Initial model

1.A.1 Develop models based on evidence to predict the relationships between components of a system (organs and body systems) to explain what is causing M’Kenna to feel the way she does (effect).

Use students’ initial models to highlight the range and diversity of ideas the class as a whole has.

If you see students including only components in their models (and not interactions), you may want to say, Wow, it looks like you have a lot of interesting components of your model. It may help to label the different components and explain how those components interact with one another.

If you see students using only pictures in their models, you may want to say, You are thinking carefully about what must be going on with M’Kenna, but it might be hard for someone who is not in your group to understand what you are trying to show. Could you add words to your model so that other groups will know what you mean?

If you see students only accounting for one set of symptoms, you may want to say, It looks like you have really accounted for X symptom, but what about Y? Have you worked on accounting for Y yet?

If you see students only showing what is happening with M’Kenna or a healthy person, you may want to say, So how would this be different in a healthy person (or in M’Kenna)?