Reflection: Developing a Conceptual Understanding The Rock Cycle - Section 2: Create A Model

 

Models help students to develop a conceptual understanding of phenomena. Models are at the core of Science & Engineering Practice (SP#2) because students construct  models to represent and understand phenomena. Models are also woven into Cross Cutting Concept (CCC#4) Systems & System Models because students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. 

Models enhance critical thinking as students make connections from one part of a model to another such as when my students made connections among the rocks sedimentary, metamorphic, and igneous. My students identified that it takes heat & pressure to change sedimentary rock into metamorphic rock while it only takes melting to change metamorphic rock into magma which can then become igneous rock.

Models also help students to visualize and understand something that is too large and impossible to see or that may be too complex to experience in real life. My students came to the understanding that they could not actually see the rock cycle happening because of its large scale but came to understand the process.

  Models Are Useful In Science
  Developing a Conceptual Understanding: Models Are Useful In Science
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The Rock Cycle

Unit 7: Rocks & Minerals
Lesson 6 of 8

Objective: SWBAT create a diagram of the rock cycle that includes accurate, reliable information.

Big Idea: As summative assessment, ask students to develop a model to describe the cycling of Earth's materials and the flow of energy that drives the process.

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Subject(s):
Science, Rock Cycle, summative assessment, minerals, rocks
  40 minutes
rockcyc
 
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