Using models in the Earth Science classroom allows for rigorous and interactive instruction. Because many topics and concepts in Earth Science are inaccessible, whether due to location or safety concerns, models provide the students the opportunity to investigate Science concepts. Also, models are essential for creating an environment of differentiation. Scientific representations offer students of all learning styles and preferences to examine components of systems, as well as how the system operates.
For my Earth Science Instructional Plan, I utilized two inquiry based activities that employed models. My Science classes were in the process of studying earthquakes, so the models are based on that scientific concept.
Guided Inquiry – Student Created Model
After asking the students to create a goal, I began the lesson by asking students “How do seismic waves move?” Students discussed this question in their groups. I then asked the students to devise a plan or an experiment to demonstrate the movement of seismic waves using materials that could be found in the classroom. Students wrote down their ideas, including materials needed and procedure. Then, I asked them to test their idea. The students were very eager to create their models of seismic waves. Several of them had very novel ideas – such as using water in a cup that was tapped. After the trials, students met back with their peers to discuss whether or not they had answered their question.
By using the student created model, I was able to formatively assess the previous knowledge that the students had. It also allowed the students to synthesize their knowledge into a working model that demonstrated seismic wave movement that also reflected their perspective.
Structured Inquiry – Teacher Directed Model
This model was utilized after students were given basic information pertaining to the movement and speed of primary (P) waves, secondary (S) waves, and surface waves. In their groups, students manipulated a metal spring toy to illustrate the movements of seismic waves. They timed each wave movement three times, and then found the mean (average). Using the movement modeled by the toy, and the mean times, students inferred the type of seismic wave that they created.
By using the toy, the students were able to model the movement and speed of the different seismic waves. Instead of just reading that a primary wave moves back and forth, the students are able to visualize the movement. Also, the model demonstrates the reason behind why surface waves are so devastating.
This is the first time I have assigned this task to my students. I believe that it was successful based on informal observation and formative assessments (quiz). The students demonstrated a desire and willingness to think outside the box, and worked well with one another. Both my students and I enjoyed and learned from the model activity, and I expect to do it again next year.
