Science.K.5.D
The student is expected to
examine the parts of a whole to define or model a system;
Knowledge and Skills Statement
Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines.
Further Explanation
Both scientists and engineers use 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. Models are used to make predictions about the behavior of a system, and examples include sketches, diagrams, mathematical relationships, simulations, physical models, and prototypes.
Scientists perform investigations within systems. Systems have boundaries, components, resources, flow, and feedback. Examples of systems include organisms, machines, galaxies, ideas, and numbers. In laboratory or field research, an essential element affecting the design of an investigation and the interpretation of results is the extent to which the system can be physically isolated or the external conditions controlled.
Engineers predict a system’s behaviors and diagnose problems or failures in system functioning. For example, in a simple mechanical system, interactions among the parts are described in terms of forces that cause changes in motion or physical stresses. A crucial element of system design is considering flows into and out of a system. Systems thinking and system models support critical steps in developing, sharing, testing, and refining design ideas.
Supporting Information
Research
National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts: Practices, Crosscutting Concepts, and Core Ideas. Washington: National Academies Press. https://doi.org/10.17226/13165.
Summary: Students should begin representing models by creating drawings or diagrams accompanied by oral or written descriptions of what they drew. These drawings or diagrams can represent organisms and their parts and how those parts help them function. Students should also practice coming up with instructions that other students can follow. This allows students to understand the importance of representing their ideas.
Research
"National Research Council. 2013. ""Next Generation Science Standards Volume 2: Appendix G-Crosscutting Concepts."" (April 2012):1-17. https://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf"
Summary: Models are important in early childhood science because they allow students to observe systems in a simplified view and make predictions. In Kindergarten, students can use models to see the different parts of a system and how they work together. This article describes the concepts that students should be taught in early childhood to help build a science and engineering foundation. These foundational concepts will allow students to build on their knowledge as they progess through their academic careers as these concepts increase in complexity throughout the upper-grade levels. It explains the importance of repetition when introducing these concepts.