Developing and Using Models in

the Science Classroom

Secondary Science TeachersOctober 25, 2013

How does developing and using models affect student achievement

in science?

With the members of your content/grade level groups:

• List examples of models that you use to teach specific science content. Describe the purpose of the model (rationale for use) and any limitations that the model presents.

• Discuss and write a claim that answers the problem/question presented on this slide. Next, provide evidence (data - no less than 3 examples) to support your claim. Finally, explain your reasoning, why your evidence supports your claim, by describing the effect of using models on student achievement.

Scientific Models…• Are theoretical representations that are used to describe a

thing, a process, or a phenomenon.• Vary in function/purpose (3D, simulation, drawing, lab)• Make that which is invisible visible and testable.• Help identify questions and predict answers. • Lead to empirical investigations.• Are used to analyze and interpret data.• Are revised and applied to answer/explain, predict, and solve. • Are communicated as graphs, drawings, equations

(REPRESENTATIONS)• Are revised as new information is discovered.

What’s Happening Inside the Mystery Tube???

• Observe what happens when you pull on the strings of the mystery tube. Create an illustration that diagrams the movement of the strings and a model of the interior of the mystery tube.

• Share your diagram and model with the members of your group and discuss your claim about the interior structure of the mystery tube.

• As a group, reach consensus on a claim and provide evidence (model) to support your claim. Explain how your evidence supports your claim (reasoning) by describing how your group believes the design of the interior of the mystery tube affects how it functions.

Mystery Tube Reflections

Reflect on the CER and model that you created. With the members of your group, discuss:

1. The SEPs that you used throughout the activity.

2. The process involved in creating your model of the interior of the mystery tube.

3. Examples of opportunities to incorporate developing and using models to engage students (identify prior

knowledge), during a lab, to extend the lesson, and at the end of a lesson. Refer to “Tips for Teaching Modeling in Science” for suggestions.

4. How allowing students to draw and develop models helps us understand their reasoning and helps them build an understanding of science content.

How does developing and using models affect student achievement

in science?

With the members of your content/grade level groups:

• Review the CER that you composed at the beginning of the session.

• Based on the discussions and mystery tube activity, make revisions to your claim, evidence, and reasoning to the problem/question for the day and share with the group.

• Discuss how this process results in new science knowledge.