Benefits of Using Models

What are some of the benefits of using science models to support student learning?

Using models is an essential part of using Model-Based Inquiry in the classroom. The Model-Based Inquiry model has three parts including inquiry, models, and what roles these models play in inquiry. Using science models is beneficial in a classroom because they can serve as a representation for the material you are teaching. Models may also be imperative in helping the teacher to explain a difficult concept.

For example, if a teacher were teaching a lesson on weather, they could lecture all they wanted and the students may still not understand exactly what certain weather patterns look like or be able to mentally visualize the difference in weather between different areas. The teacher may then choose to introduce a weather map, or model, to the class to help them differentiate rainfall levels between different areas of the world. The teacher could also choose to use scale models, pedagogical analogical models, iconic and symbolic models, mathematical models, map, diagrams, tables, or simulations.

Using models to support students learning allows children not only to learn orally but visually also. Since children learn in various different ways, teaching in different forms is essential to reach each and every child. Models also allow students interactive engagement into a specific subject. If the students are given the chance to explore a topic on their own through analysis of a model, they will likely understand the material better.

Reflection Questions

1) Describe what is meant by "Energy Flows, Nutrients Cycle". Be specific in terms of ecosystems and explicitly explaining why they are different.

      Energy flow is essential for the survival of an ecosystem. Energy flow through an ecosystem begins with the sun. The sun is responsible for photosynthesis, a chemical process that uses carbon dioxide and water from plants to produce glucose and oxygen. Glucose is an imperative source of Energy for both flora and fauna in a specific ecosystem. The producers in an ecosystem are those who can create their own energy through glucose production. These producers will use up some of the energy they have created through photosynthesis but also share with consumers, who are not able to make their own glucose. Some of this energy may also be released into the atmosphere to create heat.
      There are several orders of consumers in a typical ecosystem. First order consumers, also known as primary consumers, are plant-eaters. These herbivores, such as giraffes or horses, survive off the producers. A secondary order consumer feeds off of other consumers for energy! These animals may be carnivores or herbivores and include animals such as a lion or tiger. Finally, tertiary consumers eat consumers that have already eaten a consumer! For example, a hawk may choose to eat an owl that had previously eaten a bird! Omnivores are special types of animals that choose to eat both plants and animals. These orders of consumers show how energy flows from the sun, to the plants, and on to various animals in an ecosystem.

An energy pyramid is another way of showing how energy flows throughout an ecosystem. This diagram shows how the amount of energy a consumer has decreases when traveling down the food chain. As shown from the shape of the pyramid, it takes a large amount of producers to make enough energy to supply the primary, secondary, and tertiary consumers with energy!

Energy Pyramid

      The Nutrient Cycle is also extremely important for the upkeep of an ecosystem. Just as humans require nutrients such as vitamins, minerals, air, and water, plants and animals require them as well. Decomposition of dead matter and waste materials occurring in the soil combine with water and can be taken up through the roots of plants (or producers). Animals can then eat the plants, or eat other animals that have eaten plants, and receive the nutrients they need! Nutrients are returned back to the soil when these animals die and once again produce matter for the decomposers to cycle back through!

       These cycles are different because one, the energy flow, shows how energy makes its way throughout an ecosystem. While the nutrient cycle shows how nutrients make their way through the cycle. An ecosystem requires both of these cycles for its plants and animals to function properly!

2) What are the similarities and differences between the presented ecosystems? Please don't simply look at the surface level similarities and differences. This question isn't about "there are monkeys here and bears here" unless you can explain why that matters.

There are various similarities and differences between the ecosystems that were presented in class. As stated in the previous question, energy and nutrient cycles are present in every ecosystem. Though, available nutrients are likely different from ecosystem to ecosystem. For example, available nutrients are likely different when it comes to Arctic and Mountain areas because of location and temperature.

To be specific, the locations of ecosystems such as mountains, rainforests, arctic areas, and mangroves are all different. Since these locations all correspond to an average temperature, only specific flora and fauna can live in these areas. This is significant because the plants in one ecosystem are designed to produce specific nutrients that animals in that ecosystem require. If the animals of an Arctic region were switched with that of a Mangrove, the animals would likely not have specific necessities they require for life.

3) How do the presentations speak to the Big Idea? How do they help us further understand the Big Idea?

Our class ecosystem presentations each spoke of our big idea that organisms interact with each other and their environment. Many groups presented this material by showing the class various flora and fauna in their specific area and mapping out relationships between them. Groups spoke of whether interactions were mutual, harmful, or beneficial and why this was. The ecosystem presentations helped me to further understand the big idea as I now understand that this concept can be related to all types of ecosystems.

4) What were the strengths of this approach to Ecosystems from a teacher's perspective? From a student's perspective?

The main strength of this approach to ecosystems from a teacher’s perspective is that it gives the teacher the chance to lay out all of the important information for each ecosystem. By using a lecture form, this teacher-centered method of delivering material allows the teacher to share their content knowledge on the material.

From a student’s perspective, this approach to Ecosystem’s allows the students to learn both visually and orally. A student would be able to view the slides on a PowerPoint presentation as well as listen to the teacher describe out loud each ecosystem.

5) What were the weaknesses of this approach to Ecosystems from a teacher's perspective? From a student's perspective?

From a teacher’s perspective, this approach to presenting ecosystems only allows the teacher to offer up the material in one way. By using different teaching methods, this would give the teacher the opportunity to become learned in other ways of teaching.

Students would be better served if there was a specialized activity to go along with each ecosystems lecture. While a few groups did their best to involve the class in their presentation, some did not. The presentations without class involvement became monotonous and difficult to listen to after a while.

6) What changes do you think would improve this unit?

Changes could be made to the weaknesses indicated above. Each group could possibly present their lecture and then add a class activity along with it. This would give the class more interaction into each lesson and probably improve their memory of the material. Also, allowing more class time to work on this project would be incredibly helpful!