A teacher asks students to choose a source-integration plan for an essay about arts-integrated science instruction. Thesis: "Schools should use arts-integrated science instruction because the move can help students model complex processes and engage learners who think visually or kinesthetically, provided that leaders keep scientific accuracy central to projects." The source summaries are Source A: an academic overview emphasizes the possibility that the plan can help students model complex processes; Source B: a community profile explains why the plan might engage learners who think visually or kinesthetically; Source C: a critical response warns against adopting the plan without steps to keep scientific accuracy central to projects; Source D: a case example demonstrates a more deliberate rollout of a related plan; Source E: a reflective source complicates both the strongest benefit and the strongest objection. Which plan most effectively organizes the essay around the student's line of reasoning?