To support our understanding of how we might support the use of modeling in PBL activities for classroom use, this study explores how to scaffold collaborative scientific modeling activities. It draws on prior work with scientific modeling centered on the use of the Component-Mechanism-Phenomenon (CMP) conceptual framework (Hmelo-Silver et al., 2017; Jordan et al., 2014). Findings suggest that students' perception about the spatial configuration appear to support or hinder their generation of models. Additionally, it appears that the norms that underpin certain roles may be far more influential in supporting group collaboration than the introduction of the roles themselves.