Research indicates that people more easily understand abstractions when they are preceded by concrete representations (Lawson 2002). This article describes how educators can use science representations to help students form lasting understandings of abstract concepts. A spectrum illustrating some commonly used representation types and their level of abstraction along a continuum is included. In addition, a sample scaffolding activity for force and motion is used as an example of one way such an instructional sequence might be developed. (Contains 2 figures.)