Hello #SISRocks ! For this week’s installment of Teachers of SIS, we are pleased to have middle school Math/ Science teacher Riley Laird, here at our bayside campus. Riley walked me through the many ways her students are using models to demonstrate their understanding of human body systems. Here are her responses to the questions regarding her lesson.
1. What did you want your students to know or understand?
There are all sorts of scientific practices with skills every scientist engages in regardless of discipline (biology, chemistry, etc… ) And one of those skills is the use of models to represent the real world, which also relates back to the scientific process. We decided to explore models in grade six because its a really good way for students to show what they know, especially for those who don’t always have a way of articulating or providing the details around a topic. It’s also just another way to show your scientific understanding. Most people think of classic models like a skeleton but there are so many different types – they can be artistic, three dimensional, interactive, a mathematical model, a simulation.. So in grade six, students really work on that skill all year long and they try to do with as many different types of models.
So for this one, we’re learning about the human body systems and thats definitely tied in with all of these skills. The first system we studied was the musculoskeletal system and a really good way to represent that is with a scientific illustration.
2. What skills did you want your students to gain?
So, I wanted to expose the to the different ways of representing science. I also wanted to give them something creative (and artistic) to look at… and so this particular type of scientific model is called a scientific illustration. It’s meant to be used as an effective model – in other words it’s supposed to represent the real structures. There should be a real likeness and proportions should be accurate. It’s also about the fine details and textures but then there are also scientific skills and practices that come in play like the way the illustrations are labeled, which have to follow a particular format. There are also specific artistic techniques students are supposed to use that differs, say, from a diagram, which is another type of model. This was really sparked by former teacher Brittany Morgan, who had that entire class doing scientific illustrations. I have bunch of the work hanging in my classroom and I thought …what better way to kick off models in science.
So students are assessed on the artistic portion of it but also how effective their model is in a scientific context. Could someone who knows nothing about this part of the body and look at it, understand what it is, and see the different parts. Ultimately, I wanted them to explore how effective their model would be as a teaching tool or scientific model for someone else
3. How did you teach this lesson in the past?
The next type of model illustrates some of the changes that I’ve made to teach this lesson… For example, with modeling the respiratory system, I have some kids building theirs virtually in Minecraft – way more open and allows for creativity. I also added new parameters like there needing to be interactive element. It couldn’t be just a flat or static drawing. That said, some kids are still actually drawing but it’s more like a flip book where viewers can peel the layers away. Other kids are building with lego, some are using clay or making cakes and decorating them with icing to illustrate the functions specific. With these models, for example, they started outlining the general structures, which ties into the science because we’ve been learning about the levels of organization (cells, tissues, organs, system..)
4. How did you problem-solve and be creative to come up with this new method for this lesson?
I guess wanting to go beyond the classics (the skeleton, the cell, etc…) led to expanding notions of what models can look like and providing my students with as many choices and ays of working – Really just opening it up (creatively) so that I could meet them where they are. So for the kids that didn’t really shine on this model, maybe they’re able to demonstrate teh real world but do it in the own way.