Distinguish frequent and regular Use and/or develop a model of between a model occurring events. simple systems with uncertain and the actual Develop a model using an and less predictable factors. object, process, analogy, example, or Develop and/or revise a model to and/or events the abstract representation to show the relationships among model represents. describe a scientific variables, including those that are principle or design Compare models to not observable but predict identify common solution. observable phenomena. features and Develop and/or use Develop and/or use a model to differences. models to describe predict and/or describe Develop and/or use and/or predict phenomena. phenomena. a model to Develop a model to describe represent amounts, Develop a diagram or unobservable mechanisms. relationships, simple physical prototype Develop and/or use a model to relative scales to convey a proposed generate data to test ideas about (bigger, smaller), object, tool, or process. phenomena in natural or and/or patterns in Use a model to test cause designed systems, including those the natural and and effect relationships or representing inputs and outputs, designed world(s). interactions concerning and those at unobservable scales. Develop a simple the functioning of a model on natural or designed evidence to system represent a proposed object or tool. (c) Crosscutting Concepts: Scale, Proportion, and Quantity The concept of scale builds from the early grades as an essential element of understanding phenomena. Young children can begin understanding scale with objects, space, and time related to their world and with explicit scale models and maps. They may discuss relative scales—the biggest and smallest, hottest and coolest, fastest and slowest—without reference to particular units of measurement. Typically, units of measurement are first introduced in the context of length, in which students can recognize the need for a common unit of measure—even develop their own before being introduced to standard units—through appropriately constructed experiences. Once students become familiar with measurements of length, they can expand their understanding of scale and of the need for units that express quantities of weight, time, temperature, and other variables. (NRC 2012, pages 90–91) Crosscutting Concepts in the NGSS cites the following (): In grades K-2, students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure
Distinguish between a model and the actual object, process, and/or events the model represents. Compare models to identify common features and differences. Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). Develop a simple model on evidence to represent a proposed object or tool. frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system Use and/or develop a model of simple systems with uncertain and less predictable factors. Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena. Develop and/or use a model to predict and/or describe phenomena. Develop a model to describe unobservable mechanisms. Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (c) Crosscutting Concepts: Scale, Proportion, and Quantity The concept of scale builds from the early grades as an essential element of understanding phenomena. Young children can begin understanding scale with objects, space, and time related to their world and with explicit scale models and maps. They may discuss relative scales—the biggest and smallest, hottest and coolest, fastest and slowest—without reference to particular units of measurement. Typically, units of measurement are first introduced in the context of length, in which students can recognize the need for a common unit of measure—even develop their own before being introduced to standard units—through appropriately constructed experiences. Once students become familiar with measurements of length, they can expand their understanding of scale and of the need for units that express quantities of weight, time, temperature, and other variables. (NRC 2012, pages 90–91) Crosscutting Concepts in the NGSS cites the following (): In grades K-2, students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use standard units to measure
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