This week, I started with my Honors Biology students on the "designing a scientific model" journey. We began by discussing a model they were already familiar with - the Rutherford atomic model - and sharing thoughts about what that model explains to us about atoms. Luckily, one of the students piped up and reminded the class the Rutherford model is no longer considered "correct," which led us right into a discussion about how as scientific explanations change, models will also change.
Last week, the students collected data on heart rate associated with various cardiovascular activities. Although they had already completed a scientific argument based on the data, next I wanted them to design a model to show their explanation of the data. We worked together as a class to create a model for the results of one of the independent variables, and then they practiced making a model for a different independent variable on their own. Finally they self-assessed their model based on this rubric:
|This rubric is a screenshot from Schoology. It's definitely a work in-progress. If you have any feedback, I'd love to hear it!|