Potential Task Formats: Developing and Using Models (SEP2)
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1
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Present two models to students, then
- Ask them to compare the models to identify both common and unique model components, relationships, and mechanisms.
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2
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Present students with an illustration or drawing of a scientific process or system, then
- Ask students to label the components, interactions, and mechanisms in the model, and
- Write a description of what is shown in the drawing.
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3
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Present students with a model of an observable scientific process or system and some evidence about how the system behaves that does not fit the model, then
- Ask students to revise the model to better fit available evidence.
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4
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Present students with a textual description of an observable scientific phenomenon, then
- Ask students to draw and label the model components, interactions among components, and mechanisms in the model, and
- Ask students to write an explanation for the phenomenon, using the model as supporting evidence.
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5
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Present students with a textual description of an observable scientific phenomenon, then
- Ask students to draw a model that helps explain how this phenomenon occurs by applying their understanding of a disciplinary core idea, and
- Write a prediction about something that might happen in the future that could be explained by the model.
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6
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Present students with two different models for the same observable phenomenon, then
- Ask students to compare the two models with respect to their accuracy, and
- Apply what they know about a disciplinary core idea to justify their answer.
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7
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Present students with two different models for the same observable phenomenon, then
- Ask students to develop a test to determine which model better fits available evidence.
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8
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Provide students with a digital modeling tool that is intended to represent a system or process in which the mechanisms are not visible to the naked eye, then
- Ask students to use the modeling tool to identify and describe model components, interactions, and mechanisms.
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Potential Task Formats: Constructing Explanations (SEP6)
Note: A set of task formats for designing solutions is available at http://researchandpractice.org/NGSSTaskFormats
Relevant definition:
- “Scientific explanations are accounts that link scientific theory with specific observations or phenomena… Very often the theory is first represented by a specific model for the situation in question, and then a model-based explanation is developed.” (NRC Framework, 2012).
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1
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Describe a phenomenon to students along with relevant evidence (which can come from a media source), then
- Ask students to write an evidence-based account of what causes the phenomena.
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2
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Describe a phenomenon to students along with some related qualitative or quantitative data/observations, then
- Ask students produce an explanation about the mechanism for the phenomena using their interpretation of the data as evidence.
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3
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Describe a phenomenon to students and present qualitative or quantitative data for independent and dependent variables, then
- Ask students to produce a causal account that explains how the independent variables relate to the dependent variables.
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4
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Describe a phenomenon to students along with a related set of evidence and an explanation that includes multiple scientific principles, then
- Ask students to say which pieces of evidences support particular components of the explanation.
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5
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Present students with a model or representation of an observable scientific process or system, then
- Ask students to write a causal explanation for a relevant phenomenon using the model as supporting evidence.
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6
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Describe a phenomenon and present students with a causal explanation of it, then
- Ask students to identify gaps or weaknesses in how it scientifically explains the phenomenon based on their level of scientific understanding.
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7
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Describe a phenomenon and present students with a range of evidence obtained from a variety of sources (empirical investigations, models, theories, simulations, peer review), then
- Ask students to articulate (construct) a causal explanation for the phenomena, and
- Describe how the evidence relates to the mechanisms or principles they have included.
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Potential Task Formats: Obtaining, Evaluating, and Communicating Information (SEP8)
Relevant definitions:
- A “scientific text” is any form of scientific communication including but not limited to prose, graphs, videos, posters, symbols, and mathematics.
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1
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Present students with a set of grade-appropriate texts related to a scientific phenomenon, then
- Ask students to synthesize the information from across the texts, and/or
- Ask students to compare and contrast information across the texts to determine which are most relevant to explaining the phenomenon.
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2
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Present students with a set of grade-appropriate texts related to a scientific phenomenon, then
- Ask students to construct an explanation of the phenomenon and/or ask questions about the phenomenon based on combined information from relevant texts.
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3
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Present students with textual description a scientific phenomenon or of an investigation of a scientific phenomenon, then
- Ask students use multiple forms of scientific texts to communicate about the phenomenon to a given audience or an audience of their choosing.
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4
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Present students with a set of grade-appropriate scientific literature and/or media reports related to a scientific phenomenon, then
- For each text, ask students to analyze and write about the validity and reliability of the information in the text (e.g., data, hypotheses, conclusions).
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