Addressing the Standards

Modeling and Simulation

MA DLCS Curriculum Framework

Topic: Modeling and Simulation

Grades K–2

K-2.CT.e.1 Describe how models represent a real-life system (e.g., globe, map, solar system, digital elevation model, weather map).

K-2.CT.e.2 Define simulation and identify the concepts illustrated by a simple simulation (e.g., growth and health, butterfly life cycle).

Grades 3–5

3-5.CT.e.1 Individually and collaboratively create a simple model of a system (e.g., water cycle, solar system) and explain what the model shows and does not show.

3-5.CT.e.2 Identify the concepts, features, and behaviors illustrated by a simulation (e.g., object motion, weather, ecosystem, predator/prey) and those that were not included.

3-5.CT.e.3 Individually and collaboratively use data from a simulation to answer a question.

CSTA K-12 Computer Science Standards

The CS standards do not include any that directly identify as modeling or simulations.

CSTA K-12 Computational Thinking Progressions

Simulation: Representation or model of a process. Simulation also involves running experiments using models.

Grades Pre-K to 2. After a set of directions has been created, act out the steps to be sure they are correct.

Grades 3 to 5. Create an animation to demonstrate the understanding of a process.

Grades 6 to 8. Use a model of a simple ecosystem to conduct experiments that answer what happens to the ecosystem if some percentage of the producers die. The user controls the percentage that dies off.

Next Generation Science Standards

Science and Engineering Practice: Scientific Modeling

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

• Distinguish between a model and the actual object, process, and/or events the model represents.
• Compare models to identify common features and differences.
• Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
• Develop a simple model based on evidence to represent a proposed object or tool.

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

• Identify limitations of models.
• Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.
• Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.
• Develop and/or use models to describe and/or predict phenomena.
• Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
• Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.