Scientific modeling, the practice of creating models such as "diagrams, analogies, and simulations" (NGSS Lead States 2013) allows students to develop and revise their own representations of the natural world and use them to generate predictions and explanations about scientific phenomenon. Research provides evidence for elementary students' ability to create and use scientific models (Forbes et al. 2015), and the Next Generation Science Standards (NGSS Lead States 2013) recommend engaging elementary students in model-making. One way of helping students to develop models is through the use of learning centers. Learning centers allow children numerous opportunities to engage in meaningful activities that promote scientific thinking (Jones 1999). Constructing models requires students to question the nature of their own realities and explore the complexity of the scientific concept. Therefore, differentiated instruction and exploration of the concept is a critical precursor to engaging students in creating and using models. Learning centers have been successfully used in elementary classrooms in a variety of ways, such as for content-based exploration, acquiring a specific skill, or as a focus of open-ended explorations (Jones 1999). This article examines a lesson of the "living and non-living" concept and how it was explored in parts through various centers demonstrating living, non-living, natural, and human-made objects.