Models and interactives are a
valuable tool in the educational process (Kenyon, Schwarz, & Hug, 2008). The topic that I explored was with
seismic activity and earthquakes. Within this topic students used models of structures
that were not made to withstand earthquakes and structures that were designed
to be earthquake resistant. Students then compared and contrasted the models
before developing their own structure they believed would survive an
earthquake. Students also explored wave motion using slinkys as a model. They could
then act out wave characteristics or use the model to demonstrate wave motion. Also
students used interactives to explore the concepts of plate boundaries with
respect to earthquakes. Students could manipulate the activity to see how
stress built up in the crust and how earthquakes are formed. These models and
interactives worked effectively at demonstrating and engaging students with the
content (Kenyon,
et. al., 2008). Students were
able to apply the concepts in their formative and summative assessments; thus,
indicating success with the outlined learning objectives. This showed that the instructional
plan was a success as students’ demonstrated proficiency with the content. The
only challenge that presented itself in the use of models and interactives was
with pacing. The time needed to thoroughly explore the model or interactive is
not always conducive to a period and needed more time than I allotted. It is a
simple fix but something that will be considered in future applications of this
instructional plan.
References:
Kenyon,
L., Schwarz, C., & Hug, B. (2008). The benefits of scientific modeling.
Science & Children, 46(2), 40–44.
