Thinking in new ways can be difficult, and scaffolding the critical thinking support that leads moves from unistructural to extended abstract (a la SOLO Taxonomy) can be even tougher. In this blog entry, you will see how to use the PRISM Framework to support student thinking. You will also get an idea for a “Water Cycle Story Bin,” which you may recall from previous blog entries on story bins.
Why it’s Important to Support Student Thinking
Often in school, my experiences involved memorizing information, divorced from any context. As you might imagine, this left me unable to critically analyze information and ideas. Learning about science is different from thinking like a scientist. One way to bridge the gap involves scaffolding students as they try to think. As you may know, scaffolding provides students with temporary supports. These are designed to assist them when learning new concepts or skills.
This approach enhances understanding by connecting new information to prior knowledge, promotes independence as support is gradually removed, and encourages active participation in learning (source). By differentiating the support for specific student needs, scaffolding makes it possible for all students to achieve success (source).
It’s for this reason that tools like the PRISM Framework can be helpful. Let’s see what that might look like in the context of a science lesson on a topic with relevance today.
How This Activity Scaffolds Learning
In the table below, you can see how each PRISM element supports a specific SOLO Taxonomy Level within the context of teaching The Water Cycle for grade 6 science.
TEKS §112.26. Grade 6(b)(10)(B): “The student is expected to diagram the water cycle, including evaporation, condensation, precipitation, and runoff”.
| PRISM Element | Questions | Activity | SOLO Taxonomy Level | Explanation |
|---|---|---|---|---|
| Patterns (Recognizing recurring themes or structures) | What do you notice about water in nature? How does it change? | Water Cycle Awareness and Observation | Prestructural to Unistructural (No idea to one relevant aspect) | Students move from wrong ideas to seeing basic parts of the water cycle. |
| Reasoning (Making logical connections and inferences) | How do different parts of the water cycle connect? Why does one stage lead to another? | Connecting Water Cycle Stages | Multistructural (Several relevant independent aspects) | Students learn about many water cycle steps and how they link. |
| Ideas (Generating creative solutions or perspectives) | How can we show the water cycle in a model? What new ways can we represent it? | Water Cycle Model Design | Relational (Integration into a structure) | Students build models that show how all parts of the water cycle work together. |
| Situation (Analyzing broader context and implications) | How does the water cycle affect different parts of the world? What would change if part of the cycle was disrupted? | Global Water Cycle Analysis | Relational to Extended Abstract (Integration to generalization) | Students use water cycle ideas to understand world-wide effects. |
| Methods (Developing and testing approaches to solve problems) | How can we test our ideas about the water cycle? What experiments could we design? | Water Cycle Experiment | Extended Abstract (Generalization to new domain) | Students make and test new ideas about the water cycle. |
While this table packs a lot of information into a small package, the main idea is that PRISM questions support students as they begin to navigate the uncertain terrain of critically thinking about the Water Cycle. It might be helpful to use a pre-assessment to find what phase of learning (e.g. Surface, Deep, Transfer) students are in.
A Bell Ringer Entry Ticket
You are already familiar with the benefits of bell ringer activities. The goal of this pre-assessment is to assist you in identifying students’ current understanding of the water cycle. What’s more, it aligns to the SOLO Taxonomy levels and John Hattie’s phases of learning (e.g. Surface, Deep, Transfer Learning). The mix of questionstries to adjust to different levels of understanding.
“What and when are equally important when it comes to instruction that has an impact on learning. Approaches that facilitate students’ surface-level learning do not work equally well for deep learning, and vice versa. Matching the right approach with the appropriate phase of learning is the critical lesson to be learned.” (John Hattie)
Let’s use a quick assessment to start us down the path of identifying the WHEN.
Water Cycle Pre-Assessment Entry Ticket
- Draw what you think happens to water in nature. Label your drawing. (Drawing question)
- Which of these is part of the water cycle? (Multiple choice)
a) Photosynthesis
b) Evaporation
c) Erosion
d) Plate tectonics - What causes rain to fall from clouds? (Short answer)
- Match the following terms to their definitions: (Matching)
- Evaporation
- Condensation
- Precipitation
Put the correct term from above next to the definition below:
| Definition | Term |
|---|---|
| Water vapor turns into liquid | __ |
| Water falls from the sky | __ |
| Liquid water turns into vapor | __ |
5. How might the water cycle be different in a desert compared to a rainforest? (Short answer)
Scoring Guide:
Surface Learning (Prestructural to Unistructural):
• Question 1: Drawing shows only one aspect of the water cycle or is unrelated
• Questions 2-4: Correct answers on 1-2 items
Deep Learning (Multistructural to Relational):
• Question 1: Drawing shows multiple connected parts of the water cycle
• Questions 2-4: Correct answers on all items
• Question 5: Provides a basic comparison
Transfer Learning (Extended Abstract):
• All previous criteria met
• Question 5: Provides a detailed comparison with logical reasoning
Assessing Your Class
Given a class of fifteen students (wouldn’t that be nice?), you might see results similar to the following. Note the item analysis is followed by an identified phase of learning and SOLO Taxonomy level. Finally, you also get a PRISM Framework related suggestion to better assist scaffold student learning. Please note the names of students have been anonymized for their privacy.
| Student | Q1 | Q2 | Q3 | Q4 | Q5 | Phase of Learning | SOLO Taxonomy Level | PRISM Suggestion |
|---|---|---|---|---|---|---|---|---|
| Student 1 | 0 | 0 | 1 | 0 | 0 | Surface Learning | Unistructural | Start with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle. |
| Student 2 | 0 | 0 | 0 | 1 | 1 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
| Student 3 | 1 | 1 | 1 | 0 | 0 | Deep Learning | Relational | Engage in Ideas activities like designing water cycle models to integrate knowledge. |
| Student 4 | 1 | 1 | 1 | 1 | 1 | Transfer Learning | Extended Abstract | Focus on Methods activities, such as designing and testing experiments to explore new ideas about the water cycle. |
| Student 5 | 0 | 0 | 0 | 1 | 0 | Surface Learning | Unistructural | Start with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle. |
| Student 6 | 0 | 1 | 0 | 1 | 0 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
| Student 7 | 1 | 1 | 0 | 1 | 0 | Deep Learning | Relational | Engage in Ideas activities like designing water cycle models to integrate knowledge. |
| Student 8 | 0 | 0 | 1 | 1 | 0 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
| Student 9 | 0 | 1 | 1 | 1 | 0 | Deep Learning | Relational | Engage in Ideas activities like designing water cycle models to integrate knowledge. |
| Student 10 | 1 | 0 | 0 | 1 | 0 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
| Student 11 | 1 | 1 | 1 | 1 | 0 | Deep Learning | Relational | Engage in Ideas activities like designing water cycle models to integrate knowledge. |
| Student 12 | 0 | 0 | 1 | 1 | 0 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
| Student 13 | 1 | 0 | 0 | 0 | 0 | Surface Learning | Unistructural | Start with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle. |
| Student 14 | 1 | 1 | 0 | 1 | 0 | Deep Learning | Relational | Engage in Ideas activities like designing water cycle models to integrate knowledge. |
| Student 15 | 0 | 0 | 0 | 1 | 1 | Surface Learning | Multistructural | Use Reasoning activities to connect multiple parts of the water cycle. |
Item Analysis (Percentage of students who got each question correct):
- Q1 (Drawing): 46.67%
- Q2 (Multiple Choice): 46.67%
- Q3 (Short Answer): 46.67%
- Q4 (Matching): 80.00%
- Q5 (Comparison): 20.00%
With this information in mind, you can now come to some conclusions.
Identifying Surface, Deep, and Transfer Learning
Here’s a breakdown of what phase of learning students are in. The chart summarizes the number of students in each learning phase, combines recommendations, and displays the corresponding student numbers (in lieu of student names).
| Learning Phase | Number of Students | Combined Recommendations | Student Numbers |
|---|---|---|---|
| Surface Learning | 9 | Start with Patterns activities to build basic understanding. Focus on observing and identifying parts of the water cycle. Progress to Reasoning activities to connect (Situation?) multiple parts of the water cycle. | 1, 2, 5, 6, 8, 10, 12, 13, 15 |
| Deep Learning | 5 | Engage in Ideas activities like designing water cycle models to integrate knowledge. Focus on applying understanding to different contexts. | 3, 7, 9, 11, 14 |
| Transfer Learning | 1 | Focus on Methods activities, such as designing and testing experiments to explore new ideas about the water cycle. Encourage generalization and application to new domains. | 4 |
This table provides a clear overview of the distribution of students across learning phases and offers consolidated recommendations for each group. You can see PRISM throughout the process. In this next portion, you will see some PRISM activities that address each area.
PRISM Activities for Middle School Science: The Water Cycle
These activities below seek to scaffold students as they move from Surface Learning (basic observation and identification) through Deep Learning (connecting concepts and applying understanding) to Transfer Learning (generating and testing new ideas).
Patterns Activity: Water Cycle Observation (Surface Learning)
Students will observe and record daily weather conditions over a week, focusing on basic elements like rain, clouds, and temperature. They will identify and label these elements as parts of the water cycle.
Sentence Stems:
- “I see _ (rain/clouds/sun), which is part of the water cycle.”
- “This reminds me of the water cycle stage called _.”
- “I noticed that _ happens before/after _.”
Reasoning Activity: Connecting Water Cycle Stages (Surface to Deep Learning)
Students will use a simple water cycle diagram to explain connections between stages. They’ll create “if-then” statements to show cause and effect.
Sentence Stems:
- “If water evaporates, then it might lead to _ because _.”
- “The reason for _ after is __.”
- “_ connects to in the water cycle because __.”
We are in Deep Water Now
The previous activities have been focused on Surface Learning but you saw a shift from Surface to Deep Learning in the Reasoning activity. Let’s continue with more Deep Learning and Transfer Learning transition.
Ideas Activity: Water Cycle Model Design (Deep Learning)
Students will design and build 3D models of the water cycle, incorporating all stages and showing their interactions. They’ll explain how their model represents real-world processes.
Sentence Stems:
- “Our model shows _ by _.”
- “We represented _ differently by _.”
- “This part of our model demonstrates _ in the real world.”
Situation Activity: Global Water Cycle Analysis (Deep to Transfer Learning)
Students will compare water cycles in different climates (e.g., desert vs. rainforest) and analyze how these differences affect local ecosystems and human activities.
Sentence Stems:
- “The water cycle in _ is different from because __.”
- “This difference in the water cycle affects _ by _.”
- “If we changed _ in this water cycle, it might lead to _.”
Methods Activity: Water Cycle Experiment (Transfer Learning)
Students will design, conduct, and analyze experiments to test hypotheses about factors affecting the water cycle (e.g., temperature’s effect on evaporation rate).
Sentence Stems:
- “Our hypothesis is that changing _ will affect _ in the water cycle.”
- “We can test this by _.”
- “Based on our results, we can conclude _ about the water cycle.”
Again, those activities work to get us started. Here’s one more activity in the TCEA Story Bin format. View full screen or get a copy via Canva here.
PRISM-Adapted Story Bin STEM Activity: “The Great Water Cycle Adventure”
Welcome to “The Great Water Cycle Adventure”! In this hands-on STEM activity, you’ll become both a storyteller and a scientist. Using everyday materials from our special “story bin,” you’ll create an interactive tale that brings the water cycle to life. As you craft your story, you’ll also build a model that demonstrates how water moves through our world.
The Tale of Droplet’s Journey
Once upon a time, in a vast ocean, there lived a tiny water droplet named Droplet. Droplet was curious about the world beyond the sea but had never left the comfort of the waves. One sunny day, Droplet felt a strange sensation. The sun’s warm rays made Droplet feel lighter and lighter until suddenly, Droplet was floating up into the sky!
“What’s happening to me?” Droplet cried.
“You’re evaporating,” whispered the Wind. “You’re starting a great adventure through the water cycle!” Excited but nervous, Droplet floated higher and higher, joining other droplets to form a fluffy cloud. As they drifted over land, Droplet noticed the air getting colder.
“Brrr!” Droplet shivered, feeling heavier. “You’re condensing,” the Wind explained. “Get ready for the next part of your journey!”
Suddenly, Droplet was falling from the sky as rain. “Wheee!” Droplet shouted, splashing onto a leaf in a lush forest. From the leaf, Droplet slid down to the forest floor and seeped into the soil.
“This is called infiltration,” a friendly Earthworm said. “You’re helping the plants grow!” Sure enough, Droplet was soon sucked up by the roots of a tall tree. Droplet traveled up through the trunk and out to a leaf.
“Now you’re transpiring,” the leaf whispered. “You’re helping me make food for the tree!” Once again, Droplet evaporated into the air, ready to start the cycle anew.
As Droplet floated away, the Wind called out, “Remember, Droplet, your adventure never really ends. The water cycle goes on forever!” Droplet smiled, realizing that every stage of the journey was important.
Whether in the ocean, the air, or the ground, Droplet was always part of something bigger – the great water cycle that keeps our planet alive.
This adventure will take you from identifying basic patterns in the water cycle to understanding complex relationships between its stages. You’ll even predict how changes in one part of the cycle might affect the whole system. Get ready to dive into a world of creativity and discovery as we explore the amazing journey of water through our environment!
Challenge: Create an interactive story and model that demonstrates all stages of the water cycle. One possible twist on the story? Use a cliffhanger:
Droplet floats up into the sky, joining other droplets to form a big, fluffy cloud. The cloud drifts over a dry, thirsty land where nothing grows. Suddenly, Droplet feels a strong pull downward and begins to fall as rain. But before reaching the ground, a hot wind blows Droplet back up into the air. Droplet realizes the land below desperately needs water to survive, but something is stopping the rain from falling. Now, Droplet must find a way to complete the water cycle and bring rain to the parched land. Will Droplet figure out how to overcome this mysterious force and save the dying plants and animals below, or will the land remain trapped in an endless drought?
What story could students tell on their own that resolves this problem Droplet is facing?
Materials: Provide a “story bin” with items like clear containers, plastic wrap, ice, hot water, food coloring, clay, pebbles, small plants, and craft materials.
PRISM Implementation:
- Patterns (Surface Learning): Students identify and incorporate the seven stages of the water cycle in their story and model: evaporation, condensation, precipitation, sublimation, transpiration, runoff, and infiltration.
Sentence Stem: “I see _ happening in our model, which represents the _ stage of the water cycle.”
- Reasoning (Surface to Deep Learning): They explain the cause-and-effect relationships between different stages of the water cycle in their narrative, focusing on how changes in temperature and pressure affect water’s state.
Sentence Stem: “When _ occurs, it leads to because __.”
- Ideas (Deep Learning): Encourage creative storytelling and unique model designs that accurately represent the water cycle, incorporating elements like the sun’s energy, different ecosystems, and human impacts.
Sentence Stem: “We could show _ in our model by _.”
- Situation (Deep to Transfer Learning): The story should include how the water cycle impacts different environments and ecosystems, considering global climate patterns and local variations.
Sentence Stem: “The water cycle in _ ecosystem is different from ecosystem because __.”
- Methods (Transfer Learning): Students test their models, ensuring they accurately demonstrate each stage of the water cycle. They formulate hypotheses about how changing one aspect of their model might affect the entire cycle.
Sentence Stem: “We can test how _ affects the water cycle by changing _ in our model.”
Final Thoughts
As educators, our goal is to inspire curiosity and nurture a love for scientific inquiry. Through activities like “The Great Water Cycle Adventure,” we’re not just teaching science facts. Instead, you support students as they seek to think like scientists. This will develop skills that they can use outside the classroom. Use the PRISM Framework with storytelling and hands-on activities to create a rich, learning experience. This approach helps students move beyond mere memorization of facts to a place where they can apply their knowledge, analyze complex situations, and even innovate solutions to real-world problems. Want to see more Story Bins examples? Check out this bonus resource. Stay tuned for future applications of PRISM Framework to other content areas.
