What can a teacher tell from a student's model? How can a drawing help evaluate a student's understanding? As this example of a 5th grader's model from a recent assessment called Lava Lamp Phenomena shows, we can tell a lot!
Not only can we see how well the student understands the Disciplinary Core Idea (Content), but also if students can use a model (SEP) to explain the cause and effect (CCC).
When I first started learning about models, I struggled to define what a scientific model was. How was it different than a scientific diagram, and how would I be able to elevate student models to show their thinking? The Framework states, "Models serve the purpose of being a tool for thinking with, making predictions, and making sense of experiences" (Framework, pp. 56-7) . Brett Moulding goes on to state, "Students should develop and use model to organize data and information, reason relationships, and/or communicate their reasoning about experiences they have had with phenomena." (B. Moulding, Teaching Science is Phenomenal, p. 64). That makes models the work horse of science education. Students need to become proficient in this practice, as it not only will be helping them make meaning, but also serving as a way of explaining their current thinking.
It wasn't until I read Ambitious Science Teaching that I had a plan for helping students learn to create science models that would make their thinking visible. The scientific model was defined in a slightly different way, stating, "A science model is a representation of a system or a phenomena" (Ambitious Science Teaching, p.115). The book also talked about the importance of telling students what was expected in the model. In creating lessons on models for students now, I thought carefully about what the scientific model was meant to show for the lesson. This allowed me to create Must Have Lists for the model. Students now knew what was expected in the model, and were more intentional in how they built their models.
In your model and explanation be sure to include the items in the Must Have List below:
Contains at least 2 panels to show the before and after of the system
Shows what can be seen (ex. Structures of system)
Shows what cannot be seen.
Labels to tell what things are and what is happening
Uses arrows to show the movement of matter in the system
Uses zoom in bubbles to show what is happening in different states of matter in the system
Uses model to explain the signs of chemical change that is taking place in the system
By using models through the unit, across multiple phenomenon, students practiced developing models to show their thinking. They also revised initial models after new learning experience, and reflected on how the models changed. By engaging in these practices students developed an understanding of the power of their model, and that when partnered with an explanation, they could explain a new phenomena. Even students who struggled with learning, were able to create models and explanation that met the performance expectations.
Although the model shows a more concrete level of thinking, this student is still showing the reaction of adding an effervescent tablet into a bottle with a mixture of oil and colored water. The new gas is shown by the bubbles with arrows showing their movement. The model alone would not be provide enough evidence to show understanding of the Performance Expectation.
But...pair it with the student's explanation and his thinking becomes clear. He understands a new substance in the form of bubbles is being created and the solid tablet is disappearing and not coming back, making this a permanent change.
Our model making is continuing to evolve and become stronger. Students are learning that models provide a way of working through their initial thinking about phenomena and can eventually express their new understandings, and support their written explanations.
Most importantly developing models is one of the SEPs that can cross over into social studies, math and ELA! What a powerful tool!