Models, Models, Models

During our last class, we worked on a variety of learner strategies that truly opened my eyes to some great features that can be done with "models" in the science classroom.  As a hook to an activity involving seeds and seed parts, we were asking to draw what the inside of a seed look liked.  Without anything to look at or reference, my model drawing came completely out of my memory, prediction, and past experience with seeds.  I added a few labels where I could, but my model was overall fairly bare and plain.  I added color, again where I was able to.  After drawing the inside, I was very intrigued about comparing my model with what the inside of an actual seed did look like.  Using the model activity as a hook for seed parts definitely hooked my interest as well as my classmates.  Especially when students have worked with seeds and plants in the past, this activity truly helped spark some interest in all of us.

As we continued with the activity, we opened lima beans together and drew a model of the inside.  Then with the help with a technical drawing on the projector, labeled the main parts of the lima bean.  I compared this drawing with the first model drawing in my science notebook.  It was nice to immediately correct any prior misconceptions and also develop greater understanding of the inside of a seed, including important vocabulary.  We tested three other mystery seeds to test if they looked similar and held similar parts on the inside.  The three seeds I chose all happened to have the same main parts and look similar to the lima bean.  I drew a model of each, and I found that I was quickly drawing and labeling without thinking.  Not only did I know the parts of the inside of the seed well, but I could identify them easily and my models became more accurate. 

Looking at my models done overtime was a very interesting experience.  I felt I gained a greater understanding for the seeds parts, in addition to identifying them with the proper, scientific vocabulary.  As we talked in class to reflect on the activity I began to think of how useful models can be for students in science.  The models bring in a different method of exploring and learning material, while incorporating a more creative part of the brain.  We did discuss how models are simplified versions of a specific organism.  They should not be art projects or science projects or even detailed drawings that seem confusing.  Students should be able to utilize models to track their understanding, correct misconceptions, and recall information using repetition of drawing models.

Later in the class period we began a group activity of drawing a model of the human body.  This task was a little more difficult and overwhelming, considering everything possible to draw within a human body.  I am very interested to see how this model plays out in the next class, and how the use of this model is different than the seed identifications we drew.  Overall, models were very useful in my understanding, working as a hook, motivation, and a track of my metacognitive development.