TIP #10 - Crosscutting Concepts, Science and Engineering Practices: Systems, System Models, Developing and Using Models
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Nothing Is Ever As Simple As It Seems |
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The world is made up of many complicated and interdependent systems that are difficult—or nearly impossible in some cases—to understand fully. This can be intimidating for young learners who might feel they must, or should, know about every part of a system or concept. Enter the model. More than just a “make work” activity or art project, models are a powerful tool to increase student confidence, personalize learning, and help students develop a deeper understanding of a given phenomenon, concept, or system.
Student Confidence and Personalization
The first step any scientist or engineer takes when developing or using a model is to define the boundaries—the model takes into account a, b, and c but does not include d, e, or f. Translating this to the student mind—the clear setting of limits and the explicit statement of the model’s limitations—illustrates that the model is not expected to be perfect nor explain every single thing component. For many students, this can be a powerful anchor that allows them to stay focused on the key concepts and “let go of” other parts of the system that aren’t important at the moment.
On a more subtle level, working with models let students know that it is OK to make approximations—a model is, by definition, an approximation of a larger system. It also gives them an opportunity to internalize the idea that science isn’t about getting things right the first time—as models are meant to be revised through the course of their lifetime or, in this case, throughout the unit.
Finally, models give students an opportunity to express their understanding in a way that works for them. Not only does this provide validation for their way of thinking, but it provides a natural chance for personalization.
Deeper Thinking—Deeper Connections
In the real-world models are used to help scientists and engineers figure out where to start, what to try next, and what results they might expect for a given set of test or environmental conditions. In the classroom, models are powerful tools because they give students a framework with which to apply what they have been learning to a new scenario—taking their learning and understanding to a deeper level.
Student Confidence and Personalization
The first step any scientist or engineer takes when developing or using a model is to define the boundaries—the model takes into account a, b, and c but does not include d, e, or f. Translating this to the student mind—the clear setting of limits and the explicit statement of the model’s limitations—illustrates that the model is not expected to be perfect nor explain every single thing component. For many students, this can be a powerful anchor that allows them to stay focused on the key concepts and “let go of” other parts of the system that aren’t important at the moment.
On a more subtle level, working with models let students know that it is OK to make approximations—a model is, by definition, an approximation of a larger system. It also gives them an opportunity to internalize the idea that science isn’t about getting things right the first time—as models are meant to be revised through the course of their lifetime or, in this case, throughout the unit.
Finally, models give students an opportunity to express their understanding in a way that works for them. Not only does this provide validation for their way of thinking, but it provides a natural chance for personalization.
Deeper Thinking—Deeper Connections
In the real-world models are used to help scientists and engineers figure out where to start, what to try next, and what results they might expect for a given set of test or environmental conditions. In the classroom, models are powerful tools because they give students a framework with which to apply what they have been learning to a new scenario—taking their learning and understanding to a deeper level.
The CreositySpace approach
In the CreositySpace units models are generally developed throughout the first two-thirds of a unit and then used by the students as a tool to help them apply what they learned to a more involved summative challenge.
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For example, in the grade 3 unit, Contagion Crushers, students study and develop life cycle models which they must then use to determine how to support or hinder growth of a given organism.
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In the grade 2 unit, Green Architects, students use their living wall interactions models to help design and explain their green buildings.
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Click here to learn more about our K-5 science units and supplemental curricula.
