| Rubrics for Understanding: Using System Dynamics Tools. |
|
|
Author(s):
DynamiQUEST 2000 Committee |
Subject:
Implementation |
| |
Updated for 2001. Originally developed by the DynamiQUEST 2000 Committee, these newly updated rubrics were created to be used as a complete package to help delineate standards for the use of system dynamics in the classroom. |
| |
 PDF
|
| Scholarship Recipients at the 2010 ST/DM Conference Reflect upon their Experiences |
|
|
Author(s):
Barbara Casanova, & et. al. |
Subject:
Personal Growth and Development |
| |
The 2010 ST/DM conference was held in June of 2010, at the Babson Conference Center. For many, it was the first experience at one of our conferences. Two scholarships supported attendance for many of these first-timers. One was the Tracing Connections Sc |
| |
PDF
|
| SD/ST Tools for School Leaders: Creating a Culture and Climate for Sustainable SD/ST Integration in Classrooms Using SD/ST Tools |
|
|
Author(s):
Tim Lucas |
Subject:
Conference |
| |
School Leaders are faced with many challenges. Supporting and integrating the use of SD/ST into classrooms to improve learning requires leadership and a school culture that embraces sustainable instructional literacies. This session will explore specific SD/ST tools that building and district school leaders can use to model and create this culture. Over the past decade, we have worked with diverse school leaders translating the work of Doug Reeves, Roland Barth, Michael Fullen, Jim Collins, Daniel Pink, Peter Senge, and others into SD/ST tools and best practices. Join us for an exploration of some of these tools and share your own best practices.
|
| |
|
| Seamless Integration of System Dynamics into High School Mathematics: Algebra, Calculus, Modeling Courses |
|
|
Author(s):
Diana Fisher, & Ron Zaraza |
Subject:
Implementation |
| |
From CC-STADUS. A report on the introduction of system dynamics concepts into the mathematics curricula, including sample models. |
| |
PDF
|
| Shape of Change (Lesson 1): In and Out Game, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change" including "The Shape of Change: Stocks and Flows." A simple activity that introduces and reinforces the understanding of change over time, including the use of stock/flow diagrams that show why the change happens. |
| |
PDF
|
| Shape of Change (Lesson 10): Do You Want Fries With That? Learning about Connection Circles, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change." In this lesson, students use connection circles to examine an article about the health risks associated with rising French fry consumption. As in previous lessons, they identify what is changing and describe how it is changing, but in this lesson they begin to think about why it is changing, as they create feedback loops.
Complex Systems Connection: Separate Cause and Effect, Short and Long Term Conflicts. Eating an unhealthy diet may not seem to hurt a person immediately, but it can have long-term negative impacts on overall health. Because we may not feel the effects right away, it can be easy to continue the bad behavior. People eat unhealthy food because it tastes good; it gives them immediate pleasure. Over the long run, however, the effects accumulate, leading to poor overall health. |
| |
PDF
|
| Shape of Change (Lesson 11): Keystone Species in an Ecosystem--Using Connnection Circles to Tell the Story, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change." Students read a chapter from a skillfully written science book and use connection circles to unravel a mystery of nature. In the Stocks and Flows lesson, students will build the stock/flow map from the ground up.
Complex Systems Connection: Separate Cause and Effect, Short and Long Term Conflicts. This lesson illustrates how scientists often see effects or results of actions that set consequences in motion many years prior. They must link the effects back to the root cause or causes of the problem. Part of the backstory for this lesson illustrates that hunters aiming for profit in the short term can destroy the resource so it's not available in the long term. |
| |
PDF
|
| Shape of Change (Lesson 2): Making Friends, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky , & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change." A non-competitive tagging game, wherein students track the rate of growth of friendship and discover the effect of rates of growth, including showing why change occurs by means of stock/flow diagrams. |
| |
PDF
|
| Shape of Change (Lesson 3): The Mammoth Game, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change." Teams of students play a dice and graphing game to track the population growth and decline of a herd of twenty mammoths, including learning why change occurs by means of stock/flow diagrams. |
| |
PDF
|
| Shape of Change (Lesson 4): It's Cool, including Stocks and Flows |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
| |
From "The Shape of Change." Students engage in the scientific method as they measure, record, and graph the changing temperature of a cooling cup of boiling water, learning why the change happens with the use of stock/flow diagrams. |
| |
PDF
|
