What might scientific modeling look like in early elementary school? This video shows K-2 students working on and with their own evolving models of puzzling phenomena. Educators demonstrate and reflect on varied ways they support students in modeling, and how doing so can provide connective tissue throughout units.
As shown here, modeling centrally elicits and builds on students’ existing funds of knowledge and experiences about the world. It also highlights how scientific understandings change as students revise their models over time, and it invites multiple means of expression to support student communication and collaboration.
See other examples of young students modeling and benefits for multilingual students in particular: Haverly, C., Hossein, B., & Richards, J. (2021). Mapping vocabulary onto student sense-making: Strategies that encourage emergent bilingual students to make sense of science. Science and Children, 59(2), 22-26
In this video, second-graders take on the...
Listen to Debbie Diaz describe her journey toward science, from being a student shut out from science, to a teacher who believed in her students, and now to becoming a science curriculum specialist for Seattle Public Schools.
Phenomenon- and modeling-based unit in a third-grade classroom.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995