Weather Models Using Model-It

PURPOSE:
Students will:
   -be introduced to basic weather concepts involving relative humidity, barometric pressure, cloud formation and basic types, wind speed and direction and the causes of winds (coriolis effect, convection currents), weather fronts; warm, cold, stationary, and to recognize the conditions which precede these fronts, occur during these fronts and follow these fronts.
   -continue to ask good questions, researching pertinentbackground information using a variety of resources (library and Internet, experts in the community, their science books and teacher handouts) and using the data they have collected throughout the weather unit.
   -design and carry out investigations that they design based on their own questions that are centered around a driving questionand sub-questions for the unit we study that are real-life situated.
   -continue to develop sound predictions based on their research that supports their predictions based on the background information they construct.
   -continue to appreciate the need to care for and calibrate the technology tools they will use to collect data during their student designed experiment.
   -continue to use a variety of data collection and analysistechniques (data tables, graphs) and learn the importance of creating a procedure that controls variables and carefully addresses the question to be studied.
   -continue to develop in drawing conclusions after logical and critical reflection of all the information they collect that may answer their question.
   -share this information with each when they have completed their models. 
   -model that this process is a collaborative process but includes individual components as well.
   -be involved in the peer editing process to learn to value the contributions each of us can make to enhance student experimental designs and increase our potential for growth.
   -learn that the process of inquiry often leads to new questions.
   -use these science process skills to analyze the data they collect during their student designed experiments. 
   -use the technology tools and probes to collect accurate real time data therefore enhancing and aiding in the development of student designed experiments. 
   - research wind to design and build their own wind vanes that are used throughout the unit to collect wind direction data and use the Beaufort scale to determine winds speed.
   -will be assigned to watch a full scale weather report associated with their local news everyday for 2-3 weeks and record temperature high and low for the day, relative humidity, barometric pressure, cloud cover, precipitation, wind speed and direction. Students then graph this data simultaneously on one graph to look for direct and inverse relationships between weather concepts.
   -will use our temperature, relative humidity and barometric pressure probes attached to lap tops to collect this data after learning the concepts how they relate to one another and compare their findings with those posted on the internet at that same time.
   -At the end of the unit, students construct a model to represent their understanding of the cause and effect relationships between the weather concepts, using the software program, Model-It

BRIEF DESCRIPTION: 
The Unit spans a time frame of 4-5 weeks. In that time the basic unit plan is to:
   -Present basic weather concepts involving relative humidity, barometric pressure, cloud formation and basic types, wind speed and direction and the causes of winds (coriolis effect, convection currents), weather fronts; warm, cold, stationary, and to recognize the conditions which precede these fronts, occur during these fronts and follow these fronts.
   -At the end of the unit, students construct a model to represent their understanding of the cause and effect relationships between the weather concepts, using the software program, Model-It

In the activity the ** cells show objectives were taped. 

ACTIVITIES:
(Note: This is a unit plan that may cover several days to several weeks. Not all of the following activities/standards will appear in the video clips used.)

Procedures:	Curriculum Standards http://www.intime.uni.edu/model/content/cont.html	National Educational Technology Standards (NETS) Performance Indicators http://cnets.iste.org/sfors.htm
Students use a variety of resources to construct their knowledge of basic Weather concepts that include; internet searches around specific terms, class lab experiments, local weather forecasts, class discussions and specific weather sites found on the Internet.	Science: Grades 5-8: A1, A2, B2, E1, F1, G2 Science: Grades 9-12: A1, A2, D1	Grades 5-8: 1, 4, 5, 6, 7, 8, 9, 10 Grades 9-12: 6, 7, 8, 9
Students continue to ask good questions, researching pertinentbackground informationusing a variety of resources (library and Internet, experts in the community, their science books and teacher handouts). Specifically to research wind to design and build their own wind vanes that are used throughout the unit to collect wind direction data and use the Beaufort scale to determine winds speed.	Science: Grades 5-8: A1, A2, B2, E1, F1, G2 Science: Grades 9-12: A1, A2, D1	Grades 5-8: 1, 4, 5, 6, 7, 8, 9, 10 Grades 9-12: 6, 7, 8, 9
Students collect daily weather using our temperature, relative humidity and barometric pressure probes attached to laptops. Probes may need to be re-calibrated. Students compare their findings with those posted on the internet at that same time.	Science: Grades 5-8: A1, A2 Science: Grades 9-12: A1, A2, E1, E2	Grades 5-8: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 Grades 9-12: 2, 4, 5, 7, 8, 9, 10
**Students construct a model to represent their understanding of the cause and effect relationships between the weather concepts, using the software program, Model-It	Science: Grades 5-8: A1, A2, E1, E2 Science: Grades 9-12: A1, D1, F2, G2	Grades 5-8: 1, 4, 5, 6, 7, 9, 10 Grades 9-12: 7, 8, 9, 10

TOOLS & RESOURCES: 
Software:
eProbe Calibrate. Apple. Available: http://www.apple.com

eProbe. Apple. Available: http://www.apple.com

Model-It software version 3.0 developed by the University of Michigan

Microsoft Word. Microsoft Corp. Available: http://www.microsoft.com

Excel. Microsoft Corp. Available: http://www.microsoft.com

Netscape Communicator to construct web pages. Netscape. Available: http://www.netscape.com

Sound Edit 16 version 2. Macromedia. Available: http://www.macromedia.com/software/sound/

Hardware:
5 Olympus Camedia Digital Cameras. Olympus. Available: http://www.olympusamerica.com

8 eMates. Apple. Available: http://www.apple.com

8 iMacs in our classroom. Apple. Available: http://www.apple.com

8 sets of Vernier Probes. Vernier. Available: http://www.vernier.com

Our middle school science classrooms are also wired for direct Internet access.

Web Sites: 
HotBot. Available: http://www.hotbot.com

Artemis. Available: http://www.webartemis.com

Weather Underground. Available: http://www.wunderground.com/cgi-bin/findweather/getForecast?query=ann+arbor

CNN Weather. Avialable: http://www.cnn.com/WEATHER

Teacher Workroom. Available: http://www.hi-ce.org/teacherworkroom/software/modelit

Google Search Engine. Available: http://www.google.com/search

Merit. Available: http://mtn.merit.edu/about/

Merit. Available: http://mtn.merit.edu/about/

On our Greenhills School web site, www.greenhillsschool.org, students can click on Library and go to the listing of search engines that the Librarian has research and found most effective for the searches our students do. There are listings of General Search Engines, Meta Search Engines and General Directories of Internet Sources.

Text Book:
Morrison, E. S. & Moore, A., (1993). Science Plus. Holt, Rinehart and Winston, Inc. and University of New Brunswick, Orlando, Florida. 

ASSESSMENT:
We use a variety of methods to assess student’s progress.

1. We have students take a pre-test to determine their initial knowledge of the content we will be learning. In the case of weather, we use to ask the students to construct a concept map of their initial understanding of the cause and effect relationships between the concepts of weather. This year because our students are familiar with the Model-It program, we had our students develop an initial model to demonstrate their understanding of the relationships between the concepts in weather we study. After we complete the unit, we have the students revisit their initial models and correct and/or complete them. Students are to record in their composition notebooks the changes they make and why they make them. Revisiting their initial concept maps, or this year their models, often results in many laughs and affirms the student’s progress.
2. All of our students have a quadrille composition notebook. They date and record notes from class discussions and class Internet searches. Students also record mini-class lab write-ups. Each class lab write-up needs to include; Question, Prediction, Data, Analysis and conclusion. -For the Internet search, the level of engagement in the class discussion allows me to determine if students have been actively involved in the pre-search process. 
3. Students are also given tests to assess assimilation of content knowledge. 
4. As students prepare to present their proposal for an experimental design before the class, they complete a proposal. (Sample is included) Before partners come together to prepare presentation of proposal for peer review, each partner prepares an experimental design. This is to ensure that each partner is invested in the design of the experiment. We check before class begins to be sure that each student has filled out their proposal. We hope to develop each student’s responsibility and commitment to the collaborative process and interaction with their partners. 
5. During student-designed experiments, students are assessed based on their class engagement during class. Are students working with their partners or are they concerned with other experiments?
6. Each student-designed experiment requires a written report that follows guidelines. (Students are given a handout with specific expectations for completing this exercise. A sample is included) Each of these student designed experimental write-ups contains specific expectations for components that are group generated and individually generated. 
7. Presentations are expected to be dynamic and engage the audience with the results of their experiment. 

Very little of the student grade is based on tests.  Most of the grade is based on class work, which stresses the process we hope each of our students internalizes.  This begins with a driving question, supported by the construction of background information.  This process continues with a project design and is supported by the collection of data, facts and ends in a final presentation to the class so we can all be enriched.  This empowers our students to go beyond the content presented in class.

CREDITS:
Chris Gleason, Greenhills School, Ann Arbor, Michigan
Cgleason@greenhillsschool.org

Ann Novak, Greenhills School, Ann Arbor, Michigan
Anovak@greenhillsschool.org

TIMELINE & COURSE OUTLINE: 
Our Earth Science Weather Unit is one of five units we cover in the 8th grade science curriculum. The others are Digestion, Photosynthesis, Sound and Electricity. 

Table 4: Examples of 8th grade curriculum with embedded technology

8th GRADE DRIVING QUESTIONS	TECHNOLOGY/PROBES USED	EXAMPLE INVESTIGATIONS
“How accurately can you predict the weather?”	Temperature, Barometric Pressure, Relative Humidity, Internet	Students analyze how various physical phenomenon interact to give us our weather by using probes to collect data and compare it to the internet weather reports.
“Where do plants get their energy?”	D.O., CO2 Pressure, Temperature	Students determine if the D.O. production changes when plants are placed in light vs no light.
“Where do you get all your energy?”	pH	Students design experiments to determine the affect antacids have on gastric juices.
"How is it possible that when I speak, you can hear my voice?"	Use of sound meters, Computers using Sound Edit Pro software	Students design experiments to determine what material absorbs sound the best?
"Why do your lights go on when I flip the switch?"	Use of computers, voltage probes	Students research and test how do you light a bulb without a commercial battery?

This is the basic outline of our unit.
   -Present basic weather concepts involving relative humidity, barometric pressure, cloud formation and basic types, wind speed and direction and the causes of winds (coriolis effect, convection currents), weather fronts; warm, cold, stationary, and to recognize the conditions which precede these fronts, occur during these fronts and follow these fronts.
   -Students will be assigned to watch a full scale weather report associated with their local news everyday for 2-3 weeks and record temperature high and low for the day, relative humidity, barometric pressure, cloud cover, precipitation, wind speed and direction. 
   -Students then graph the weather data they collect simultaneously on one graph to look for direct and inverse relationships between weather concepts.
   - Students will research wind to design and build their own wind vanes that are used throughout the unit to collect wind direction data and use the Beaufort scale to determine winds speed.
   -Students will use our temperature, relative humidity and barometric pressure probes attached to lap tops to collect this data after learning the concepts how they relate to one another and compare their findings with those posted on the internet at that same time.
   -At the end of the unit, students construct a model to represent their understanding of the cause and effect relationships between the weather concepts, using the software program, Model-It

Videotaped activity:
This activity takes place at the end of out weather unit. Students use a software program called Model-Builder. This activity allows students to construct models of their understanding of the concepts we learn surrounding weather. Students were first introduced to the program last year when they were in 7th grade and studied water quality so they were familiar with the program. This year because students were familiar with Model-Builder, instead of concept maps we had students design an initial model to determine what their level of understanding of the relationships between concepts in weather were. After we completed the unit, we had students look at their initial models and add to them or start from the beginning. It took them only two days to build the most complex models after study of the unit. On the third day, students shared their models with the class. It was so interesting for the students to see how many different models students in one class could create around the same topic. We have both copies of the models and it is amazing to see how much the students had learned. We study Weather in the Fall so we can capture some variety in weather patterns, so these models were constructed in September students were reenacting this portion of the video. I had students revisit their models and see of there were items they could improve on. They were also to prepare to share their models for presentation to the class.

COMMENTS:
Because we did not have a software program before like Model-It, we did not teach students our to create models to represent their understanding of the science concepts before. However, we did have our students develop Pre and Post “Concept Maps”. We wanted students to brainstorm all the major concepts of our unit and then group related sub-concepts under those. Students were then required to show the relationships between those concepts using linking words. Ann and I worked together to come up with a scoring rubric to score those pre and post concept maps to provide a very powerful visual for our students to see how they increased their knowledge and level of understanding of the unit we were studying. We do this because students at times come in and say they already know everything about what we are about to study. So we ask them for the initial map to 1. Determine how much our students know and what will be a quick review and what will be an in depth lesson, 2. Demonstrate to students that while they may be familiar with the concepts and vocabulary of the lesson, they may not understand these concepts in depth or how the concepts impact or are related to one another. This is very powerful! Our students often giggle at their pre concept maps and are amazed at how far they have come. WOW!

Now with the Model-It software program, students create dynamic computer models of complex systems. Building the models both enriches and represents students understanding of scientific concepts and process skills.

Technology Resources:
One of our goals as teachers was to incorporate technology into our project-based curriculum. Because we had a water quality curriculum in place, our project-based approach, had a stream behind our school and wanted to incorporate technology into our curriculum, we were very fortunate to have been invited to participate in a National Science Foundation grant that the Concord Consortium, in Concord Massachusetts and the University of Michigan received. The SLiC grant (Science Learning in Context) provided us with the opportunity to allow our 7th grade students to study and learn about water quality at the stream. Our 8th graders are able to collect weather data and compare it with the data gathered by professionals and reported on the web, as well as design better student designed experiments now that they have equipment to collect data in real time. It allows us to study science where the science is and in a similar manner that it is conducted. As a result of this grant we received, eMates and a variety of Vernier probes (dissolved, oxygen, pH, conductivity, light, barometric pressure and temperature). In addition our two middle school science classrooms are networked together and we each have our own 16 port hubs that tap into our schools T1 line for Internet access. 

We work hard to ensure that our equipment remains in good working order. Our students are careful when handling the equipment, however as the equipment ages we are faced with replacement issues. As a result, we try to keep informed of new learning technologies, which would allow our students to enjoy the benefits that our current technology has afforded them. We do this by attending conferences and talking with people in education and in technology that are aware of new learning technologies. Currently we are in such a position and as we search for equipment to replace our current portable technology, we will consider price, durability, dependability and versatility among other criteria.

FOR THIS ACTIVITY: 
We chose this particular software because students construct models from scratch. Model-It is a software program that allows students to create dynamic computer models of complex systems. Students build qualitative relationships between identified variables accompanied by detailed descriptions to explain the relationships between variables within a system. As students work together they dialog about concepts and wrestle with ideas and relationships to create models that accurately portray their understanding of concepts. For example, our 8th grade students create computer models to illustrate their understanding of weather. This program also engages students in the critiquing and feedback loop since students need to rely on the accuracy of their own understanding to evaluate their peers’ models. Building the models both enriches and represents students understanding of scientific concepts and process skills. 

Because our students are risk takers and invite the opportunity to problem solve, they have been invited to give feedback to the Hi-ce group at the University of Michigan. As a result of their work, they have enjoyed many changes that allow them to construct elaborate models. They also know that their feedback will allow many students across the country to enjoy the benefits of a well-developed product.

Technology Support: 
Joe Krajcik, Professor of Education at University of Michigan, Ann Arbor, Michigan
Krajcik@umich.edu

Elliott Soloway, Professor of Engineering, Technology at University of Michigan, Ann Arbor, Michigan 
Soloway@umich.edu

Bob Tinker, President of Concord Consortium (Educational Technology Lab) Concord, 
Massachusetts 
Bob@concord.org

Teaching Strategy:
As students gain experience in the process of inquiry there is a transition from mainly teacher-designed investigations to a combination of teacher- and student-designed investigations. By the end of 7th grade students are comfortable and confident withscience inquiry which includes a combination of teacher-designed activities, labs and direct instruction, as well as student-designed long-term investigations, all of which center around a driving question. They also are introduced to several technological tools used for data collection and analysis, written reports with tables and graphs, concept development, and presentation purposes.

The 8th grade program builds on the 7th grade program expanding upon many of the science concepts and using the same general approach. However, expectations for 8th graders are higher. Students improve their ability to conduct background research and design and carry out investigations, while working collaboratively and efficiently. Data collection techniques also are expanded. Greater emphasis is placed on helping students to look for patterns and relationships as they analyze data. Just as with 7th grade, the 8th grade program includes several units that are centered around driving questions which are investigated through a combination of teacher designed activities, labs and direct instruction and student designed long term investigations.

It would be so easy to lecture to the students but it is much better for students to be at the center of their learning and that they are actively involved in imparting information to others on the topics we discuss. We give students terms to research for homework or questions to ponder so that they are ready to be involved in the discussion of these terms. Students are invited to look through books, have discussions with family, as many have parents who are scientists in their home, or students may choose to search on the internet for information.

As mentioned in a previous section, science text books always provide laboratory experiments for the hands on experience, but there was very little time left over once you have completed these labs and covered the content material to answer the marvelous “What if” questions our students would ask us. How do you help students develop science concepts through the process of inquiry? How can students engage in authentic investigations that make science meaningful and interesting? What role can the teacher play to help foster students’ understanding of science concepts and process? How can incorporating new technology tools enhance student learning? How can we develop collaborative and time management skills in our students since all of the work is done in class? As we looked at our program we knew that we had to address these issues and found that by engaging our students more completely, we empower them to be partners in their education.

Technology as Facilitator of Quality Education Model Components Highlighted in This Activity http://www.intime.uni.edu/model/modelimage.html
(Note: This is a unit plan that may cover several days to several weeks. Not all of the elements from the Technology as Facilitator of Quality Education Model that are described below will appear in the video clips used.)

Our curriculum and the video highlight most of the components of Technology as Facilitator of Quality Education Model. If you refer to the section above I discuss why I choose to use this particular teaching strategy, the following components are highlighted.

Principles of Learning:
Students are Actively Involved in what they are doing. In this video the setting is in the classroom and students are revisiting the weather models they constructed. They are using a software program developed by the University of Michigan. This program allows students to build models that represent their understanding between the components of weather. They can then run their models and demonstrate the cause and effect relationships between these components. This activity causes students to reflect on their understanding of the concepts we introduced, especially if their model runs incorrectly. Students are then forced to review their notes and information to correct the inaccuracies in their models, therefore presenting another opportunity to learn the material. Students are preparing these models to present them to the class for sharing and for feedback from their peers.

However, depending on the unit and the activities the students are engaged in, you can find students outside the rooms and the school on many occasions. All settings are relaxed, informal yet very productive. An important component in the process of student-designed experiments is that they receive Frequent Feedback both from their peers and us as teaches. When students initially ask their questions they present a design proposal, which they present to the class. We set clear guidelines for this forum and in a non-threatening and kind manner, students affirm and offer suggestions for improvement. This allows students to re-evaluate their design and consider options they did not initially consider. All exchanges are positive and empowering for all participants. Students are excited about the experiments their peers design. Students also peers edit each others background information. Students also peer edit each others background information. The ground rules are for each student to have their partner and one other student check their background information. They determine if enough information exists for them to evaluate the data they hope to collect. Another opportunity for feedback comes as students collect data. Together with their partners students reflect and make judgments to determine the accuracy of the data and try to determine what are the possible activities that could lead to the results they gathered. Students are encouraged to look for patterns as they analyze their data. This process encourages students to make connections and reference their background information for support. What could be a more compelling, motivating experience than to be empowered to ask your own question that is real life situated and then design and carry out the experiment to answer it?

Information Processing:
At the start of each unit we take a look at what concepts would be most important for our students to learn. Then we engage the students through various homework assignments and class lab activities, to develop an Appreciation for the content they are learning. Students are actively involved in presenting material and analyzing information during our class discussions. This approach gives students an appreciation for what they are studying because they have been involved in constructing background information that also allows students to evaluate their data in a more meaningful and accurate manner. As students collect their data they Interpret their findings based on the background information they have constructed from class notes and from the research they have conducted. Therefore it is very important that students are given time to Search for information regarding their questions and then time to design their experiment. The Presearch and Search processes are important and taking the time to do so, results in a more thorough experimental design. When the experiments are complete, students prepare presentations to share their results with the class. Students are given guidelines for written report or multimedia presentations and are assessed on both the group and individual components of the report. Self-reflection is important in the conclusion of their reports. Students are asked to explain what went well and what would they change if they were to do the same experiment again. It is exciting when students are lead to ask other questions as a result of their search process and/or experimental designs. Sometimes it is hard for them to decide what question they want to address.

**Communication continues as students construct Web pages. You are able to connect and view them by connecting to www.greenhillsschool.org and follow the link to academics, which will allow you to link to the middleschool science page and view our students work.

Content Standards: 
We address many of the Content Standards. Refer to the table at the beginning of this learning activity template.

Democracy:
Our students demonstrate Tolerance in a variety of ways. TheyTolerate equipment problems that occur and do not get frustrated, working to solve them instead. This could be due to hardware or software problems that could cause inaccurate data readings. They accept collaborating with their partners, demonstrating how they work together to think critically about their work. Together they make decisions to either accept their data or retake it. Together they look for information and clues that would validate the data they collect. If students determine there is a problem with either their experimental design or with the technology tools they are using, they decide what actions to take to make the appropriate adjustments. Our students don’t give up instead they embrace the challenges students designed experiments can present. Learning takes place regardless if an experiment is successful or if students encounter problems.

Because our students work collaboratively with partners, it is important that they feel the responsibility to be actively involved in the entire process. All of our students are called on to be responsible in their data collection techniques so that they collect the most accurate data they can and share it. When student’s partners are absent, the data collection continues and partners need to be sure that all the collected information is shared with them upon their return. This is possible because students have collaborated with their partners on the experimental design. 

Technology:
When we look at our curriculum we see that the all of the technology competencies are addressed with the exception ofVideo Conferencing and Adaptive Assistive 
Devices. In this activity we addressed Operating Computer Systems, Equipment Operation, Trouble-Shooting, Equipment Operation, WWW Information Sources, and Instructional Software. It is always expected that students use the equipment and sources or information in a responsible manner.

Teacher Knowledge and Teacher Behavior:
I LOVE TEACHING! I can’t imagine another career that would be more rewarding. I have an undergraduate degree in Biology with a Chemistry/General Science minor. This degree has provided me with a wonderful knowledge base from which I continue to read and learn all that I can about the various fields of science. I am confident in my abilities as a scientist and I impart to my students the love and joy of teaching them science. My Masters is in Learning Disabilities. This degree has helped me identify students that are bright, motivated and those that have great potential but have a different learning style, or see no reason for learning. Because there are a variety of learning styles in our classes, I am always searching for ways to develop the talents of all of my students. I look for ways to develop their appreciation for the importance of studying science and its pertinence in their lives, as well as learning that science is empowering and great fun! I have been teaching for 27 years. During this time I reflect daily on my teaching to determine what worked, what didn’t and improve on both. I am a risk taker. I always look for opportunities to learn something new and improve what I am doing. I am a life long learner and want my students to understand and appreciate the benefits of not only learning science but also becoming life long learners themselves. I am aware of the talents my students bring to class. I know that our curriculum brings out the best in our students and allows them to be successful. I also know that our program is challenges and empowers our students to be at the center of their learning. 

I feel that my love for teaching, my desire to learn and grow and my experiences over the past 27 years allows me to understand and address my students and their needs.

Student Characteristics:
Our students are terrific. They are motivated, curious and conscientious learners. Because our students are risk takers it is so easy to introduce new ideas and challenges into the curriculum. Because they are risk takers we have engaged in studies with the University of Michigan to test and be involved in the revision of the software program Model-It. Our students have effective in testing the software experiencing the challenges of wishing that the program would allow them to perform a variety of tasks, and then seeing that programmers have rewritten the program so that their wishes were incorporated. This is very motivating and empowering. Our students understood that they were helping to make this program better so that other students could use it more easily. Because of this I need to say that our students are patient. Working with technology as a tool to advance student learning is wonderful but it does present some challenges. It is because of their commitment that they took look at these challenges as opportunities to problem solve and help to effect change for the better to benefit others. Their wonderful natural abilities make it easy for us to look for opportunities to challenge them and ourselves. Together we engage in activities that enhance our student’s learning. We acknowledge that there are a variety of learning styles within our motivated and talented group of students. Because of the hand on approach to our curriculum we are successful at providing opportunities for students where they can develop their strengths. For some students that might be experimental design centered around their own real-life-situated questions. For others it is working with the technology to collect and analyze data. Still others are able to create representations of their knowledge in written lab reports and construction of models, which represent their understanding of the cause and effect relationships of the concepts we study.

Evolution of the Activity:
We wanted more than a test to assess our students understanding of the material we discover together. We wanted something that would provide a powerful visual to our students that represents how much they have learned. We also wanted to provide a way for students to do so in their own style. 

Because we did not have a software program before like Model-It, we did not teach students our to create models to represent their understanding of the science concepts before. However, we did have our students develop Pre and Post “Concept Maps”. We wanted students to brainstorm all the major concepts of our unit and then group related sub-concepts under those. Students were then required to show the relationships between those concepts using linking words. Ann and I worked together to come up with a scoring rubric to score those pre and post concept maps to provide a very powerful visual for our students to see how they increased their knowledge and level of understanding of the unit we were studying. We do this because students sometimes come in and say they already know everything about what we are about to study. So we ask them for the initial map to: 1. Determine how much our students know and what will be a quick review and what will be an in depth lesson, 2. Demonstrate to students that while they may be familiar with the concepts and vocabulary of the lesson, they may not understand these concepts in depth or how the concepts impact or are related to one another. This is very powerful! Our students often giggle at their pre concept maps and are amazed at how far they have come. WOW!

Now with the addition of the software program Model-It, we can take this a step further. Students brainstorm the concepts and relationships in their composition books and groups related terms together as they would in a concepts map. However, now students can create interactive models, which truly demonstrates to the student, if they really understand the concepts we are studying and the relationship between concepts in a related topic. To develop these models students need to complete relationships and fill in text which directs the graphs that displays what the relationship is between concepts when one runs the model. This program allows students to be creative and develop models that represent themselves. There is no cook book recipe for a correct model, however, models can be incorrect and these are wonderful moments for the student because when their models do not work as they intended, the LIGHT BULB GOES OFF! And they now have another chance to review and re-learn a concept they thought they knew.

(Learning activity format adapted from National Educational Technology Standards for Students Connecting Curriculum & Technology http://cnets.iste.org/students)