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Oscillations 5B Circles of interaction: Predator, Prey, and Plants
Author(s): Anne LaVigne, Jennifer Andersen, & in collaboration with the Creative Learning Exchange Subject: Cross-Curricular
  This lesson explores predator, prey, and plants within an ecosystem. Students role-play being a wildlife manager who is doing on-the-job training.

Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so.
  PDF

Link to the simulation: http://www.clexchange.org/curriculum/complexsystems/oscillation/Oscillation_BiomassB.asp
Oscillations 5 Background information
Author(s): Jennifer Andersen, Anne LaVigne, & in collaboration with the Creative Learning Exchange Subject: Cross-Curricular
  This 
lesson 
builds 
on 
Lesson
4 
– 
Waves 
of 
Change:
Predator‐Prey 
Dynamics
 in 
the
 Oscillation
 curriculum
 created
 for 
the 
Complex 
Systems
 Project.
 Lessons 
3
‐
5 
work
 together 
to
 show 
how 
a
 population 
in 
isolation
 can
 experience 
growth
 or
 decline, 
but 
not 
oscillation
 (Lesson
3).
 Further, 
it 
is 
only 
when 
considering
 a 
population
 in 
 relation 
to 
a 
wider 
system 
boundary, 
either
 interacting 
with 
another 
population 
(Lesson
4)
 and/or 
a 
food 
supply
 (Lesson
5),
 that
 we 
have 
the
 structure 
necessary 
to 
produce 
cyclic 
behavior.


Complex Systems Connection: Cause within System. Five interdisciplinary areas are covered in a series of lessons, utilizing a family of models that all generate oscillation. Oscillation in real-world systems is often considered problematic rather than a consequence of system structure. This progression of lessons will help students understand that undesirable behavior can be a consequence of system structure and not a result of outside, uncontrollable influences. In other words, a system that oscillates does so because it has an inherent tendency to do so.
  PDF
Bringing System Dynamics to a School Near You: Suggestions for Introducing and Sustaining System Dynamics in K-12 Education.
Author(s): Debra Lyneis Subject: Implementation
  Presented at the 2000 International System Dynamics Society Conference in Bergen, Norway, this paper explains how system dynamics is introduced and sustained in schools, outlining some of the many generous contributions that have made the early growth of K-12 system dynamics possible, and giving readers many resources and practical suggestions for how they can participate, too. Updated in 2013 by the Creative Learning Exchange.
  PDF
Biology Simulations
Author(s): Jon Darkow Subject: Science
  In 2012 Jon Darkow from Seneca East Local Schools in Attica, Ohio, received an educator's scholarship from the Creative Learning Exchange to attend the Systems Thinking and Dynamic Modeling Conference in Wellesley, MA. Since that time, he has been creating system dynamic models for his AP Biology, Anatomy and Physiology, and Biology students to investigate biological systems.
  PDF
Analyzing a Stock and Flow Model to Understand the Body’s Ability to Process Alcohol
Author(s): Ashley Joyce Subject: Cross-Curricular
  Ms. Joyce's Anatomy and Physiology students at IACS in Tyngsboro, Massachusetts, explore the effects of alcohol using a model and simulation developed at the Creative Learning Exchange, Thinking about Drinking. The students analyzed the model and then used it in a cumulative assessment to illustrate connections between the respiratory, circulatory, and digestive systems. The paper includes modifications of the handouts found on the CLE website as well as a rubric and other materials for teachers to use this simulation successfully in their classes. The curricular surround starts with students describing their understanding of a breathalyser and Blood Alcohol Content from their previous knowledge and finishes with a final poster to communicate students' learning.
  PDF
Among the Hidden
Author(s): Gail Falewicz Subject: Cross-Curricular
  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)
  Link to the file: http://static.clexchange.org/ftp/newsletter/CLEx25.2.pdf#page=6
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