specific phenomenon. It is helpful to invest the time to allow all student ideas to be made public, e.g. by posting the answer choices on a chart in front of the class and engaging students in a discussion of the justifications for each of the choices. This creates a culture of learning, where individuals’ ideas are valued in contrast to the “correct” answer. Encouraging students to discuss the different answers and justification with a partner or in small group, or as a class, supports the development of productive talk in the science classroom. It encourages students to take risks, listen carefully to each other, and encourages the learner to continue to reflect on their own learning as the lesson unfolds, and thus promotes a safe classroom environment, building a community of learners.
For this assessment probe, asking students to evaluate which one of the three bacteria pictured will dry out last and to justify their selected claim will support students in clarifying their own ideas about the relationship of volume, shape and surface area. To take full advantage of this learning opportunity, teachers will need to engage students in small-group and/or whole-class discussions of the various claims and underlying processes.