It's More Than Just Models!
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Section 3 of Process Standards from grades 3-8 focus on models in sections B and C. This is because what cannot be explained scientifically by designing and executing a test can often be exemplified by doing a demonstration or a model (another reason for Texas going to 3 types of investigations).
In most versions of Section 3, B or C is usually worded: "use models to represent the natural world" or "represent the natural world using models." Then there is a "such as" statement that gives you an example of what type of models are appropriate for that grade level (example: earth moon systems, volcanoes, stream tables, plant and animal cells, etc). Then there is a part in the student expectation that says the student must also identify the limitations (Grades 3,4, 6-8) and advantages (6-8) of the model which also contains an including statement that specifies things such as size, scale, properties, accuracy and materials. In middle school the advantages/limitations standard is separate from the use models statement. For some odd reason, 5th grade does not have the advantages/limitations SE, they have a very weird "draw or develop a model of how something works that cannot be seen." Weird because the example is a soda dispenser (sigh). |
Notice that in all of these model student expectations that the operative verbs in these statements are "use", "represent","draw or develop", and "identify". The kids are suppose to be doing the using of the model, so if YOU are using the model to explain something, it doesn't count. This does not mean YOU can't use models anymore, this just means that your kids have to have a chance to use them too. If the book they are reading has a diagram it also does not count... unless the student is using it to accomplish a task. Let's refer back to section 2, looking over the scientific method TEKS you will find data collections include labeled drawings, diagrams, charts, and maps. These are what we mean by representations, but they can also be the traditional 3D kind of models too. Remember that the student is choosing them and using them, not the teacher, a very important point, because I think in the effort to save time, we have a tendency to hog the models and use them as demos. Maybe its because we don't have enough to go around, or maybe the model was expensive.
Student Created Models
Fear not, kids are great with models because they play with them on a daily basis (toys) and they are especially good at creating their own models if you let them go and use their imagination. Remember that a model shows something represented in the natural world, the rule of thumb is that you are asking the kids to show how something works. The project should be open ended, and if you would like them to get it done in a reasonable amount of time I would just use stuff from the lab or classroom to help them create the model. In the book by Laurie Westphal, Differentiating Instruction using Menus, she describes projects that can be created at home with stuff that costs less than a dollar. I think this idea is great for creating models because really you just want to see if they understand the concept that you are teaching. The science is really all in the explanation and presentation.
The same rules for performance assessments still apply (short bundled assignment that is timed... see Critical Thinking section 3) but this time around less kids participating together is better. I would partner kids or have them work alone when creating a model. The only time I would allow for a group is if the model is part of a bigger performance assessment. The thing you need to keep in mind when having the kids make their own models is that the more representations you get the better. The creativity part of the rubric will be important in this assignment. Kids need to see multiple representations in order for them to be successful. Ever hear your fellow teachers complain about the STAAR test by saying "I can't believe they used that example of the concept, I didn't teach it that way." Having the kids show different types of models in order to explain a concept exposes your kids to multiple ways to look at a science idea, way more than you can expose them to while teaching the concept on your own. So here is one strategy you can use while working with models with your students:
Student Created Models
Fear not, kids are great with models because they play with them on a daily basis (toys) and they are especially good at creating their own models if you let them go and use their imagination. Remember that a model shows something represented in the natural world, the rule of thumb is that you are asking the kids to show how something works. The project should be open ended, and if you would like them to get it done in a reasonable amount of time I would just use stuff from the lab or classroom to help them create the model. In the book by Laurie Westphal, Differentiating Instruction using Menus, she describes projects that can be created at home with stuff that costs less than a dollar. I think this idea is great for creating models because really you just want to see if they understand the concept that you are teaching. The science is really all in the explanation and presentation.
The same rules for performance assessments still apply (short bundled assignment that is timed... see Critical Thinking section 3) but this time around less kids participating together is better. I would partner kids or have them work alone when creating a model. The only time I would allow for a group is if the model is part of a bigger performance assessment. The thing you need to keep in mind when having the kids make their own models is that the more representations you get the better. The creativity part of the rubric will be important in this assignment. Kids need to see multiple representations in order for them to be successful. Ever hear your fellow teachers complain about the STAAR test by saying "I can't believe they used that example of the concept, I didn't teach it that way." Having the kids show different types of models in order to explain a concept exposes your kids to multiple ways to look at a science idea, way more than you can expose them to while teaching the concept on your own. So here is one strategy you can use while working with models with your students:
Having AHA moments with models
Once you get the models finished and your students are ready to present their model, you will find at first that the kids will copy each other's representations in an effort to seek a good grade or to meet the criteria mistakenly thinking that there is probably only one right way to display the idea. The discussion about the model is the most important activity that you can have in this assignment. Here are the questions or tasks that you can ask to foster some AHA moments...
Typically, what I have seen happen with this activity is that the students will create models that can represent more than one Science idea... Kids get really excited that they created something that went above and beyond what it was suppose to do (and you will get excited that they are showing what they know.) Another AHA revelation (usually from the models made by the slackers in the crowd) is that sometimes a model can be very simple yet very efficient. Sometimes acting something out, or using a few simple items can convey a big concept quite nicely, case in point, the concept of revolution and rotation using a couple of toothpicks, a grape and an orange. Simple, yet efficient.
Once you get the models finished and your students are ready to present their model, you will find at first that the kids will copy each other's representations in an effort to seek a good grade or to meet the criteria mistakenly thinking that there is probably only one right way to display the idea. The discussion about the model is the most important activity that you can have in this assignment. Here are the questions or tasks that you can ask to foster some AHA moments...
- Describe your model by explaining what the model represents, in other words, what does it help us to see that we can't normally observe in the real world or explain through a lab test? Why is it not possible for us to observe this phenomenon without the use of a model?
- What is the science idea connected to the model? Do you think that your model is efficient at explaining this idea? Why or why not?
- What are the limitations of this model (what can it NOT show) compared to how it really happens in real life?
- How can we improve the model?
- Compare and contrast two models created in class using a venn diagram, report out by describing how they are alike and different. Include such information as what ideas the models represent, efficiency and limitations.
- What are your recommendations to improve the models based on your evaluation?
Typically, what I have seen happen with this activity is that the students will create models that can represent more than one Science idea... Kids get really excited that they created something that went above and beyond what it was suppose to do (and you will get excited that they are showing what they know.) Another AHA revelation (usually from the models made by the slackers in the crowd) is that sometimes a model can be very simple yet very efficient. Sometimes acting something out, or using a few simple items can convey a big concept quite nicely, case in point, the concept of revolution and rotation using a couple of toothpicks, a grape and an orange. Simple, yet efficient.
Skepticism and the Accuracy of Information
In grades 3-5 and revisited again in High School, students have a student expectation that resides under the Critical Thinking knowledge and skills statement that pertains to the evaluation of information related to promotional materials for products and services such as nutritional labels, claims in advertisements and labels especially those for food, toys and sunscreen. This standard, though skipped in middle school will eventually manifest itself into two student expectations in which High School students in Biology, Chemistry and Physics will be asked to 3(B) communicate and apply scientific information extracted from various sources such as such as current events, news reports, published journal articles and marketing materials AND 3(C) draw inferences based on data related to promotional materials for products and services.
If you are an elementary teacher trying to teach this particular process standard, you (and probably the curriculum writing team at your district), found that this standard doesn't lend itself to be matched up to a content standard very easily. In fact, elementary content standards primarily focus on strands: Matter and Energy, Force, Motion and Energy, Earth and Space and Organisms and Environments. In other words its hard to talk about nutritional labels when there is no health or body systems topic for Science in elementary (human body systems aren't addressed until 7th grade 12(B)) and the topics of toy labels and sunscreen are really not aligned to any particular content area, especially because sunscreen is a label/claim example used in 4th grade rather than 3rd, (yet 3rd grade content asks to illustrate and describe the sun, while 4th grade contains content related to the Sun only in the water cycle.) As far as toy labels, you could maybe compare claims based on physical properties, but I think that may be a stretch. As a result, this is one of the only process standards that will probably be taught in isolation.
With that said, elementary Science standard 3B for grades 3-5 is still teachable, albeit, hard to align to topics. In tested examples we have seen the use of a label used to illustrate density ideas such as a salad dressing label asking the consumer to shake well before using. However, the process standard that this item was aligned to was not 3(B), in fact for the history of the 5th Grade Science STAAR, there has not been a question aligned to 3(B) and I think that it might be attributed to the fact that it's topic is not supported through the content standards for elementary.
A standard is still a standard and you have to teach it. Science standard 3(B) can be taught in combination with elementary Health standards, during breakfast in the classroom or in the Reading classroom for such topics as reading informational texts and looking at text features. Here is an example of how researching product claims can turn into a Science Lesson:
If you are an elementary teacher trying to teach this particular process standard, you (and probably the curriculum writing team at your district), found that this standard doesn't lend itself to be matched up to a content standard very easily. In fact, elementary content standards primarily focus on strands: Matter and Energy, Force, Motion and Energy, Earth and Space and Organisms and Environments. In other words its hard to talk about nutritional labels when there is no health or body systems topic for Science in elementary (human body systems aren't addressed until 7th grade 12(B)) and the topics of toy labels and sunscreen are really not aligned to any particular content area, especially because sunscreen is a label/claim example used in 4th grade rather than 3rd, (yet 3rd grade content asks to illustrate and describe the sun, while 4th grade contains content related to the Sun only in the water cycle.) As far as toy labels, you could maybe compare claims based on physical properties, but I think that may be a stretch. As a result, this is one of the only process standards that will probably be taught in isolation.
With that said, elementary Science standard 3B for grades 3-5 is still teachable, albeit, hard to align to topics. In tested examples we have seen the use of a label used to illustrate density ideas such as a salad dressing label asking the consumer to shake well before using. However, the process standard that this item was aligned to was not 3(B), in fact for the history of the 5th Grade Science STAAR, there has not been a question aligned to 3(B) and I think that it might be attributed to the fact that it's topic is not supported through the content standards for elementary.
A standard is still a standard and you have to teach it. Science standard 3(B) can be taught in combination with elementary Health standards, during breakfast in the classroom or in the Reading classroom for such topics as reading informational texts and looking at text features. Here is an example of how researching product claims can turn into a Science Lesson:
Having AHA moments with Product Claims
There are lots of opportunities to have meaningful conversation with kids about nutrition labels and advertising claims. Some topics that can be investigated are claims regarding serving sizes (verses what people really consume), claims of being low fat, nonfat, light (because there are actually regulations regarding these types of claims, what sunscreen SPF actually means and how often it is suppose to be applied for it to work (this can be related back to the safety standards in section 1 of your standards) and of course safety of toy manufacturing.
There are several websites that are great for kids to investigate truth in advertising and product claims such as:
There are lots of opportunities to have meaningful conversation with kids about nutrition labels and advertising claims. Some topics that can be investigated are claims regarding serving sizes (verses what people really consume), claims of being low fat, nonfat, light (because there are actually regulations regarding these types of claims, what sunscreen SPF actually means and how often it is suppose to be applied for it to work (this can be related back to the safety standards in section 1 of your standards) and of course safety of toy manufacturing.
There are several websites that are great for kids to investigate truth in advertising and product claims such as:
- PBS KIDS: Don't Buy It! Get Media Smart: http://pbskids.org/dontbuyit/advertisingtricks/ This site has interactives for kids to investigate advertising claims
- Truth in Advertising.Org: Kids and Advertising: https://www.truthinadvertising.org/category/learn/deceptive-marketing-category/kids-and-advertising-tips/ This page talks about laws and regulations protecting kids from harmful advertising
- Truth in Advertising.org: How to Talk to Kids about Deceptive Advertising: https://www.truthinadvertising.org/talking-to-kids-about-deceptive-advertising/ This page has a list called Deceptive Marketing 101 which teaches kids about Celeb endorsements, Bait and Switch, Fine Print, and other topics that are deceptive to consumers.
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The last section for K&S statement 3 deals with "How Science Can Be Applied" This is usually lettered as section D and deals with the History of Science, the contributions of scientists and how science is used as a career in the field. Click the button below if you are ready to learn about this section:
The last section for K&S statement 3 deals with "How Science Can Be Applied" This is usually lettered as section D and deals with the History of Science, the contributions of scientists and how science is used as a career in the field. Click the button below if you are ready to learn about this section: