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- Models don't always have to be a physical entity.
- The "Use" elemnet is just as important as "Construct"

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We had a university group facilitate a STEM activity to design a time-released medication (Ss had to apply knowledge of homeostasis in digestion and circulatory system) using a wiffle ball and other materials. This was a figurative model that allowed students to explore and problem solve. Models can also be a literal interpretation of a concept, allowing Ss to practice diagrams and vocabulary.

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Reading through the materials it was nice to see all the different approaches on models and student work. What stood out to me was this quote "models are internal, personal, idiosyncratic, incomplete, unstable, and essentially functional. They serve the purpose of being a tool for thinking with, making predictions, and making sense of experience."

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Students should be able to create their own models of concepts. For example, in our cell organelle unit, we have the students create models with analogies for each organelle. The students get super creative with this model and remember their own analogies the most, which helps them with their long-term memory.

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Modeling should be dynamic, changing as learning is acquired. Before beginning, there could be some must-haves as a basic list for all to include, which doesn't include vocabulary.

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Have students create the models based on their own thinking and not based on what the teacher provides.
Have students build on/edit their models throughout a topic

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Models should be dynamic or subject to change and should not only happen at the end of a unit. They should be a progression throughout a unit for students to modify as they gain understanding.

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Models should be dynamic or subject to change and should not only happen at the end of a unit. They should be a progression throughout a unit for students to modify as they gain understanding.

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Another challenge is that tools such as, Discoveryed are added for the school year and a lot of lessons are planned around that, then this year, it was removed without prior warning.

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Another challenge is that tools such as, Discoveryed are added for the school year and a lot of lessons are planned around that, then this year, it was removed without prior warning.

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I loved that the video gave real examples of tools to use that will allow students to create models using simulations.

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I loved that the video gave real examples of tools to use that will allow students to create models using simulations.

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Use and construct models as a way of representing ideas and to explain. 

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Use and construct models as a way of representing ideas and to explain. 

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There are different types of models that can be used for different situations, but they are all concrete: diagrams, replicas, analogy, simulations, and mathematical that can be used- so a variety.

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There are different types of models that can be used for different situations, but they are all concrete: diagrams, replicas, analogy, simulations, and mathematical that can be used- so a variety.

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I was struggling to see how this would actually work in practice until I clicked on the related link http://www.mtscienceducation.org/toolkit-home/scientific-engineering-practices/developing-and-using-models/activity-1-syringe-and-plunger/ and saw that a teacher provided physical object can then lead to the students creating a "model" to propose an explanation of the phenomenon observed.

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General Objective: The purpose of this activity is to make a model from the evidence based on observation. In this activity we will observe the phenomenon of a syringe and a plunger.

Materials: large syringes

Each group of students is given a syringe and a plunger. Students are instructed to complete two tasks:

1. Fill the syringe with air and place your finger over the end and observe what happens when the syringe is pulled back.

2. With the end still sealed, push the plunger in as far as you can and observe what happens.

Students then create models (drawings in a notebook) to show the phenomenon of what they think happens to one air particle. Students will draw three models, one showing a picture of a particle of air in the middle of the syringe when filled with air, one showing where and what the single particle looked like when the plunger was pulled back, and one with the plunger pushed in. In both instances the plunger returned to its original spot.

The students then share and describe their models. Students may struggle with this concept because it is difficult to picture one particle of air. It may be easier to show the relationship between particles, but looking at one particle might help students to understand the idea of compression and expansion.

Extension: Have students explore further to see what might happen if water or bubbles were placed inside the plunger.
From Starr & Associates, Educational Consultants
Related Crosscutting Concepts:

Related Disciplinary Core Ideas:

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Developing & Using Models Activity #1: Syringe and Plunger

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General Objective: The purpose of this activity is to make a model from the evidence based on observation. In this activity we will observe the phenomenon of a syringe and a plunger. Materials: large syringes Each group of students is given a syringe and a plunger.

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The challenge is the large class sizes and little/no prep time between classes. I love inquiry-based learning with models, but supplies are limited because the number of students.

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It seems like a lot of the resources given to us on the county planner are digital resources and not as many are built for in classroom use. We need more good resources with these kind of SEP practices made for our specific standards. Most of the material we get is either extremely vague  or not super useful.

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It seems like a lot of the resources given to us on the county planner are digital resources and not as many are built for in classroom use. We need more good resources with these kind of SEP practices made for our specific standards. Most of the material we get is either extremely vague  or not super useful.

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Develop a model that shows what happens with uncertain and less predictable factors.

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Develop a model that shows what happens with uncertain and less predictable factors.

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Are - clear, shared, external, analogy
Types - structural (model of DNA), behavioral (how air interacts with an airplane wing), functional (like lines of magnetism)
Examples - diagram, replica, analogy, mathematical, simulation

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Students create the models, not step-by-step directions.  Revise the model throughout the unit.

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Students create the models, not step-by-step directions.  Revise the model throughout the unit.

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Having students to practice developing models helps them to see the importance of how science is always changing and can be modified. Models help students to practice high-inquiry learning skills and it is beneficial for all students with a wide range of learning levels. The practice of models is not about a right or wrong final answer but rather seeing how students connect the concepts we teach them with a physical product that they took the initiative to create rather than the teacher spoon feed them the steps.