What do you do with Science models?

I feel like there are a lot of unused Biological charts and models sitting in the back of classrooms as decorations.  I have always wanted to have access to these beautiful models, but once I get one, how do you use it with a class full of 25+ students and ONE model? 

I inherited several of these in the classroom I moved into, and I've tried to find new ways to make use of them.
 


One way I've discovered is through station work.  As students move around the room, only 3-4 of them are investigating the model at a time. 



This works well some of the time, but I found recently on one of my models that it has screws on the back and can be taken apart!  This has allowed me to separate it into five parts and use it much more successfully.

I have students rotate through and I ask them to identify specific letters or numbers and then discuss the function of that part with their classmates as they progress. 


You could even ask them to find their favorite YouTube video explaining how that organ works, or connect it to diagrams in their text to make comparisons and find differences.  It's always nice to compare why an author chose to include or leave out certain information in their artwork.


I also have a lovely poster with overlays I use for the same purpose.  I feel like it's helping me get more use out of these resources that previously were just dusty decor.


If you've got access to some models you're not using, maybe you should revisit the options available for students to enjoy them, while getting up out of their seats and interacting with one another to help cement their memory of the information.


If you're interested in seeing what other things I like to do in my class, check out my store on TPT for free and paid items.  Thanks!

Muscle Contraction Modeling

In Anatomy and Physiology class, we are discussing the Sliding Filament Theory of Muscle Contraction.  I gave short notes yesterday (until I could tell I was sounding like Charlie Brown's teacher... wah wah wah...) on the basics of muscle contraction.  In past years my students have had trouble with the idea that although the muscle shortens during a contraction, the individual thick and thin filaments don't change in length.

One thing I'd tried to combat this misconception was to show animations of the process.  I think this helped for some students, but for others the concept still wasn't clear.  This year I decided that in addition to notes, animations, and reading assignments, we would try a little physical model.

I drew up some images of the thin and thick filaments, laminated them on colored paper, and cut them out.  I have this available on my TPT store if you want to download the images and instructions - click here.

Students worked in groups to place the pieces on top of a white board and label the parts, taking a photo of their work.  They had to take two pictures, one of the contracted muscle fiber and one of the relaxed muscle.    The conversations I overheard while they were working were very meaningful, they were engaged and referring back to their readings and notes when discussing both the placement and labeling, and while answering the questions.

After they completed their work they answered 6 questions, bringing together their understanding from the activity today, their reading assignment, and the notes.

1.      When the muscle is contracting, what changes happen to the A band?  I band?  H zone?

2.      What are the purposes of the M line and Z disc?

3.      This is a very simplified model of the myofilaments.  What detail could we add to make it more accurate?

4.      Is there any situation where the thick and thin filaments no longer overlap?  Is there a situation where the thin and thick filaments are incapable of overlapping anymore?

5.      Describe the total length of the sarcomere as the muscle contracts.  Do the lengths of the individual filaments change?

6.      Thinking about what we discussed in class, how does the contraction happen chemically?  Draw a picture and describe the steps.

Hopefully this will drive home the idea that although the sarcomere shortens, the individual filaments do not change in length.