CT Topics

Modeling > Grades 3-5

In grades 3–5, students start to build more sophisticated models to represent objects or phenomena based on evidence they produce in class. They describe not just the ways the model is a good representation, but also the limitations of the model. and they should be encouraged to explain the difference between the model and and the actual object or phenomenon it represents. The models they use demonstrate cause/effect relationships, and can be used to predict phenomena, not just replicate the evidence. Their models may generate simulated data that they can compare to collected data that resulted from observations. They can use digital models that closely tie to the work they did within the unit, and where possible, begin to modify existing models to change parameters or add features.

Grade 3 Science: Populations and Habitat

Students explore population cycles of organisms within a habitat.

• Students play Oh Deer! and collect data
• Students discuss how the Oh Deer! game represents certain attributes of an actual habitat
• Students graph the data they collected
• Students graph the data using a spreadsheet
• Students find and explain patterns in the data
• Students explore a digital model based on the game that produces simulated data
• Students find new patterns and work to understand them

Grade 3 Science: Weathering and Erosion

• Similar in content to the Grade 2 unit on Wind and Water, focusing on erosion over time
• Students explore physical models to simulate weathering effects, such as those from vegetation, frost wedging, and abrasion
• Students explore physical models to simulate erosion, such as moving water on flat and sloped land, and wind on sand
• Students explore physical model combines weathering and erosion to simulate glacier movement
• Students explore a website that shows videoed experiments: Foss Web stream table

Using the Foss website has advantages and disadvantages. It promotes the concept of models, but does less for distinguishing the unique role a digital model plays in science.

Pros

• Allows students to explore several experiments
• Gives experience adjusting variables

Cons

• No variation when variables are the same
• Neither are true digital models—first is primarily an animation, second a curated set of videos

Grade 4 Science: Plants Make Their Own Food

Students explore the process of photosynthesis

• They explore a physical model by creating a biome
• They draw and annotate detailed diagrams of photosynthesis
• They work with online digital models

Grade 5 Science: Water Cycle

• Students learn about cycling of water through a watershed via evaporation, precipitation, absorption, surface runoff, and condensation
• Primarily a programming extension for an existing unit on the water cycle
• In this unit, they modify a digital model using StarLogo Nova