Scaffolds for NGSS Developing and Using Models - For Grades 3-5

Scaffolds for NGSS Developing and Using Models - For Grades 3-5
Scaffolds for NGSS Developing and Using Models - For Grades 3-5
Scaffolds for NGSS Developing and Using Models - For Grades 3-5
Scaffolds for NGSS Developing and Using Models - For Grades 3-5
Scaffolds for NGSS Developing and Using Models - For Grades 3-5
Scaffolds for NGSS Developing and Using Models - For Grades 3-5
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436 KB|10 pages
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  1. This bundle is aligned to the NGSS Science and Engineering Practices for grade 3-5, though it is specifically designed for 5th grade students. This bundle currently includes:Asking Scientific Questions (SEP #1 Asking Questions)Developing and Using Models (SEP #2 Developing and Using Models)Designin
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Product Description

This resource contains several graphic organizers that can be used to help students build better models. These graphic organizers are:

  • The Before-During-After and First-Second-Third Models: This graphic organizer is designed to help students show what happened before, during or after an event occurred or to create a sequence of events.
  • Less-More-Stays the Same Models: This graphic organizer is designed to help students show what would happen if a variable changes. For example, students could use this model to show how particle motion changes when the temperature increases or decreases.
  • Model Compare and Contrast: This is used to have students compare their models. This allows students to use peer feedback for the purpose of revising their models.
  • This resource also contains:
  • Model Talk: These are sentence frames to help students discuss their models.
  • All About Models: This is reference sheet that can be placed in student notebooks. It is a general overview of the purpose of modeling.

More Tips for Better Modeling

  • Use Model Must-Haves to list the required components of the model. This should not be vocabulary, but rather key pieces of the event, system or process.
  • Consider including modeling conventions. These are agreed upon methods for showing certain recurring items in your class. For example, you may ask that students always use an arrow to show a force. You may also state the arrow should be pointing in the direction of the force.
  • Students should revise their models throughout the lesson sequence. Consider doing an initial model early in the sequence and revising the model 2 times.

Standards Alignment: This resource was designed to help students with the Science and Engineering Practice Developing and Using Models. It aligns with the following components from the 3rd to 5th grade band of the NSTA Matrix Fork for the Science and Engineering Practices.

  • Identify limitations of models.
  • Evaluate merits and limitations of two different models of the same proposed tool, process, mechanism, or system in order to select or revise a model that best fits the evidence or design criteria.
  • Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
Total Pages
10 pages
Answer Key
N/A
Teaching Duration
N/A
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