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Not AvailableEngaging with computational models is central to both scientific and computational learning. A promising approach to “lower the floor” and make computational modeling more accessible is the development of domain-specific and block-based environments, which reduce programming complexity while leveraging students’ intuitions about scientific ideas. To balance usability and expressiveness in these environments, we develop the feature of “unpacking” blocks, allowing users to open and modify high-level blocks into the simpler constituent elements that define them. In this study, we analyze high school students’ models, screen recordings, and artifact-based interviews to investigate their motivation for modifying domain-specific blocks for eutrophication in aquatic ecosystems. We found that unpacking and modifying blocks supported students in both exploring scientific ideas and addressing specific goals of computational modeling, providing insights on how unpacking domain-specific blocks can support both computing and science learning.