Science.4.1.G

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The student is expected to

develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.

1666 TEKS header image

Knowledge and Skills Statement

Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

The further explanation is designed to be a resource for educators that helps them better understand the topic their students are learning. Further explanations may be written at a more complex level than would be expected for students at the grade level.

Models: 
Both scientists and engineers use a variety of models. Physical models show how things look or work in the real world. Conceptual models represent relationships and describe how things work or fit together. Mathematical models use mathematical equations, theories, formulas, and proofs. Simulations allow for the control of variables and mimic real-world processes. Examples of models include sketches, diagrams, mathematical relationships, simulations, and physical models, and are used to make predictions about the behavior of a system. 

Processes:
Natural processes such as life cycles, weather, or the rock cycle, can be represented with conceptual, physical, mathematical, or simulated models. In engineering, the solution to a design challenge could be a new or improved process shown with a model or diagram. 

Prototype: 
Prototypes are a subset of models that serve a specific purpose. Models are usually created after data is collected and are used to explain systems or processes. Models can be used to communicate findings to the target audience. Prototypes are usually created as an early step in determining why a system is not working or to try to improve a design. They are not typically shared with the broader public once the problem has been solved.
 

Glossary terms and definitions are consistent across kindergarten through high school in the TEKS Guide. The definitions are intended to give educators a common understanding of the terms regardless of what grade level they teach. Glossary definitions are not intended for use with students.

detectable events that are observed through the senses or technology; can be explained through scientific laws, ideas, principles, and theories

a first or preliminary model of something from which other iterations are developed or copied

Research

Gerlach, Jonathan W. “Elementary Design Challenges.” Science and Children 47, no 7 (March 2010): 43–47. 
http://www.jstor.org/stable/43175605.

Summary: 5th-grade students complete an activity to explore force and motion by building airplanes out of household items. The teacher in this article uses the design process, allowing students multiple chances to revise their project when things aren’t working. The class starts by partaking in a real-world engagement activity, such as watching videos of real airplanes and how they fly. The students then discuss the different forces that act on an airplane. The class is split into groups of two and given limited supplies to build their airplanes, seeing which group's plane can fly the farthest. Teachers should check for misconceptions throughout the activity and remind them to think of real airplanes rather than the paper airplanes they may be used to making. After students completed and tested their planes, they hypothesized why their planes were unsuccessful and made revisions.