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This animation doesn't show any variation in the gas molecules...I would say it's a representation of how molecules interact with each other.

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It is a model of how gas particles interact at different temperatures because the velocity of the molecules is changing over time.

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It is a model. It shows the direction, time, speed and how molecules interact.

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The gas molecules are a model, because it shows interaction and how they would behave in a given space.  It would need some accompanying data or examples as to what is happening.

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You could extract data from the gas model - but it would not be enough to qualify it as a system.

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Gas Molecules is a model but could use more data/information. It shows movement but little else, for example, why are the molecules moving at that speed, etc.

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Wind currents - It could totally serve as a model if students were able to extract data (numerical) from it. Otherwise, it's more a representation.

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It shows interaction of different things in the picture such as the direction, speed, velocity of the wind and what causes this to move.

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It is not a model at the moment since there is no description of what this is or what the patterns are. It can be a model if there is data that can be extracted.

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I think that this is a model because it shows the way gas molecules interact with one another.

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This is a model because it shows the path and location of the wind currents. It shows movement and locations. I say it is a model.

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It is not a model for me. It is just a representation.

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The wind is  the model because it's showing atmospheric function in real time, the air interacting with itself across the United States.

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No, it is a representation, it doesn't show or explain how any of this work.

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It looks like a representation or concrete model because it illustrates the parts but does not show the interactions between the parts.

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At the high school level, I would consider it a model if connection are made as to what each organelle contributes to the cell and why? How do all orgranelles work in tandem to keep the cell alive and the rest of the body in working order as well.

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No, the jello cell is a representation because it displays the parts, but not the functions and how they interact.

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This is a representation of a cell it does not explain the real world functionality of the cell but shows how the might cell looks and its parts.

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For a lower grade level the jello cell could be a model. However, for a higher grade level I think that this would be a representation because it does not explain the systems and functions of the parts of the cell.

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Scientific models such as Global Warming can help to understand precipitation patterns, climate change, ice cap melts, ocean acidification and other such topics.

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Can be many different things from a simple equation or proof to a full blown experiment that is meant to show the results of data gathered.

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It's a representation of a cell

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Not a model, does not provide information about the cell.

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Appears to be a representation

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Scientific models used, for example, are solar system models, science fair type models/experiments, Mystery Science exploration activities, etc.

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Modeling is useful for students to demonstrate what they know. In order to model something, you must be familiar with it enough to manipulate it.

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A model displays the steps in processes, while a representation shows a concept or object in a static state.

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I think it's more a representation than about the systems that operate within the cell. If the cell membrane was a plastic bag that allowed osmosis, for example, then it becomes a model.

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Well, it shows movement, but without the explanation of what this was - it is just a map with arrows.

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We engage in the practice of modeling so that students understand and experience the real-world applications that the content that they are learning can be applied to in their own lives.

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A way that we engage in the practice of modeling is to show proof behind, scientific theory and mathematical practice. Bring the content meaning and it becomes more than just numbers and words it becomes real life.

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In stem scopes,  we model the water cycle, using Ziploc baggies, dirt and plants.  We dye the water blue and the students can watch certain mechanism of the water cycle take place. It is an actual representation of what happens in nature.

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Modeling helps to connect different abstract concepts and allows the students to understand subject matter a bit easier.

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Modeling allows students to see concrete examples so that they are able to connect to the material in a more meaningful way.

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Modeling reaches those students who are more visual learners ...helps them grasp concepts that they may not understand through reading or listening to a lecture

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We engage in practice of modeling for students to have a better understanding of the content.

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Modeling makes abstract concepts more concrete and gives students an example of the topic or what is expected of them in independent work.

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Modeling helps students visualize abstract concepts so that they can understand it better and show what they have learned in a meaningful way.

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We engage in the practice of modeling so students can make connections to the content and access the content in a way that is meaningful.  Scientific and mathematical models need to be precise and detailed in such a way as to connect with prior knowledge as well as create new meaning and context.

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Describe what you know about scientific and/or mathematical models.

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Why do we engage in the practice of modeling?