Stated Simply: Developing and Using Models in Middle School
A simple explanation of the NGSS Science and Engineering Practice #2
In middle school, students should be able to construct accurate and labelled models to represent a process or system
being investigated. Students should also be able to use the model, and to evaluate its accuracy and its limitations. But
what IS a scientific model?
A model is a representation of some object, idea, or process that otherwise
may be difficult to understand, demonstrate, or see.
Models are used in many ways in science class: to enhance understanding, to
communicate ideas, to show processes, or to test and make predictions.
Models can be physical, like the physical model of an animal cell to the right.
Models may also be drawings or diagrams, like the model of the water cycle
below. Models may also be computer-based, conceptual, or mathematical. In
middle school, most of the models students use will be physical or drawings.
Creating, refining & manipulating models can support
student learning of scientific concepts. Students need
experience creating their own conceptual models,
practice revising and improving those models, and
opportunities to reflect on the limitations of models that
they develop. For example, students can develop their
own model to explain the phases of the moon based on
their ideas, make predictions based on those models and
test their models against their observations. Students
should refine their understanding and their models as
new evidence becomes available in an investigation. They should also consider the strengths and limitations of models—
to help avoid confusing models with the larger ideas they represent.
Common Challenges for Middle School Students in Developing and Using Models
 Students only think of models as representing OBJECTS. Most models in middle school represent a process,
showing change or movement or a conversion from one state to another.

Students leave out important components of the model, including identifying labels. A model of a process, event
or object without all the necessary parts cannot accurately represent what the student think it represents.
Likewise, each part of a model needs to be correctly identified with a label or caption.

Students have trouble evaluating the model for accuracy and limitations. The accuracy is easier for students to
evaluate, but understanding the limitations can be tricky.
How you can help your student
 Help your student find diagram models in textbooks or newspapers. Ask your student, “What is being represented
with this model?” and “What are the parts of the model that are shown in this diagram?”

Find opportunities to ask your student, “What aspects of the model are NOT like real life?” This will help students
identify how the model is accurate and what the limitations are of the model.
Rev 10/16