| An Introduction to Linear Models: Using STELLA to Solve Word Problems |
|
|
Author(s):
Rob Quaden, Alan Ticotsky, & Deb Lyneis |
Subject:
Math |
| |
Prepared with the support of the Gordon Stanley Brown Fund. In this introductory system dynamics modeling lesson, students learn to build simple linear models using STELLA software. The lesson can be integrated into an eighth grade Algebra I curriculum. It can also be used with students as young as fifth grade. As students develop their computer modeling skills, they also deepen their understanding of math by solving typical word problems in a different way. |
| |
 Zipped (Models & PDF)
|
| Economics and System Dynamics for Young Students |
|
|
Author(s):
Debra Lyneis, Rob Quaden, & Alan Ticotsky |
Subject:
Social Studies |
| |
Today's students need an understanding of economics and system dynamics to participate effectively and fully in our complex global economy, but very few schools teach either discipline. Carlisle, Massachussetts teachers have developed several basic econom |
| |
 PDF
|
| EVERYDAY STOCKS and FLOWS PROBLEM SETS for MIDDLE GRADES |
|
|
Author(s):
Alan Ticotsky |
Subject:
Cross-Curricular |
| |
Stock/flow diagrams and computer modeling are wonderful tools to help us understand and solve complex problems and systems. But they should not be reserved only for those complex scenarios. Teaching young students to draw stock/flow diagrams to understand simpler problems helps them to begin thinking systemically. Using eleven familiar and common situations, this series of problem sets designed for middle school students makes the tools accessible and comprehensible. |
| |
PDF
|
| From Hunter-Gatherers to Farmers: Students Study How Civilization Changed during the Neolithic Age |
|
|
Author(s):
Jason O'Neil-Willoughby, Martha McClure, & with Alan Ticotsky |
Subject:
Social Studies |
| |
Human civilization underwent significant changes between the periods archaeologists characterize as the Paleolithic Age and the Neolithic Age. Why and how did people become less nomadic? What factors led to technological growth and the development of more |
| |
PDF
|
| Graphing the Friendship Game: A Preliminary System Dynamics Lesson |
|
|
Author(s):
Alan Ticotsky, & Debra Lyneis |
Subject:
Personal Growth and Development |
| |
A variation on the original Friendship Game (SS1996-11FriendshipGame) becomes the foundation for an introductory graphing lesson for students in grades K, 1 and 2, adding graphing to the systems tools used and systems concepts learned in the game. |
| |
PDF
|
| It's Cool: An Experiment and Modeling Lesson |
|
|
Author(s):
Alan Ticotsky, Rob Quaden, & D. Lyneis |
Subject:
Science |
| |
Prepared with the support of the Gordon Stanley Brown Fund. In this lesson, fifth grade students measure, record, and graph the changing temperature of a cooling cup of boiling water. Students then build a simple STELLA model of the system and run further experiments on the model. This lesson introduces students to the concept of feedback in a system dynamics model. |
| |
Zipped (Models & PDF)
|
| Lessons from The Lorax: Using Graphs to Study Change |
|
|
Author(s):
Rob Quaden, & Alan Ticotsky |
Subject:
Cross-Curricular |
| |
In this lesson, students read The Lorax and draw graphs to illustrate the changes that happen over the course of the story. Using simply stated questions, readers grapple with the complex themes in the book and movie. Students will investigate how cycles compete for dominance, and think about how the needs of business and natural resources can collide.
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 consequences are separated by time. |
| |
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
|
