Assignment task:
Mr. Glowser teaches third grade at Flintstone Elementary School. Each morning, his students come into class and get comfortable in the reading cove, a corner of the classroom that Mr. Glowser has furnished with a rug, beanbags, and large pillows. He reads a chapter to the students, then he asks them to summarize the main points of the story, ask questions, clarify difficult or confusing points, and predict what they think might happen next. Mr. Glowser concludes reading time by reviewing the main points of their discussion before moving into the daily writing lesson. Students write in a structured journal about their favorite parts of the story. Each entry contains prompts such as "the most important part of today's chapter was _____" and "I think ____ will happen next in the story." After writing, students get together in small groups and use a writing rubric to verbally review each other's work, then they make minor revisions in their writing journals.
Mr. Glowser begins the daily science lesson after lunch. He starts each new unit by introducing the topic and telling a story or showing a short video to help capture students' attention. Each student then writes in their science notebook what they know about the topic and what they want to learn about it. They share their ideas with their table groups, then they discuss them as a class. Once the unit is complete, students write briefly about what they learned and any questions they still have, discuss with their groups, and share final thoughts with the full class. Before beginning a new unit on plant parts and their functions, Mr. Glowser has students complete written and verbal observations of the seedlings they had planted in the prior unit, and they compare their observations to other plants they see around the school yard. The students then brainstorm to predict how their own plants will grow. As Mr. Glowser describes the major parts of seed plants, he uses examples of the students' observations to illustrate each component. He also gives each student a diagram of a seed plant that's labeled with the names and basic functions of the major plant parts. The students are encouraged to keep the diagram in their observation notebooks as a reference for future observations of their plants' growth and development.
Reading is above and question right at the bottom
How does Mr. Glowser account for the limited capacity of his students' working memory during the science lesson? Use specific details from the case study to support your answer.