Essential Learning Event 3

SEP2: Developing and using models

SEP6: Constructing explanations and designing solutions

SEP8: Obtaining, evaluating, and communicating information

Develop and Use a Model (SEP2)

• Students describe the system that is being modeled.
• Students make decisions about the type of model they will create (e.g, a  diagram, illustration, physical creation, or computer animation) to represent a phenomenon or system.
• Students define and clearly label all of the essential variables or factors (components) within the system being modeled.
• Students describe unobservable mechanisms (if applicable) identified in a model.
• Students describe the relationships among the variables or components of a model. (SEP6)
• Students evaluate, when appropriate, the boundaries and limitations of the model.
• Students compare models to identify common features and differences.
• Students use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world.
• Students explain a science concept using a model as a representation of a phenomena or system under study.  (SEP6)
• Students use a model as the basis of an explanation or to make predictions about how the phenomena or system will behave in specified circumstances. (SEP6)
• Students use a model to discuss cause & effect or structure & function relationships or interactions between variables or components of a system.
• Students use a model to discuss the stability or instability of system components and how they change over a period of time.
• Students develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

Construct an Explanation (SEP6)

• Students make an assertion or conclusion (claim) that answers the question or questions about the phenomena under study.
• Students identify relevant data that supports their claim from their own work and the work of peers. (SEP4)
• Students synthesize relevant evidence from multiple sources (including their own experiments, entries in a science notebook, computer simulations, websites, textbooks, journals, and class notes). (SEP8)
• Students describe the reasoning that connects the evidence to phenomena, tying in scientific ideas, theories, or models. (SEP8)
• Students describe scientific principles that help to connect the evidence to the claim using correct science vocabulary. (SEP8)
• Students use a developed model to make connections between claims, evidence, and reasoning that explain how and why the observed phenomena occur. (SEP8)
• Students use appropriate scientific vocabulary to make an explanation.
• Students synthesize the evidence logically and make explicit connections to known scientific theories or models. (SEP8)
• Students apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process, or system.
• Students undertake a design project, engaging them in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

Obtain and Evaluate Information (SEP8)

• Students gather, read, and synthesize information from multiple grade-level appropriate sources to determine patterns in and/or evidence about the natural or designed world.
• Students read scientific texts to determine central ideas and to obtain scientific and/or technical information.
• Students assess the credibility, reliability, and validity of a source of information, comparing and contrasting the information from various sources. (SEP7)
• Students identify possible bias in a source of information. (SEP7)
• Students describe how a claim in a source of information is supported or not supported by evidence. (SEP7)
• Students analyze information to determine its meaning and relevance to phenomena.
• Students obtain information from listening to others (e.g., other students, media, and teacher).
• Students compare, coordinate, and present information in various modes (e.g., graphs, diagrams, photographs, text, mathematical, verbal).
• Students evaluate data, claims, and/or conclusions in scientific and technical texts in light of competing information or accounts. (SEP7)
• Students formally and informally communicate scientific and/or technical information in writing and/or through oral presentations.

Note: The levels reflect increasingly sophisticated engagement in the practices and are not grade-level specific. Appendix F in the NGSS provides significantly more detail for each practice that should be integrated as both students and teachers develop greater fluency with each practice.

Develop and Use a Model (SEP2)

• Facilitate a discussion of the benefits and drawbacks of the different models. Emphasize for students that all models have benefits and drawbacks.
• Ask students to comment on what they see as working well about a model and what they would modify or change based upon specific evidence.
• Give each student an individual whiteboard to draw their models on. This makes it easy to revise their model as they hear compelling arguments for changing it.
• Develop a language of modeling with your class. Students will adopt conventions that work to solve certain problems, for instance showing a zoomed-in view of something microscopic or arrows to represent forces.
• Ask students to find ways to show the causal patterns or interactions in their diagrams. Help them develop a class vocabulary for illustrating and discussing the causal patterns.
• Invite students to draw models to show how two ideas are connected, for instance, how higher and lower pressure accounts for windows being pushed out during a hurricane and for liquid moving up a straw.
• As often as possible, have all students share their models with the class. It removes the social burden of deciding to share. Arrange the desks in a circle and go around sharing, discussing, and critiquing.
• Use models as a point of discussion. Ask students to comment on what they see as working well about a model and what they would modify or change based upon specific evidence.
• Invite the co-construction of models as often as possible. Work towards models that "make sense" to the class.
• Encourage students to generate "rival models"—different ways of explaining the same event—as often as possible. This encourages flexible thinking and resists over-investing in one model. However, if they already have a firm idea in mind, they need to grapple with it.
• Don't hold back on the "scientifically accepted" model, but don't present it as "the right answer" either. It is best when a student presents some version or part of it and you can work towards it together as a class. Critique it as you would any other model.
• Encourage students to view their learning as trading up for better and better models, not as "getting the right answer." Science works this way and learning does, too!
• View learning as an evolution of understanding through different models and assess students' progress on that path, not whether they parrot back "the right answer."
• Have students work in groups to create models that include observable and non-observable components. Be explicit that models offer explanatory accounts – they show how or why a phenomenon occurs.1
• Show students an example of a scientific model and a non-example, such as a labeled diagram. Have students compare and contrast the two. Highlight for students that the scientific model shows how a phenomenon occurs, while the labeled diagram does not.1
• Provide opportunities for students to make decisions about the type of model they will create, such as a picture, a physical creation, or a computer animation. Emphasize that there is no one “right” way to create a model, but that models should show how or why the phenomenon under study occurs.1
• Provide graphic organizers to support students in planning their models. Sections of the graphic organizer might include “key ideas” and room to sketch the model. At the end of the graphic organizer provide a checklist so that students can be sure their proposed model shows how or why the phenomenon occurs and is not only descriptive.1

Construct an Explanation (SEP6)

• Prepare a scoring rubric for the explanation under consideration.
• Model an appropriate scientific explanation.
• Discuss key features of explanations in science: explanatory account, science ideas and evidence. An explanatory account describes how or why a phenomenon occurs. Science ideas are key concepts or principles students apply to make sense of a specific phenomenon (e.g. example). Evidence is scientific data such as measurements and observations.
• Create a poster with the key features for a scientific explanation, such as that it shown how or why something occurs.
• Provide examples of strong and weak examples (e.g. describes a phenomenon instead of explaining it). Critique the examples as a class.
• Provide students with scaffolds such as sentence starters, questions or graphic organizers that highlight the key features. For example, a graphic organizer could include three sections labeled: 1) Your explanation – the how or why?, 2) Big science ideas that support your explanation, 3) Evidence that supports your explanation.
• Ask students to highlight the key features of an explanation (explanatory account, science ideas and evidence) in their own or a peer’s writing.

Obtain and Evaluate Information (SEP8)

• Have students read a text in small groups that contains evidence and science ideas (DCIs in NGSS) about a specific topic. Ask students to underline the evidence and put a star next to the science ideas.
• Provide students with two or more texts on the same topic. Ask students to compare and contrast the texts, focusing on how well the authors defend their claim. Have students decide which is the most persuasive text. Tell students they will need to explain why they think that text is most persuasive.
• Do a jigsaw activity with multiple texts. Put students into groups and give each group a different text on a related topic. When students have completed reading the text, mix up the groups so one person who has read each text is in each group. Ask students to briefly summarize their text to their group.
• Develop a checklist of questions can ask as they evaluate texts. For example, Does the text have a clear claim? Does the text use scientific evidence to support the claim? Does the text have enough scientific evidence to support the claim?
• Watch two short videos (or listen to two podcasts) about a similar topic. Ask students to compare and contrast the different perspectives on the same topic (e.g. genetically modified food).
• Briefly share information with students and have them process ideas in an interactive way.
• Ensure students can describe science ideas and key vocabulary using their own words and by drawing on personal experiences.

Develop and Use a Model (SEP2)

• What is the purpose of this model?
• What is the model trying to represent?
• What are some ways this model works well or fits well?
• What are some ways this model does not work well or fit well?
• Is there anything about what the model is representing that is really complex?
• Does the model help you simplify and think about what is happening?
• Does the model help you “zoom in” or “zoom out” to think about what is happening? (CCC Scale, Proportion and Quantity)
• Does the model help you slow down or speed up what is happening so you can think about what is happening? (CCC Scale, Proportion, and Quantity)
• Does the model allow you to imagine what is hidden so you can think about what is happening?
• How does the process of modeling help you simplify and think about what was happening?
• As you were thinking about the phenomenon, did you feel like you were starting to have a good idea of what was happening, but then suddenly you were thinking about too many things at once? How does your model help you simplify your thinking? (CCC Systems and System Models)
• When you were watching phenomenon, were there moments when you thought you understood what was happening, but as the situation changed you weren’t as sure?
• Were there moments when you thought you understood what was happening, so you tested your ideas with your model to see if you were right? How can we model how this system changes? (CCC Stability and Change)
• How can we model how this structure works? (CCC Structure and Function)
• How can we model the flow of energy ? How can you model the cycling of matter? (CCC Matter and Energy: Flows, Cycles, and Conservation)
• How can you model this system? Can we model how this system functions? (CCC System and System Models)
• How can you make a model that helps you understand nature at this scale? (CCC Scale, Proportion, and Quantity)
• What model will explain this cause and effect relationship? (CCC Cause and Effect)
• How can I model this pattern? Can I make a model to explain this pattern? (CCC Patterns)

Construct an Explanation (SEP6)

• How can you explain this pattern? How can this pattern support your explanation? (CCC Patterns)
• What explains how the cause leads to the effect? What does this cause and effect relationship help to explain? (CCC Cause and Effect)
• How can you explain how nature works at this scale? Can you explain how what happens at this scale affects nature at other scales? (CCC Scale and Proportion)
• How can you explain the function of this system? (CCC System and System Models)
• How can you explain how energy affects this system? How can you explain how matter changes in this system? (CCC Matter and Energy: Flows, Cycles, and Conservation)
• How can you explain how the structure is related to the function? (CCC Structure and Function)
• How can you explain why this system changes or remains stable? (CCC Stability and Change)

Obtain and Evaluate Information (SEP8)

• What is already known about this pattern? How can I best communicate about this pattern? (CCC Patterns)
• What is already known about this cause and effect relationship? How can I best communicate about this cause and effect relationship? (CCC Cause and Effect)
• What is already known about nature at this scale? How can I best communicate about this scale? (CCC Scale and Proportion)
• What is already known about this system? How can I best communicate what I know about this system? (CCC System and System Models)
• What is already known about energy and matter in this system? How can I best communicate about energy and matter in this system? (CCC Matter and Energy: Flows, Cycles, and Conservation)
• What is already known about the relationship between structure and function in this system? How can I best communicate about this relationship between structure and function? (CCC Structure and Function)
• What is already known about stability and change in this system? How can I best communicate what I've learned about stability and change in this system? (CCC Stability and Change)