| Among the Hidden |
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Author(s):
Gail Falewicz |
Subject:
Cross-Curricular |
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Gail Falewicz has inherited the Critical Thinking and Reading (CTR) class from Mairead Orpen. (See The Creative Learning Exchange, vol. 22, no. 1, Winter 2013.) http://static.clexchange.org/ftp/newsletter/CLEx22.1.pdf. As the CTR teacher, Gail teaches every 5th grade student at Innovation Academy Charter School (IACS), a public charter school, in Tyngsboro, MA. This is her summary of the class structure and a report of a unit she taught based on the novel "Among the Hidden" by Margaret Peterson Haddix. (1998, Simon and Schuster, Book One in the "Shadow Children" series)
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Link to the file: http://static.clexchange.org/ftp/newsletter/CLEx25.2.pdf#page=6
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| Bacteria Sandwich - Mini App |
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Author(s):
Anne LaVigne |
Subject:
Cross-Curricular |
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Bacteria Sandwich is a free, engaging, easy-to-use app for students and others to explore how exponential growth can occur when temperatures are optimal for the bacteria. Students can change the initial number of bacteria and temperature to see what happens over 12 hours. How can this bacteria be stopped before it creates a very dangerous lunch? Students can change the elements to determine how to keep those lunches safe!
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 PDF
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| Banzai Barbie! STELLA Model Building and Graph Analysis in Math and Science Using Bungee Jumping |
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Author(s):
Mary Memmott, & Becky Hadden |
Subject:
Cross-Curricular |
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Using a STELLA model and then designing an actual bungee jump, students take Barbie bungee jumping.
Complex Systems Connection: Cause within System
This lesson presents a fun way to experiment with an oscillating system. It can be used as a precusor to the Oscillations curriculum designed for the Characteristics of Complex Systems project. |
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 Zipped (Models & PDF)
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| Behind Closed Gates - Paper from the 2015 System Dynamics Conference |
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Author(s):
Anne LaVigne, & Lees Stuntz |
Subject:
Cross-Curricular |
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The Stanford Prison Experiment (SPE), conducted at Stanford University by Philip Zimbardo in 1971 is a powerful example of seeing how people respond in highly stressful situations in which one individual or group has power over another. Although this type of experiment no longer meets the ethical standards for human study, the learning that has resulted impacts current understanding and, in some cases, decisions about how to structure systems, such as penal institutions. |
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PDF
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| Behind Closed Gates: Potential dynamics when one group or individual is given complete control over another |
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Author(s):
Jen Andersen, Anne LaVigne, Jeff Potash, & Lees Stuntz |
Subject:
Cross-Curricular |
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This lesson with accompanying simulation is loosely based on an experiment that was conducted at Stanford University in 1971. Phillip Zimbardo wanted to see how typical people would act if they were asked to take on roles of prisoners and prison guards for a two-week period. The experiment was stopped after only six days because of escalating, abusive behavior of the guards and concerns about the well-being of the prisoners.
In the simulation, students take on the role of a social scientist, trying to understand how a similar situation (with guards having complete control over prisoners)can create specific human responses, such as fear,repression, and resistance. They can then compare this situation to a host of other similar situations, fictional or real. |
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PDF
Link to the simulation: http://www.clexchange.org/curriculum/simulations/prison_simulation.asp
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| Building the Behind Closed Gates Model |
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Author(s):
Anne LaVigne |
Subject:
Cross-Curricular |
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The Behind Closed Gates simulation/model is loosely based on an experiment conducted at Stanford University in 1971. The psychologist who designed that experiment, Phillip Zimbardo, wanted to see how typical people would act if they were asked to take on roles of prisoners and guards.
The experiment and model are certainly about a prison environment, but they are also relevant to many other similar scenarios. The experiment is frequently referenced when trying to understand current and historic situations involving power and control.
Now you can build most of the underlying model and explore questions and situations beyond those presented in the simulation. |
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PDF
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| Bumbles and Woofs: A Population Model |
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Author(s):
Rachel Henry |
Subject:
Cross-Curricular |
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This high school math lesson progresses from a simple population model to
a predator-prey model with an understandable and explicit sequence. The
teacher used Vensim simulation software for the class, but the lesson could
easily be modified for other simulation software such as Stella and Splash! |
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PDF
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| Connected Wisdom Teacher's Guide |
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Author(s):
Linda Booth Sweeney |
Subject:
Cross-Curricular |
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The Connected Wisdom Teacher’s Guide is designed to guide educators through lesson plans that will explain living systems principles for their students. The guide was created with students aged 10-18 in mind, but the lessons can be adapted for younger students. It is a companion to "Connected Wisdom: Living Stories about Living Systems." |
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PDF
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| Connected Wisdom: Living Stories about Living Systems Chapter 10: Reinforcing Feedback |
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Author(s):
Schlumberger , & Linda Booth Sweeney |
Subject:
Cross-Curricular |
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"Connected Wisdom: Living Stories about Living Systems" is a book of 12 stories from fables and folktales that illustrate twelve principles that guide living systems. The principle of the story in Chapter 10 is "reinforcing feedback." |
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| Create and Run Your Own Newspaper: A Journalism Unit with a Simulation Game Part 1: Publish a Newspaper |
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Author(s):
Daniel Barcan, Leah Zuckerman, Gary B. Hirsch, & Debra Lyneis |
Subject:
Cross-Curricular |
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Part 1 of a 3 part series. In this interdisciplinary language arts and social studies journalism unit, middle school students write articles and create their own newspapers.
CS connection: Ineffective Action.
Through this 3-part journalism unit, students can take on the role of newspaper owner. Using a simulation model, they can experience first-hand the complexity of managing a business. In complex systems, the levers we choose to push or pull often turn out to be low leverage policies, having little or no effect, or even the opposite effect of what was planned. This experience will help students gain an appreciation of how complex systems thwart our management of them through their interconnecting network of feedback loops. |
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PDF
Link to the simulation: http://www.clexchange.org/ftp/documents/x-curricular/CC2000-10NewspaperPart1.pdf
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