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Using Play-Doh to Demonstrate Accretion

Adam Esrig

I can't remember who it was that posted here in the community not so long ago about using Play-Doh to demonstrate Accretion. Was it  ? Or maybe  ? Maybe   remembers...

I remember at the time feeling a bit flummoxed - how can I make it rigorous? What will the instructions look like? This week I learned the valuable lesson of just going for it. In the end, it didn't really matter if I had specific instructions - what mattered was that students could see how matter coming together could lead to something so complex  (and beautiful!) as a planet. 

To my pleasant surprise, the activity was not only fun - but I think it really did help students learn the vocabulary and the end results really did look like planets! I'd be curious if others use similar methods/simulations to demonstrate accretion and if you can think up other ways for next time to up the rigor of the activity...? Or maybe it's just fine as is -  kids playing with Play-Doh while applying a concept is a win as it is. 

  • Oh, I love this! I'm pretty sure it was Donnetta Elsasser who shared the play-doh strategy. It's funny, living in AZ, we go outside for this activity because it's such nice weather. I forget that can be a challenge to some. I thought the play-doh was a brilliant and fun way to do demonstrate the concept of accretion. Thanks a bunch for sharing how it worked,  !

  •  this is a cool activity! How did you presented it to your studens? How did the process of accretion happen using Play-Doh? I am interested in knowing because I can implement it in my classes before or after the simulation. 

    For accretion I use this activity performed outside the classroom. Students enjoy and remember the process because it has a kinesthetic components. This is a video clip and a picture.

  • This is a win-win,  !!

    And yes, I found it very helpful to live the vocab during the activity. As students do the activities and narrate/explain it becomes practice and proficiency in one!

  • Adam Esrig said:
    This week I learned the valuable lesson of just going for it. In the end, it didn't really matter if I had specific instructions - what mattered was that students could see how matter coming together could lead to something so complex  

    That is awesome.   Hearing students just talk about "stuff" while they're making miniature planets is best way to use vocabulary in my opinion.  I am just wondering aloud here, but did you/could you have a closing activity that was something like a vocabulary checklist with "did you say these words in the last X minutes"?  If so, write the sentence that you used them in.

    I am not sure I love that idea I just wrote, but I feel there is a nugget in there.   Maybe someone else can turn it into a good idea Slight smile

  • in reply to Chris Scaturo

      , I am a firm believer in learning vocabulary by hearing and using it. Sometimes you do need to study it and quiz it. But you really own the words when you use them.

    What if after an activity where students have heard classmates or used the words themselves, you pass out a slip of paper with a few words. Students have to talk with a partner about how they would define each word? If you needed to collect "proof" to document this assessment, you could also have students write the definitions as an exit ticket.

  • in reply to Chris Scaturo

    That would definitely be a way to add some structure in the mix