Making Models in Science
NGSS - Develop and Use Models
David Campbell and Thomas Turmon
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2A
K-1
Relationship between NGSS Practices
of Modeling, Argumentation and
Explanation
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Developing a Scientific Model and
Engaging in Argument
● The model is a simplified representation of a system or phenomenon
● Central features are made explicit and visible (including those that are not
observable with eyes)
● Appropriate labels are included to clarify the model’s components
● The model allows opportunities to explain what we think is happening
● Discussion of models or parts of the model allows to engage in argument
with evidence.
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Develop a Scientific Model
● Observable and unobservable features.
● Making the invisible visible using symbols to
represent the invisible.
● Connection to concepts .
● Add new understandings that explain the
answer to the question.
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Characteristics of Scientific Models
1.
Represents a system or a phenomenon
2.
Context rich and specific
3.
Pictorial (drawings and pictures) and written (text, equations,
etc.)
4.
Observable and unobservable features
5.
Revisable over time
6.
Public
Sources:
Mark Windschitl and Jessica Thompson
•Ambitious Science Teaching website
•The Modeling Toolkit (NSTA, 2013)
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Component #1
Represents a phenomenon
for which we have questions
Does not represent a thing
•What causes the seasons?
•Why do planets and moons
maintain the orbits they have?
•Why are solar eclipses so rare?
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Component #2
Context-rich:
Specific to time, place,
conditions
Not generic
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Component #3
Pictorial and written
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Component #4
Observable
+
Unobservable
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Component #5
Revisable
over time
based on
evidence
and ability
to predict
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Component #6
Needs to be public!
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Steps for Making a Group Model
1.
In a table group, students can share your individual models.
2.
The group discusses what the group model might look like for the
phenomenon by comparing and contrasting each other ideas.
3.
Together the group comes to a consensus on what your group model
should include/exclude.
4.
The group develops a consensus model on chart paper or whiteboards,
etc.
5.
Group can write a preliminary consensus explanation describing the
phenomenon using evidence from your model (CER)
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Make Your Model Public
1.
Exchange models with neighboring group
2.
Discuss the other group model at your table
3.
Give feedback to the other group using sticky notes (next
slide)
4.
Return the other group model and review the feedback
you received on your group model. What would you
change/add?
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Revise your Group Model
● Modify your model based on:
● Feedback from other group
● Discussion
● Reading
● Revise your explanation based on the
modification of your model
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Physical Science Example:
● MS-PS1-4: Analyze and interpret data on the properties of
substances before and after the substances interact to determine
if a chemical reaction has occurred.
● Using a 2-Liter bottle, add sodium bicarbonate to vinegar and cap
the bottle with a balloon. Observe the phenomenon.
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Physical Science Example:
● Conservation of Mass
● Visible by mass, but powder disappears and gas takes its place
● Show mass of powder less and mass of gas more
● Production of gas showing a reaction
● Powder disappears as a gas takes its place.
● Can see balloon expand, showing gas formation.
● Would show powder decreasing and size of balloon increasing
● Cools showing reaction
● Cool to the touch
● Show energy from your hand going “into” bottle.
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Life Science Example:
● MS-LS1-7.Develop a model to describe how food is rearranged through chemical
reactions forming new molecules that support growth and/or release energy as this
matter moves through an organism.
● Using diagrams and articles as references, use the materials provided to
create a Stop Motion model showing how molecules can be broken down
and rearranged to release energy and create new molecules for the body.
https://drive.google.com/a/sanger
usd.net/file/d/0B0bvUlGLd4_b
RHlieFFNU3pabkE/view?usp=
sharing
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List of other Standards Using Stop
Motion idea
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HS-LS1-4 Cellular division
HS-LS1-5 Photosynthesis
HS-LS1-6 C,H,O make up organic molecules
HS-LS1-7 Respiration
HS-LS2-3 Cycles of Matter
HS-LS2-5 Carbon Cycle
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