NGSS Using Models Resource

In thinking about models and using models in my teaching, I found this helpful source at Bozeman Science on Using Models

 This short video helped clarify my thoughts on the difference between mental models and physical conceptual models.

Just as when you buy a new car, say a green Toyota Prius, you start seeing green Toyota Priuses everywhere, I am now much more conscious of how often we use models.  In teaching the GEMS guide, Secret Formulas, the toothpaste is a favorite. Using the ceramic floor tiles as a model for stained teeth is an example of a model that does not resemble a tooth very much, yet it effectively models enough of the cleaning to help students understand the need for both some form of soap and some form of mild abrasive.

In a PK unit on fungi, I realized the picture book we read, demonstrated the differences between plants and fungi, as well showing example of many of the scads of species of fungi.  The pictures in the book were two-dimensional color models of the real object.  The color and label outline diagrams of a mushroom help model the structure and function of the mushroom.

This all helped me realize that in teaching a concept, such as "mushroom", it is very helpful to use a physical conceptual model that  is visible and shared by all, rather than just referring to an abstract image.  When I show a picture or hold up a physical model, we all see the same thing, whereas if I just refer to "those little white umbrella shaped plant-like things that pop up after a rain" there is much more room for misunderstanding.