The use of models, dioramas and “edible landscapes” leads to deep learning and advanced understanding of geological concepts and landscape evolution. The process of creating a three dimensional model enables students to use their hands to work with material, consider the most representative medium to use and ponder the relative strength and viscosity of materials. This kinesthetic learning leads to lively, informal and frequent interactive discussions in the classroom. Models can be used as a culminating final project, as a mid-quarter break from the monotony of traditional assignments and even on a daily basis to introduce new topics. For example, play dough can be used on the first day of class to have students introduce themselves with a model that best represents how they spent their summer/winter/spring break. Creating three dimensional models from play dough is far less intimidating for students than asking them to draw a sketch that represents their break. The models can be interactive, animated or moving during the presentation (tsunami wave propagation, erupting volcano, meltwater channels created in a melting block of ice). Students can be challenged to spend little to no money on the models or only use certain types of ingredients (no sugar or food coloring in edible landscapes, for example).

One example involves the creation of an edible landscape in which students use ingredients to recreate a realistic representation of a geologic fieldtrip that they have taken during the quarter. The model is accompanied by a pre-recorded presentation and short paper. Another example is one used in a “Fire and Ice” seminar where teams of students create a model depicting a landscape shaped by the interaction of fire and ice or a process resulting from their interaction.

There are challenges to making meaningful models. Those not confident in their creative abilities tend to copy from textbooks or websites. Some create landscapes in plan view vs. cross-section and some create models that are eye-catching but not representative of a process. Some students cannot coherently describe the process they are trying to depict. Despite these challenges models invoke lively discussion.