Author: Dr. Kathie Owens
View Student Lesson Plan
Participants will construct a simple model of the human lung and use this model to identify the structure and function of the lung and possible compromises to the function of the lung due to illness or disease. Within the conduct of this module participants will discuss the pros and cons of using concrete/physical models as a teaching tool.
Examples of concrete/physical models: globe, toy airplane and/or car, science models like a heart model or skeleton, math models like 3-D geometric cones and spheres, for examples. These models will be used for display in the opener, so choose models large enough for all to see. Make sure that at least some of the models are scale models; the others can be functional concrete models (i.e. not to scale). A good example of the functional concrete model is a model of the solar system, showing the relative positions of the planets and the sun.
Lesson Plan Template
Facilitator will need one craft knife for the group to share and a poster/diagram of the human lungs showing the rib cage, lobes, and diaphragm.
Display the examples of the concrete/physical models you have collected. Ask participants if they have ever used these models (or other concrete/physical models) in classroom instruction. Start a discussion of models by examining the display for evidence of scale and functional concrete models. Separate the models into two groups based on scale or not-to-scale. Tell participants that today they will be making a model of functioning human lungs and then evaluating this model for its effectiveness in teaching about the lungs.
Assessment: The evaluation is informal. Monitor the participants' discussions for understanding of scale and non-scale models. Encourage all members of the group to share their use of models.
Follow procedures in the student lesson plan Making a Model Lung
Participants should make and test their models (engagement and exploration portions of the student lesson). Depending on available time, participants can carry out the elaboration portion of the student lesson.
Assessment: Monitor the participants' work. Make sure all safety precautions and procedures are followed. Check to see that participants are manipulating their models to imitate the human diaphragm.
Explanation: Discuss the parts of the model as related to the poster/diagram of the human lungs. Point out that the poster/diagram is also a model. Ask participants to evaluate their model as an effective tool for teaching the structure and function of the human lungs. Points to bring out in discussion:
Assessment: Monitor the discussion. Ask participants to summarize features of models (for example, color, size of component parts, authenticity of functioning parts) that they will evaluate before choosing to use a concrete/physical in their science teaching.
Ask participants to give examples from their own teaching relating ways they use models to teach science concepts. Instead of using the elaboration portion of the lesson for students as part of the participants' learning experience, we suggest that time be allotted for planning classroom implementation activities related to using a concrete/physical model to teach a science concept.
Each plan should include: learning goals for students, materials needed, safety concerns, activities done by the teacher, activities done by the students, and an assessment of the students' learning. See Lesson Plan Template.
Assessment: As time permits, give participants an opportunity to share their classroom implementation plans. If possible, follow up with participants as they carry out their plans in their classrooms. Look for evidence of the use of multiple models and questioning/explanations to students to compare the model to the target that it represents.
According to the American Association for the Advancement of Science in Benchmarks for Science Literacy, one of the four "common themes" of science is "models". A model is an object or symbol that represents some aspect of another system (or target). This module focuses primarily on concrete/physical models, although other types of models (for example: metaphors, mathematical, computer), properly used, can facilitate learning. Concrete/physical models may have a close correspondence to their targets, but learners must recognize that the model is not the target. Teachers have to help learners interpret the model to make sense of the target. Caution must be exercised so that erroneous interpretation does not occur.
NSES Teaching Standards: B Teachers of science guide and facilitate learning. In doing this teachers
NSES Professional Development Standard A, B:
1.5 to 2 hours
Collect plastic bottles, examples of models, and assemble the materials. Participants could be asked to bring their own set of materials. Cut a small starter slit in the bottle just past the bottom part of the bottle that bulges, parallel to the bottom.
Approximate cost of materials - under $5
Remind participants to use materials for their intended purpose and to exercise extra caution when handling scissors and craft knife. Participants may want to take their models with them for use in their classes. Recycle the plastic bottles, if models are disassembled.
Have each group of participants suggest how they have effectively used physical models (particularly ones created by their students) in their classrooms.
Models: We construct mental models of how the world works as we learn science. When we express what we have learned we do so with a model, that is, the oral or written expression is a representation of the mental model we have built in our minds as we learned. Models are powerful teaching tools but must be used with caution in the science class. When using models keep the following points in mind:
There are many kinds of models: mental (similes, metaphors, analogies), concrete/physical [including scale and functional concrete (not-to-scale)], diagrams and maps, mathematical, and computer. When we use models we must evaluate their effectiveness for achieving the learning goal.
None available for this module.
For more information about the use of models in teaching earth and space science, see: Gilbert, S. W. & Ireton, S. W. (2003). Understanding models in earth and space science. Arlington, VA: National Science Teachers Association Press.
Seat everyone in groups with diversity in mind. Make sure each person participates in the discussions.
None available for this module.
American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press.