Computational Modeling Lesson Plan: Marvelous Models

Grade Levels: 3-5, 6-8

In this lesson plan, adaptable for grades 5-8, students play Marvelous Models, a game that challenges them to create models from scratch. Through play, students gain insight into a system through the process of breaking it down.

Lesson Plan Common Core State Standards Alignments

Grade: 05

CCSS.ELA-Literacy.RI.5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Grade: 06, 07, 08

CCSS.ELA-Literacy.RST.6-8.9

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Grade: 08

CCSS.ELA-Literacy.SL.8.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Grade: 07

CCSS.Math.Content.7.RP.A.2

Recognize and represent proportional relationships between quantities.

Grade: 08

CCSS.Math.Content.8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Grade: K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12

CCSS.Math.Practice.MP2

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Grade: K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12

CCSS.Math.Practice.MP3

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Grade: K, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12

CCSS.Math.Practice.MP4

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Lesson Plan Next Generation Science Standards Alignments

Students will:

Recognize that a model is made up of multiple variables that work together.
Understand how relationships affect a system
Building and refining systems models.
Analyze data.

Materials:

Computers or other devices with Internet access
Interactive whiteboard

Preparation:

This lesson plan features a game called Marvelous Models, developed by our partner, Field Day Lab. In this game, students apply their knowledge of computational modeling by analyzing data and building systems models.

Preview and play Marvelous Models, to plan how you will adapt it to your students’ needs. If students will be playing in small groups, review tips on Setting Cooperative Gaming Expectations.

Read Marvelous Models: SnapThought Prompts for more information and specific SnapThought prompts to provide students during game play.

Assign Marvelous Models to the whole class using the Assignment Builder.

Depending on your classroom routines and available technology, you may want to consider these grouping options:

1:1 with students and devices
Two to three students sharing one device and swapping ideas and the device back and forth
Station model where small groups rotate through using the devices

Lesson Procedure:

Ask students to brainstorm what they think a “model” is in science and examples of models they know of. Jot their ideas on the whiteboard. After everyone has had a chance to share, explain that a model is a representation of something in the real world that can’t be experienced directly, such as climate change, plate tectonics, etc. Point out that the models can represent an idea, an object, a process, or a system.
Project the game Marvelous Models on the whiteboard. Tell students that today they will play this game, Marvelous Modeling, in which they’ll analyze data in order to create computational models from scratch. Review the different types of models they’ll create by drawing their attention to the menu screen. Point out that the game is leveled, and that they need to complete each model successfully before moving onto the next.
Model the game by playing the Grow a Tree level as a whole class. Invite volunteers to come up and test out different solutions when you get to the Build a Tree step.
Now have students return to their computers and instruct them to open the Marvelous Models assignment. Circulate as students play and help as needed. If students have individual logins through My BrainPOP, encourage them to use the SnapThought® tool to take snapshots and describe their thinking as they play. For suggested prompts, see Marvelous Models: SnapThought Prompts.
After everyone has played, bring the class together to discuss and review what they learned. Return to the original brainstorm and revise to delete incorrect information and add new knowledge. If students used SnapThought, encourage them to share their reflections.

Extension Activities:

Explore the BrainPOP topics including Climate Change and Greenhouse Effect, for examples in which Tim and Moby describe complex models.

Filed as: 3-5, 6-8, CCSS.ELA-Literacy.RI.5.3, CCSS.ELA-Literacy.RST.6-8.4, CCSS.ELA-Literacy.RST.6-8.7, CCSS.ELA-Literacy.RST.6-8.9, CCSS.ELA-Literacy.SL.8.5, CCSS.Math.Content.7.RP.A.2, CCSS.Math.Content.8.F.A.3, CCSS.Math.Practice.MP2, CCSS.Math.Practice.MP3, CCSS.Math.Practice.MP4, Lesson Ideas, Lesson Plan, MS-PS1-1, MS-PS1-2, Science Games, Teacher Resources