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In science, a model is a representation of an idea, an object or even a process or a system that is used to describe and explain phenomena
Model Revision Discussion
Model Revision Discussion
Primary Classroom
It is important for students to see the growth in their thinking. Their initial models often lack the deeper thinking and sense making that you see later on in the unit.
Asking students to explain their model or parts within their model is a good way to practice communicating their science ideas. It also helps bring to light misunderstandings that students might have. Whenever students are independently creating models, the teacher should be actively engaged with what the students are producing.
Model Conferencing.mp4Conferencing during Initial Modeling
Conferencing during Initial Modeling
Consensus Model.mp4Building a Class Consensus Model
Building a Class Consensus Model
8th grade
Why do we model as scientists?
Prediction
Prediction
Models allow scientists to predict how a system will work under specific conditions.
Explanation
Explanation
Models can simplify complex systems, making them easier to understand and visualize phenomena that are difficult to observe.
Communication
Communication
Models can provide a shared, common language that allows for collaboration and communication to a wider audience.
Summary Tables
Summary Tables
The “gotta-have” checklist is a set of ideas or concepts that students think must be included in their final explanation.
This may start with very simple statements or even just terms, but the list should grow over time—as the students engage in cycles of reading, activity, and connecting with their everyday experiences, they add to this checklist. If they are missing some key elements of the final causal explanation, it should alert you as the teacher to modify your instruction to address these missing pieces.
The “Gotta-have” explanation checklist is not a list of vocabulary words that have to be included in drawn or written explanation. As the checklist is developed, lesson by lesson, it needs to be composed of ideas, or relationships that the students now believe are important to a final explanation. These items on the checklist are not “giving away answers.” They remind students of what is important to talk about or draw out, and these are ideas that they have come up with themselves during the unit.
Key Ideas:
Students co-develop the list. It is their thinking, not yours.
Include words like "How" to keep it from being just a vocabulary list.
It can start at the beginning of the unit and be added to throughout
When students are creating their final explanatory model, they should have access to the checklist
Want more information on Modeling?
Models-and-Modeling-An-Introduction1.pdf
HSModelCompressed.pdfPage updated
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