Potential Task Formats: Developing and Using Models (SEP2)
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1
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Present two models to students, then
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2
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Present students with an illustration or drawing of a scientific process or system, then
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Ask students to label the components, interactions, and mechanisms in the model, and
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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
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4
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Present students with a textual description of an observable scientific phenomenon, then
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Ask students to draw and label the model components, interactions among components, and mechanisms in the model, and
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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
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Ask students to draw a model that helps explain how this phenomenon occurs by applying their understanding of a disciplinary core idea, and
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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
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Ask students to compare the two models with respect to their accuracy, and
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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
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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
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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: Engaging in Argument from Evidence (SEP7)
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1
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Present two different arguments related to a phenomenon, one with evidence and one without, then
- Ask students to identify the argument that is more scientific and ask them why they think that is the case.
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2
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Describe a phenomenon to students, then
- Ask students to articulate (construct) a claim about that phenomenon, and
- Identify evidence that supports the claim, and
- Articulate the scientific principle(s) that connect each piece of evidence to the claim.
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3
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Present students with a claim about a phenomenon, then
- Ask students to identify evidence that supports the claim, and
- Articulate the scientific principle(s) that connect each piece of evidence to the claim.
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4
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Present students with a claim and evidence about a phenomenon, then
- Ask students to assess how well the evidence supports the claim.
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5a,
5b
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Present students with a claim and evidence and reasoning about a phenomenon, then
- Ask students to assess the reasoning of a given link between claim and evidence or
- Ask students to assess the logical link between claim and evidence.
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6a,
6b
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Describe a situation in which two or more explanations are offered for a phenomenon, then
- Ask students to identify the different claims at issue (easier), or
- Ask students to identify different claims and the evidence with each claim (harder).
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7a,
7b
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Present students with a claim, a list of data sources that are relevant to the claim (but not what the data say), then
- Ask students to identify (select from a list) a pattern of evidence from the data that would support the claim, or
- Ask students to identify (select from a list) what pattern of evidence from the data would refute the claim.
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8a,
8b,
8c,
8d
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Present students with a claim and a pattern of evidence relevant to the claim, then
- Ask students to assess whether the evidence is logically consistent with the claim, or
- Ask students to assess whether the evidence is consistent with a scientific theory or model they have studied, or
- Ask students to generate ideas about additional evidence needed to support the claim, or
- Ask students to generate ideas about additional evidence needed to support the claim.
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