! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !
!"#$%&'()*+,-.*(&/0(01&2.*31-4*05&6(40&7(5&8))&9*:;04&9141-31<=&&Any!unauthorized!reprint!or!use!of!this!document!is!prohibited!under!federal!law.!!!"#$%&'()%*'(+%,(-./0&was!
supported!by!a!grant!to!the!California!State!University!East!Bay!by!the!National!Science!Foundation!Discovery!Research!K12,!Award!No.!DRL-1418440.!PI:!
michele.korb@csueastbay.edu!or!contact!corinne.lardy@csus.edu,!michelle.sinapuelas@csueastbay.e d u !!
Last!Updated!8/26/2020!
8/6>&M-(<1&7(.<&'-*01-*(&1+"23%(42,35(6789!
/?*1.?1&@&6.:*.11-*.:&A-(?0*?14!
SEP 2: Developing and Using Models: Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test,
and predict more abstract phenomena and design systems. !
By the end of the grade band students will have had a structured opportunity to develop an understanding of each of these. Individual lessons or units
should include opportunities for students to practice one or more of the following components ……
!
1) Describe components
and characteristics of
models
Using a model they developed, or an existing model, students:
a. specify/identify observable and unobservable elements of the model (and their attributes) needed to explain the phenomenon or communicate the
desired information
b. describe the key relationships or interactions among model elements as they relate to the phenomenon or aspect of the phenomenon being addressed
c. describe the correspondence between specific model elements and relationships, and the relevant components of the real world object or phenomenon
that they represent
2) Develop models
consistent with prior
evidence or theories to
represent, explain,
and/or describe a
phenomenon
Students develop models that:
• are consistent with prior evidence and scientific theories about the phenomenon
• reasonably represent, explain, and/or describe both literal and unobservable features of scientific phenomena
• include only components and relationships that are relevant to the purpose of the model
Using these models students:
a. define and clearly label all of the essential variables or factors (components) within the system being modeled, including uncertain and less-predictable
variables
b. describe/demonstrate the relationships among the components of the model, including relationships that are not directly observable, but predict
observable phenomena
3) Use models to describe
relationships between
components, predict
outcomes, and/or test
ideas to explain a
phenomenon
Using a model they developed, or an existing model, students:
a. Correctly and completely describe the components and mechanisms of a scientific phenomenon providing a causal account including mechanisms that
are not directly observable.
b. Generate new knowledge including:
• Construct a correct and complete prediction about a phenomenon
• Generate data to test ideas about phenomena
• Generate testable questions about phenomena
• Make meaningful comparisons between phenomena
• Support their own thinking about and understanding of a phenomenon
• Apply models to related phenomena
4) Compare and/or
evaluate features and
limitations of (a)
model(s)
Using a model they developed, or an existing model, students:
a. Identify, describe, and evaluate the appropriate boundaries and limitations of a model with respect to explaining the phenomenon or communicating
the desired information
b. compare and evaluate the ability of different models to accurately represent and account for patterns in phenomena, and to predict related phenomena.
5) Revise models based
on additional
evidence*
Using a model they developed, or an existing model, students:
a. Modify a model – based on evidence – to match what happens if a variable or component of a system is changed
b. Revise a model to increase its explanatory and predictive power, taking into account additional evidence or aspects of a phenomenon.
*!This!component!is!not!required!in!K-2!or!3-5!grade!bands!!
