Play Dough Scale Models

“When students are engaged in scientific modeling, they are able to notice patterns and develop and revise representations that become useful models to predict and explain—making their own scientific knowledge stronger, helping them think critically, helping them to know more about the nature of science” (Kenyon, Schwartz, and Hug 2008 p. 41). I found this statement true, as I watched my students and listened to their conversations while creating their play dough scale models of the layers of the earth. As layers of the earth are not in the 8th grade standards, I sought to make this lesson fit with our measurement unit we are trying to wrap up before fall break. Making a scale model would involve measurement and would give the students a chance to practice the skills of accuracy and precision. Due to missing two days due to sickness and scrambling to finish the measurement unit, I chose to do this lesson with a small group of students during lunch. It was a good thing. I would not have had near enough play dough for a class of 28 Honors students. I also ended up with no sand to use as the crust, so we used pieces of leaves. My students decided that was a better representation of earth’s plates anyway. My students loved this activity. One said, “This is what makes science fun”! As we sliced the models open to see the layers, I was amazed at the comments. They made the connections to accuracy and precise on their own. One classified comments made as quantitative and qualitative—tying in with a previous unit. My students were also very excited about being a part of a college assignment. I think when students create models, they have to apply the science concepts they should have learned, therefore it makes the learning stick better, and the students are more likely to remember the concepts. They not only read it or heard it, but they did it.