| Thinking about Drinking: What are the Effects of Drinking Alcohol |
|
|
Author(s):
Jeff Potash |
Subject:
Cross-Curricular |
| |
The purpose of this simulation is to increase awareness of potential effects of alcohol on the body over a 12-hour period. The simulation provides students and adults an opportunity to see what happens over time after the consumption of alcohol. |
| |
 PDF
Link to the simulation: http://www.clexchange.org/curriculum/simulations/alcohol_simulation.asp
|
| Three Things to Remember About Behavior-over-Time Graphs |
|
|
Author(s):
Alan Ticotsky |
Subject:
Cross-Curricular |
| |
BOTGs are designed to represent our thinking. All BOTG graphs allow our 'mental models' to take a visual form so we can share them, or analyze them ourselves. Alan Ticotsky presents three insights which will help utilize BOTGs effectively. |
| |
PDF
|
| Tooling Game |
|
|
Author(s):
John Sterman, & Will Glass Husain |
Subject:
Cross-Curricular |
| |
From Catalina Foothills School District. STELLA II v. 3.0 model of John Sterman's "Tooling Game of Deadline Pressure." This model helps students analyze study habits; "tooling" is an MIT word for studying.
Complex Systems Connection: Cause within System, Short and Long Term Conflicts. Many people are familiar with the story of the grasshopper and the ant. This simulation allows students to experience the long-term pain of not keeping up with homework assignments! Students may think that teachers are out to "get them" with ever-increasing piles of assignments, but this simulation shows that their own study habits can be to blame for the end-of-the-semester crunch they run into. |
| |
 Zipped (Models & PDF)
|
| Understanding the Tragedy of the Sahel (D-4302) |
|
|
Author(s):
Corey L. Lofdahl |
Subject:
Cross-Curricular |
| |
A system dynamics analysis of the Sahel famine, through the tragedy of the commons and a number of models. Requires a Macintosh computer and STELLA software.
Complex Systems Connection: Cause within System. In systems where renewable resources are used up, people often blame others. Decisions to use the resource faster than it can be replenished is the real cause, however. |
| |
Zipped (Models & PDF)
|
| Using Computer Models To Apply Concepts In Math (D-4326-1) |
|
|
Author(s):
Tad T. Sudnick |
Subject:
Math |
| |
This paper advocates applying math knowledge in a high school science classroom on the premise that science and math should be taught together and that computer modeling is an extremely effective means of doing so. |
| |
PDF
|
| Using Systems Thinking to Develop Literacy Skills |
|
|
Author(s):
Brian Bindschadler |
Subject:
Conference |
| |
In this session, participants will explore various ways to use systems tools to increase deep thinking and literacy in the classroom. We will focus on developing the Habits of a Systems Thinker using the Iceberg Visual, Behavior-Over-Time Graphs, and Stock-Flow diagrams. These tools can be used in any level classroom—from preschool through high school—and beyond. Each tool will be “unpacked” with explanations and examples, and participants will have opportunities to develop their own applications for these powerful literacy tools. |
| |
|
| Using Systems Tools In Music Class |
|
|
Author(s):
Andrew Frankhouse, & with Alan Ticotsky |
Subject:
Cross-Curricular |
| |
At Innovation Academy Charter School (IACS) in Tyngsborough, MA, music teacher Andrew Frankhouse uses systems tools in creative and perhaps unexpected ways. Behavior-over-time graphs (BOTGs) help students analyze and appreciate different pieces of music, and visualize graphically how aspects of compositions develop. Andrew also uses feedback loops to help students understand the business of music. |
| |
PDF
|
| Visual Tools for Student Projects: Communicating Critical Thinking |
|
|
Author(s):
Creative Learning Exchange |
Subject:
Cross-Curricular |
| |
This booklet is designed to help teachers and students create and complete all kinds of projects (in science and other curricula) which clearly show and explain the critical thinking incorporated within the project. |
| |
PDF
|
| What It's Like to Be a Pioneer: Interedisciplinary, Naturally. |
|
|
Author(s):
Debra Lyneis |
Subject:
Implementation |
| |
Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered-learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help |
| |
PDF
|
| What It's Like to Be a Pioneer: Let The Students Surprise You |
|
|
Author(s):
Deb Lyneis |
Subject:
Implementation |
| |
Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help o |
| |
PDF
|
