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Module 3: Scientific models | Stage 6 | Investigating Science

Summary Context Duration

Module 3 is intended to be implemented at the start of term 2 of the school This unit of work is designed for a mixed ability classroom 6 weeks
year and builds upon the student’s prior knowledge gained in module 1 and with competent ICT skills in a bring your own device school. 
2.

Content Focus
Scientific models are developed as a means of helping people understand scientific concepts and representing them in a visual medium. Models are used
to make predictions. They may include physical and digital models, which can be refined over time by the inclusion of new scientific knowledge.

Students recognise that many scientific models have limitations and are modified as further evidence comes to light. For this reason, scientific models are
continually evaluated for accuracy and applicability by the global scientific community through the process of peer review. Students construct and
evaluate their own models, which are generated through practical investigation.

Working Scientifically Focus

In this module, students focus on designing and evaluating investigations to collect valid and reliable primary and secondary qualitative and quantitative
data and apply scientific modelling. Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.

Skills Outcomes Knowledge and Understanding Outcomes

› designs and evaluates investigations in order to obtain primary and › develops, and engages with, modelling as an aid in predicting and
secondary data and information INS11/12-2 simplifying scientific objects and processes INS11-10
› conducts investigations to collect valid and reliable primary and secondary
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data and information INS11/12-3

› selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media INS11/12-4
›

Key Content Statement 

 Examine the types of models that may be used in science, including:
– diagrams
– physical replicas
– mathematical representations
– analogies
– computer simulations
 Examine the use of scientific models, including but not limited to:
– epidemic models
– models of the Universe
– atomic models
– climate models
 Outline how models have been used to illustrate, simplify and represent scientific concepts and processes
 Explain how scientific models are used to make predictions that are difficult to analyse in the real world due to time frames, size and
cost
 Assess the effectiveness of models at facilitating the understanding of scientific processes, structures and mathematical relationships
through the use of:
– diagrams
– physical replicas
– mathematical representations
– analogies
– computer simulations
 Evaluate how scientific models draw on a growing body of data from a wide range of disciplines and technologies to refine predictions
and test new hypotheses
● explain why new evidence can challenge the use of existing scientific models and may result in those models being contested and
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refined or replaced, including but not limited to the development of:

– epidemic models
– models of the Universe
– atomic models
– climate models
● investigate a scientific concept or process that can be represented using a model, by:
– planning a model with reference to the scientific literature
– constructing a model using appropriate resources to represent the selected scientific concept
– demonstrating how the model could be used to make a prediction
presenting and evaluating the model through peer feedback

Assessment overview 
Assessment for Learning Assessment as Learning Assessment of Learning
Diagnostic assessment: Nearpod Exit slips. Quiz
.Think pair Share. Body Systems project.
class discussion (Nearpod)
quiz

Literacy Focus Numeracy Focus ICT Focus

Students’ literacy skills are developed through
communication activities regularly occurring
throughout the unit of work. Students interact with
graphical information and models as scientific
literacy objects. The student project at the end of the
unit develops student’s visual communication skills.
Student engagement with mathematical
models and simulations develops their
numeracy abilities to interpret data and
interpret trends. This unit also allows
students to infer and extrapolate from data
sets to make inferences about future trends.
Scaffolded student research tasks
improve students’ ability to conduct
research. Engagement with websites and
simulations throughout the unit improves
student’s ability to access, collect and
interpret data from secondary sources.
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Inquiry Question: What is a scientific model?

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Week of K& U Content WS Outcome Teaching and Extension or Adjustment Resources 

Teaching Descriptor Descriptor learning strategies
1  Examine the types INS11/12-3 conducts Diagnostic Projector,
of models that may investigations to assessment: Adjustment: spend more Resource 1: Nearpod
be used in collect valid and Nearpod or less time on the Diagnostic assessment
science, including: reliable primary and Students are overview of each model
– diagrams secondary data and asked questions on depending on Nearpod Simulations:
– physical information definitions of answers, focusing on https://phet.colorado.edu/en/
replicas models, scale, gaps in understanding. simulation/build-an-atom
INS11/12-4 selects legend, epidemic,
– mathematical https://phet.colorado.edu/en/
representation and processes simulation/legacy/build-a-
Scientific models
s appropriate and why we use molecule
– analogies qualitative and them
– computer quantitative data and Overview of the 5 Student devices
simulations information using a types of models Adjustment: Students
range of appropriate that will be who struggle to recall Whiteboard
media examined. parts of the cell may be Rainbow cake, plastic
Students use given a list of names on knives, water.
INS11/12-7 models to organelles and their
communicates represent concepts relative sizes to include in Exit slips.
scientific such as: student diagrams. Further
understanding using Diagrams- human assistance of teacher led
suitable language and body and cell diagrams constructed by
terminology for a diagrams. the class as a group on
Students draw 2d the board may be drawn.
specific audience or
diagrams of cells
purpose
from memory, Extension: students are
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focusing on scale asked to model a cell in

and labels. any way they choose,
and then questioned why
Mathematical they chose that type of
model- species model. “why do you think
calculations the majority of the class
Students discuss decided to model a cell
why species using a 2d diagram? Are
counts are derived cells 2d?”
as a mathematical
formula.

Computer
simulation- building
an atom
Students use the
phet simulations to
construct atoms
and molecules.
Students assess
their importance in
demonstrating
microscopic

Analogies – The
Earth’s layers are
like the layers of a
cake.
Students cut into a
rainbow cake and
identify the
different layers as
different layers of
the Earth.
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Students classify
models into the
types
demonstrated to
them. Students
apply a model to
new situations.

Formative
assessment: Exit
slips.
Students complete
exit slips to confirm
knowledge of the
outcome is gained.
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Inquiry Question: What makes scientific models useful?

Week of K& U Content Descriptor WS Outcome Teaching and Extension or Resources 

Teaching Descriptor learning strategies Adjustment

2-3  Examine the use INS11/12-4 Practical: modelling Extension Glo Glo Germ
of scientific selects and spread of disease. Germ activity.
models, including processes Students model using Students Student devices
but not limited to: appropriate Glo Germ, to show repeat the
– epidemic qualitative and the spread of disease activity, this Simulating an epidemic:
quantitative within the classroom. time being https://www.youtube.com/
models
Teacher wipes Glo made aware watch?v=gxAaO2rsdIs&t=763s
– models of data and
Germ on their hands beforehand
the information
before class and that there was Modelling Spanish flu:
Universe using a range infects 3 students. an infection,
of appropriate http://resources.modelling4all.org/spanish-
– atomic Students go about to compare flu/how-the-spanish-flu-model-works
models media their regular class how
– climate activities. Teacher behaviours Modelling Spanish flu worksheet
models INS11/12-7 reveals at the end of and
communicates the lesson with a awareness
 Outline how Resource 2 origins of the universe
scientific blacklight how far the can affect the
models have
understanding disease has spread. spread of
been used to Lewis diagram PowerPoint -explains what
using suitable Students discuss this disease.
illustrate, simplify a Lewis dot diagram and the orbital
language and model as an analogy,
and represent model of the atoms in basic terms.
terminology for and the effectiveness
scientific Revision of yr 10 content.
a specific of it as a learning tool
concepts and
audience or for disease.
processes
purpose
 Explain how
scientific models IPCC report pg 81-89
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are used to make Students define an https://www.ipcc.ch/site/assets/

predictions that epidemic and identify uploads/2018/03/srccs_wholereport-1.pdf
are difficult to some examples.
analyse in the Students look at Scaffolded worksheet for interpreting
real world due to graphical models of IPCC report data, and inferences to
time frames, size disease spread of extrapolate from it.- guides students
and cost Spanish flu, using through the pages listed for sources of
 Assess the simulations. Graphing CO2 and their global levels.
effectiveness of how deaths and self-
models at isolation effects
facilitating the infected population.
understanding of
scientific Students compare
processes, steady state and big
structures and bang models of the
mathematical universe and how
relationships these models are
through the use used to explore our
of: understanding of the
– diagrams universe. Students
– physical research open, closed
replicas and flat models of the
universe. Student’s
– mathematical
focus on how
representations
technology and new
– analogies discoveries changed
– computer the course of these
simulations arguments.
 Evaluate how
scientific models Formative
draw on a assessment: Think
growing body of pair Share. Students
data from a wide complete a think pair
range of share activity on
disciplines and diagrams as models
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technologies to and their usefulness

refine predictions and use these to
and test new explain why steady
hypotheses state vs big bang
models are used

Students learn about

Lewis model and the
orbital model and
compare to the
modern
understanding of the
atom.

Students learn about

climate change
modelling using a
global heat map.
IPCC reports.
Students evaluate
scientific models of
CO2 levels in the
atmosphere and
identify trends in the
data. Students use
these trends to make
predictions by
extrapolating data.
Students evaluate
technologies (such as
ice cores) that allow
greater CO2 tracking
in atmosphere and
how different
disciplines of science
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contribute to the
global climate debate.

Students discuss
advantages
(visualisation,
simplicity,
macroscopic or
microscopic) and
disadvantages
(oversimplification,
scale, require skills or
mathematics
understanding to
interpret) of different
models in relation to
their purpose.

Formative
assessment class
discussion (Nearpod):
Students engage in a
class discussion,
moderated by the
teacher, through
Nearpod that
examines different
models and how
these models
contribute to
understanding.
Eg. Comparing a
physical model of the
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human body to a
simulation of the
circulatory system.
Comparing CO2
graphical data to
weather simulations.

Inquiry Question: When should a particular model be used?

Week of K& U Content WS Outcome Teaching and learning Extension or Adjustment Resources 
Teaching Descriptor Descriptor strategies
4 ● explain why new Extension activity: students may Student
INS11/12-3
evidence can Formative assessment: construct molecules using ball devices
conducts
challenge the use Students’ discuss how the model kits and compare these
investigations to development of computers physical models of elements
of existing scientific collect valid and Ball model
has allowed for greater forming compounds compared to
models and may reliable primary kits.
mathematical simulations the theoretical models as they
result in those and secondary of epidemic modelling. developed. Students may also
models being data and assess the adaptability of the ball Scaffolded
contested and information Students research and models as representations of each timeline
refined or replaced, construct a timeline of the atomic theory model. -close passage
including but not development of the atomic Mix and
model including Solid Adjustment: students are provided a match
limited to the INS11/12-4 sphere (Dalton), Plum scaffolded close passage with a activity.
development of: selects and pudding (Thompson), word bank to fill in each atomic
– epidemic processes nuclear model (Rutherford) theory and do a ‘mix and match’
models appropriate , Solar system model style activity to align the models Scaffolded
– models of the qualitative and (Bohr), and proton model/ with the description of the theory. debate
Universe quantitative data electron cloud model. Students may then draw each
structures
– atomic models and information Students compare and model and assess how the level of
contrast the models and detail in each drawing progresses
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– climate models using a range of the experiments that and discuss technological
appropriate media created the need for each developments that would lead to
model to change. these details.

Students compare
scientific research on Adjustment: students are provided
steady state vs the big with scaffolded debate structures to
INS11/12-7 bang theory and write a fill out and promote idea generation
communicates short essay arguing in of mindsets of each era.
scientific favour of the big bang.
understanding
using suitable Students form teams and
language and conduct informal debate
terminology for a each other on evidence for
specific audience and against climate
or purpose change. Students are
assigned into groups
restricted to information: of
the 60’s
of the 80’s
of the 2000’s
the most recent
information which are then
split into affirmative and
negative teams. (4 groups,
8 teams)
Students use research
from their assigned time
period to form an
argument in their peer
debate.
4 ● compare the INS11/12-2 Students design an Adjustment: students watch Lycra, heavy
limitations of designs and experiment to model the https://www.youtube.com/ masses, light
simple and evaluates effects of a black hole watch?v=uBRBSJzFmEs for masses. (5 kg
investigations in using a Lycra sheet and inspiration how to plan the weight, ping
complex scientific
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model order to obtain how/why this phenomenon experiment. pong balls,

primary and replaced Newtonian Students are provided with an tennis balls.)
secondary data understanding of gravity experimental scaffold.
and information with Einstein’s theory of Resource 3:
gravity. How does this new black holes
INS11/12-3 knowledge apply to our
powerpoint.
understanding of the
conducts
shape of the universe?
investigations to Graphing
collect valid and Students are guided paper.
reliable primary through mathematical
and secondary models of black holes
data and using the Schwarzschild
information radius, and graphing the
event horizon radius vs
INS11/12-5 mass. Students compare
analyses and this model to the previous
evaluates primary model and explain the
and secondary limitations. Students
data and discuss why the
mathematical model might
information
be useful for scientists.

Formative assessment:
quiz
Students complete a short
quiz examining the
scientific purpose of
diagrams, physical
replicas, mathematical
representations,
analogies, computer
simulations and relate this
to their usefulness.
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Inquiry Question: How can a model be constructed to simplify understanding of a scientific concept?

Week of K& U Content Descriptor WS Outcome Teaching and learning strategies Extension or Resources 
Teaching Descriptor Adjustment
5-6 ● investigate a scientific NS11/12-4 selects Diagnostic/Formative assessment: Adjustment: Student
concept or process and processes Students submit their books to the students may be requested
that can be appropriate teacher for revision and review to given a materials for
qualitative and check student understanding before scaffolded project construction of
represented using a
quantitative data undertaking the student project. plan to organise their models. Eg.
model, by: Student Project their goals for food colouring,
– planning a model and information
In pairs, students plan and create each lesson to plastic cups,
with reference to using a range of
physical models directed at teaching complete the dialysis tubing,
appropriate media
the scientific a year 7 or 8 class a system of project. plastic bags,
literature human anatomy (digestive, Students who will sponge.
– constructing a respiratory, nervous, need additional
cardiovascular). Students present assistance may
model using INS11/12-7
these models to their classmates as be paired with
appropriate communicates
a demonstration at the target more competent
resources to scientific
audience (as though their peers students.
represent the understanding using
were in year 7 or 8). Students use
suitable language
selected scientific scientific literature to plan the model.
and terminology for
concept As part of the presentation students
a specific audience
– demonstrating must discuss the limitations of the
or purpose
model, the accuracy and validity of
how the model
the model and the rationale for
could be used to decisions made in the construction
make a prediction of the model, such as materials
presenting and used, details included or excluded.
evaluating the model
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through peer feedback Students give peer feedback

including, the effectiveness of the
model at explaining the concept,
how could the model be improved?

Formative assessment: All students

resubmit their books and any other
evidence at the end of the first week
of the project. Students work with
the teacher to collaboratively
develop and agree upon
adjustments that are made to each
project individually.
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Resource 1: Nearpod Diagnostic assessment

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Resource 2 Theories of the universe scaffold

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Resource 3: Black holes powerpoint

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