Reflection: Checks for Understanding How do Scientists Use Models? - Section 5: Wrap Up

 

When having students present their models, I realized that only one or two students in the group would speak.  It made it difficult for me to assess if all of the students understood the use of the model.  I also gave them 2 questions to answer as they described their model: is it a 2D or 3D model, and why would scientists use the model they created instead of another type of model.  I found that just remember these 2 questions was difficult for the groups.  

If I were to do this over, I would hand each group 4 cards, one per group member, as they went to the front of the room.  Each card would have a question on it about models that that group member would have to answer.  This would help organize the roles of each group member, as well as make sure the information I want shared gets covered by every group.  

  Reflection on presenting information
  Checks for Understanding: Reflection on presenting information
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How do Scientists Use Models?

Unit 1: Scientists at Work
Lesson 3 of 16

Objective: SWBAT identify the various uses for models in science and create a model of Earth that would fit one of the uses identified.

Big Idea: Students act as scientists by creating various models of Earth.

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Subject(s):
Science, Technology and Engineering, Scientific Method (Science Skills), models, Cooperative Groups, engineering
  60 minutes
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