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| Three Things to Remember About Behavior-over-Time Graphs |
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Author(s):
Alan Ticotsky |
Subject:
Cross-Curricular |
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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. |
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| Using Computer Models To Apply Concepts In Math (D-4326-1) |
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Author(s):
Tad T. Sudnick |
Subject:
Math |
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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. |
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| Using Stella to Understand Debt |
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Author(s):
Rachel Molenaar |
Subject:
Math |
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I created a lesson using a series of models in the online version of Stella (ISEE Systems) to help my students better understand the relationship between debt, interest rates, and payments. My goal was to increase their comprehension of the pitfalls of credit card debt in particular, and also introduce them to building stock-and-flow models and interpreting graphs to answer questions. |
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| What It's Like to Be a Pioneer: Interedisciplinary, Naturally. |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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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 others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette |
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| What It's Like to Be a Pioneer: Let The Students Surprise You |
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Author(s):
Deb Lyneis |
Subject:
Implementation |
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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 others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| When a Butterfly Sneezes Story 6: Annos Magic Seeds |
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Author(s):
Linda Booth Sweeney |
Subject:
Cross-Curricular |
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As Anno plants seeds each year, the number of seeds produced doubles, giving him ever increasing yields.
Complex Systems Connection: Cause within System. The nature of the system produces the results, in this case, exponential growth, which is a building block to more complex systems. |
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| When the Wind Blows Teacher's Guide |
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Author(s):
Marcie Colleen |
Subject:
Cross-Curricular |
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This classroom guide for When the Wind Blows is designed for students in kindergarten through third grade. It is assumed that teachers will adapt each activity to fit the needs and abilities of their own students. It offers activities to help teachers integrate When the Wind Blows into English language arts (ELA), mathematics, science, and social studies curricula. All activities were created in conjunction with relevant content standards in ELA, math, science, social studies, art, and drama. |
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