Systems and System Models:
A Systems Approach to Science Learning
Dr. Wil van der Veen
Science Education Institute
Raritan Valley Community College
The Next Generation Science Standards
A New Vision for Science Teaching and Learning
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Systems and System Models
A Systems Approach to Science Learning
The NGSS were Developed
Based on a Framework
• The NGSS were developed based on a
Framework for K-12 Education
published by the National Academies.
• The NGSS incorporate our best understanding
of how students learn science.
• The NGSS take into account the needs
of the 21st Century workplace.
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Systems and System Models
A Systems Approach to Science Learning
Key Idea of the Framework and the NGSS
Crosscutting
Concepts
Core
Ideas
Practices
Students should know and able to use and apply:
• Science & Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
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Systems and System Models
A Systems Approach to Science Learning
Crosscutting Concepts
1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
In your Journal describe how you have addressed one of these
crosscutting concepts with your students.
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Systems and System Models
A Systems Approach to Science Learning
NGSS Appendix G
Crosscutting Concepts
Read pages 1 and 2 until Guiding Principles.
• The purpose of crosscutting concepts is
to deepen students understanding of core ideas.
• Crosscutting concepts are not new!
• Crosscutting Concepts have to be made explicit.
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Systems and System Models
A Systems Approach to Science Learning
Why are Systems and
System Models so Important?
• All interactions involve at
least 2 objects – a system.
• The universe is very large
and we only study small
parts of it at a time.
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From NSTA webinar: Systems and System Models by Ramon Lopez
Systems and System Models
A Systems Approach to Science Learning
Hierarchy of Systems
• Galaxies, Solar System
• Earth Systems, Ecosystems
• Macroscopic Systems
• Atomic-Molecular Systems
• Subatomic Systems
• Nuclear Systems
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Adapted from NSTA webinar: Energy and Matter by Charles Anderson and Joyce Parker
Systems and System Models
A Systems Approach to Science Learning
What are the Features of a System?
1. Boundaries
Surroundings
Boundary
System
2. Components
3. Flows and Interactions
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Adapted from NSTA webinar: Systems and System Models by Ramon Lopez
Systems and System Models
A Systems Approach to Science Learning
Natural Phenomenon
Ice Cubes in a Cup of Water
Discuss the following question with your table group:
• What are the boundaries
of the system?
• What are the parts
of the system?
• What are the interactions
and flows?
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Systems and System Models
A Systems Approach to Science Learning
System Models
Ice Cubes in a Cup of Water
Draw a model to represent the system.
• Represent the boundaries, components,
interactions and flows.
• Use text and symbols.
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Systems and System Models
A Systems Approach to Science Learning
Crosscutting Concepts
Discuss the following questions with a partner:
• Which other Crosscutting Concepts did you use
to make sense of this phenomenon?
• How are these Crosscutting Concepts connected?
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Systems and System Models
A Systems Approach to Science Learning
Crosscutting Concepts
Cause and Effect
Structure and
Function
Patterns
Scale
Systems
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Change and
Stability
Matter and
Energy
Systems and System Models
A Systems Approach to Science Learning
NGSS Appendix G: Crosscutting Concepts
Appendix G, page 2:
• Crosscutting concepts can help students better
understand core ideas in science and engineering.
• Crosscutting concepts can help students better
understand science and engineering practices.
• Repetition is necessary to build familiarity
with crosscutting concepts.
• Crosscutting concepts should grow in complexity
and sophistication across the grades.
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Systems and System Models
A Systems Approach to Science Learning
Systems and System Models
• Use your Journal and list what you think your students should
know about Systems and System Models and what they should
be able to do.
• Read the descriptive text on page 3 of NGSS Appendix G.
• Look under Progression Across Grades what students should
be able to know about Systems and System Models
and students should be able to do at your grade level.
• Add to the ideas in your Journal.
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Systems and System Models
A Systems Approach to Science Learning
Natural Phenomenon
Large Number of Dead Fish in a Lake
Group Performance Tasks:
• Develop a model of the relevant ecological system to illustrate
possible causes for why there are dead fish in the lake.
• Use the model to develop questions to focus the gathering of
additional information from various sources (including online).
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Systems and System Models
A Systems Approach to Science Learning
Natural Phenomenon
Large Number of Dead Fish in a Lake
Group Performance Tasks:
• Develop a model of the relevant ecological system to illustrate
possible causes for why there are dead fish in the lake.
• Use the model to develop questions to focus the gathering of
additional information from various sources (including online).
Instructional scaffold:
• What is the boundary of the system that we need to consider when
investigating this phenomenon?
• What are the components?
• What are the interactions and flows?
• What are some possible causes?
• What additional data or information do you need?
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Systems and System Models
A Systems Approach to Science Learning
Final Reflection
• Write down one thing you could change in your classroom
based on what you experienced in this workshop.
• Share with a partner.
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Systems and System Models
A Systems Approach to Science Learning
Other Related Sessions
Friday (Full-day Institute)
• Moving Past Memorization:
Applying Science Concepts to Explain the Natural World
Saturday (1.5-hour workshop)
• System and System Models: A Systems Approach
to Science Learning
Sunday (1.5-hour workshop)
• Energy and Matter: Helping Students Distinguish
Between Matter and Energy
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Moving Past Memorization:
Applying Science Concepts to Explain the Natural World.