 |
|
Home > Curriculum
CLE Curriculum Search
| Cross-Curricular |
| 203 records found. |
Currently displaying page 14 of 21 |
[<<
Prev]
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
[Next
>>]
|
| Smallpox Crisis Management Simulation |
|
|
Author(s):
Ron Zaraza |
Subject:
Cross-Curricular |
| |
Twenty-three students from three Portland area high schools accepted an invitation to serve as part of the CMT for an unspecified disaster simulation. In 30 hours at Wilson High School, they went from the introduction of the problem to a fully developed and model-tested plan for dealing with a smallpox outbreak, reducing deaths from a possible 750,000+ to fewer than 250. They developed a control plan that used the same strategies the World Health Organization developed over a ten-year period for dealing with smallpox outbreaks.
Complex Systems Connection: Separate Cause and Effect. For some illness/disease, symptoms appear long after initial infection. Sometimes people travel great distance while infected because they are unaware of the infection. Medical "detectives" faced with an epidemic must understand how the infection spreads and how quickly. Delays in the system make this more difficult. |
| |
 Zipped (Models & PDF)
|
| Soda/Profit/Advertising Game |
|
|
Author(s):
Sam DeVore, Will Glass-Husain, & Mike Slootmaker |
Subject:
Cross-Curricular |
| |
From Catalina Foothills School District. STELLA II v. 3.0 models of the MIT Beer Game, called the Soda Game in our high school version, where students operate a retail soda business. Worksheets included.
Complex Systems Connection: Cause within System. |
| |
Zipped (Models & PDF)
|
| Studying The Lorax with Feedback Loops |
|
|
Author(s):
Rob Quaden, & Alan Ticotsky |
Subject:
Cross-Curricular |
| |
Students read "The Lorax," by Dr. Suess, and then develop a connection circle and causal loops to understand and illustrate the themes of the story.
Complex Systems Connection: Separate Cause and Effect, Short and Long Term Conflicts. Short-term focus on making money results in depletion of resource and environmental degradation over time and the collapse of the business. Actions and their detrimental consequences are separated by time. |
| |
 PDF
|
| System Dynamics and Student Leadership |
|
|
Author(s):
Dan Barcan |
Subject:
Implementation |
| |
A discussion of one of the activities at DynamiQueST 2001, how it worked and how systems dynamics affected the students involved |
| |
PDF
|
| Systems Thinking in Teacher Education |
|
|
Author(s):
Ruth Fruland |
Subject:
Why K12 SD |
| |
In this article I will present some results from my dissertation research, in which I introduced systems thinking (ST) and systems dynamics (SD) to preservice teachers in an interdisciplinary methods course. I wanted to understand how preservice (student) teachers would respond to the paradigm of systems thinking, including specific components, and SD modeling methods, to guide future work in teacher education. |
| |
PDF
|
| Systems Tools in High School: Interdisciplinary Learning in a Science Classroom |
|
|
Author(s):
Alan Ticotsky |
Subject:
Implementation |
| |
A summary of how one teacher teaches across the curriculum. Chris DiCarlo teaches high school classes in several different disciplines at Innovation Academy Charter School (IACS). While technically in the science and math departments, he has taught physics, pre-calculus, robotics, environmental systems, financial literacy... and that's just in the past two years! The threads that tie together all of Chris's classes are a tightly woven combination of his own dynamic teaching style and the learning environment at IACS.
Chris worked with IACS high school principal, Greg Orpen, to design a one-semester elective systems course for Fall 2012. "Environmental Systems and Computer Modeling" was designed to provide students with an overview of the Earth's physical systems and how human activity affects those systems.
|
| |
|
| Teacher as Systems Designer: Classroom Structures for Effective Student Learning |
|
|
Author(s):
Rob Quaden, & Alan Ticotsky |
Subject:
Conference |
| |
This workshop examines both the practical and philosophical aspects that contribute to a dynamic, learner-centered classroom. We will look at teaching and learning from several points of view, using a variety of systems tools. In this fast-paced, hands-on introductory session, educators will develop their understanding of systems by using some of the key tools of systems thinking, system dynamics, and organizational learning. Explore how behavior-over-time graphs, iceberg diagrams, stock and flow diagrams, connection circles, and causal loop diagrams can be applied to understand and solve complex problems in an educational setting.
|
| |
|
| Teaching Humanities Using Systems Tools |
|
|
Author(s):
Jeff Potash, Jason O'Neil-Willoughby, & Beth Olesen |
Subject:
Conference |
| |
In this workshop, we will explore how different system tools offers opportunities for students to look for patterns in human history and to ask deeper and more thoughtful questions relating to the causes and connections underlying these patterns. Building systems structures (causal loops, connection circles, models) uniquely empowers students to actively explore “what ifs” in ways that bridge past, present, and future. |
| |
|
| Teenagers with Global Control |
|
|
Author(s):
Teresa F. Hazel, & Timothy Joy |
Subject:
Cross-Curricular |
| |
From CC-STADUS. After reading "Fahrenheit 451", students inherit a nation out of control with respect to its population and resources and have a cyber-century to salvage it. This model hails from "The Rulers" packet, with a few changes in the model and presentation. It begins with a basic population model, and so it works well for inexperienced STELLA users, teachers as well as students. It then expands through three permutations, and so do the curricular possibilities. |
| |
Zipped (Models & PDF)
|
| The Art of Money in Art: Understanding the Value of a Collectible |
|
|
Author(s):
Maureen Byrne |
Subject:
Cross-Curricular |
| |
From Catalina Foothills School District. Developed for an 8th grade Visual Art course, this unit uses Behavior-over-Time Graphs, causal loop diagrams, and a STELLA model to help students learn many systems concepts as well as their studio art and art history lesson. |
| |
Zipped (Models & PDF)
|
|
| Sorted Ascending by Title |
Sort descending by title
|
Hide Descriptions
|
[<<
Prev]
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
[Next
>>]
|
|
|
