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• What will I learn?
• What real world problem will I investigate?
  
• What do I need to know?
  
• What does the model look like?
• What research topics can I explore with the modell?
• Stella tutorial
  
• What words do I need to know?
  
• Show me other web pages on this topic!

Materials for Teachers

• A note to teachers
  
• Additional background material
  
• National Standards
  
• Objectives
• Instructional Framework
• Unit plan and Lesson plans
• Evaluation Rubrics
  

• NCSLP Home
  
• Contact Webmaster
  
• Credits
  

• Computer with internet access
• Printer
• Information about the "Wolf Wars"

1. Teacher presents real-world problem to students (Wolf Wars or other).
2. Teacher reviews the components of a food chain and the types of factors which can affect that chain. (example: Grass' rabbit ' wolf ' , include such factors as disease, natural disasters, population density, food supply, introduced species, hunting, etc.)
3. Students read an article on the Wolf Wars and keep track of the factors that influenced the wolf population.
4. Create a diagrammatic representation of the wolf/sheep populations using arrows to identify factors that increased or decreased each population (note: this can be done in pairs or as a whole class activity on the board).

• Information about the Wolf Wars
• Glossary page

• Access to pedigrees and food webs
• Population Dynamics: Hands-on" lab activity (overhead of lab or paper copy)

  • Microsoft Word version of lab

• Teacher conducts class discussion of previous night's homework terms to be certain every student has a working knowledge of the necessary background material. This could be done as a game (i.e. hangman, jeopardy, bingo, etc.). Time:15 minutes
• Students work in pairs to complete exercises on gene transmission through pedigrees, and on food webs. Time: 15 minutes
• Teacher conducts pre-lab discussion to set the stage for tomorrow's simulation. This should include the purpose of the lab, the "rules of engagement," the various roles to be played, and the expected outcomes. Time: 15 min.

• Glossary - list of terms with no definitions
• Glossary - includes definitions
• Pedigree
• Food web
• Population Dynamics: Hands-on" lab activity
  • Microsoft Word version of lab

• 90 index cards, 30 with "rabbit," 30 with "grass," and 30 with "wolf"
  • Microsoft Office template of cards
  • Acrobat template of cards
• Actuary's table
• Lab instruction sheets for each student
• Graph paper

1. Teacher assigns roles to each student, and then conducts simulation. Three simulations should be run, each recording data for 10 generations.
2. Students record data off of the actuary's report, and graph data. a variety of graphs can be generated from this activity including birth rate, death rate, and total population numbers. This decision should be based on the class ability and time.
3. Teacher conducts a pre-lab discussion of the next activity which is a variation of today's lab.

• Lab activity
• Actuary worksheet

• For a class of 30 students:
  • 120 index cards, 30 with "rabbit," 30 with "fast rabbit," 30 with "grass" and 30 with "wolf"
    • Microsoft Office template of cards
    • Acrobat template of cards
  • Actuary's table
  • Lab instruction sheets for each student
  • Graph paper
  • 15 pennies for determining probability

1. Teacher conducts a brief post-lab discussion using the graphs and questions completed for homework.
2. Teacher assigns roles to each student, and then conducts simulation. Three simulations should be run, each recording data for 10 generations.
3. Students record data off of the actuary's report, and graph data. a variety of graphs can be generated from this activity including birth rate, death rate, and total population numbers. This decision should be based on the class ability and time.
4. Teacher conducts post-lab discussion of this second simulation using graphed data.

• Students complete lab write-up including all questions and a conclusion. This conclusion should include a discussion of some of the limitations that occur with this type of hands-on simulation.
  

• Lab activity
  
• Actuary worksheet
• Cards
  • Microsoft office versioin
  • Acrobat version

• Lab write-up completed for homework
• STELLA tutorial
• Examples of logistic and exponential growth curves
• Computer with internet connection and/or
• Slides made from tutorial (use Stella tutorial website)

1. Teacher conducts discussion of the two lab activities just completed. Included in the discussion are
   1. the population study results: the behavior of the three populations under "normal" circumstances and the behavior following the "fast rabbit" mutation.
   2. the limitations of hands-on simulations, and the kinds of factors which could be better modeled using computational science.
2. Students review STELLA using a pre-constructed model. Student proficiency should be sufficient that they can design on paper a flow chart and a simple STELLA model. They should be able to apply simple mathematical processes where needed (+, -, x)
3. Teacher reviews logistic and exponential growth curves in their appearance and use.
   

• STELLA tutorial
• Growth Curve Worksheet

• large paper and/or blackboard
• laminated magnetic STELLA symbols (optional)

1. Review understanding of two types of growth curves and their application to real life situations.
2. Divide students into groups and have each group construct a simple STELLA model using the flowcharts from the previous class. The models should include a minimum of three stocks, three flows, three conveyors, and connectors (NOTE: refer to actual STELLA rabbit model in this module for a complete sample of the various components).
3. Students present flowcharts to peers for review. This could be accomplished as share-pair reviews, or the entire class could construct one working model on the board possibly using laminated magnetic symbols.
4. Apply math terms to the group model as a class activity to ensure understanding of mathematical relationships represented by model. (NOTE: this concept was reviewed in the STELLA tutorial)

• STELLA rabbit model
• STELLA tutorial
  

• computer lab with internet access to STELLA model
• lab handout for data collection

1. Students follow directions on lab handout for simulation and data collection.
2. Students will follow directions for data interpretation and analysis.

• STELLA model
• Lab handout
  • Microsoft word version
  • Acrobat version

• Computer lab with internet access to STELLA model
• Lab handout for data collection
  • Microsoft word version
  • Acrobat version

1. Students follow directions on lab handout for simulation and data collection.
   
2. Students will follow directions for data interpretation and analysis.

• STELLA model
• Lab handout for data collection

  • Microsoft word version
  • Acrobat version

  
  

• Lab write-ups from all four labs
• Computer access to internet for research on proposed investigation

1. Teacher leads discussion using probing questions found in framework. (Microsoft Office version, Acrobat version)
2. Students select a real-world factor to simulate on the model, and research information needed to set parameters correctly.

• Research worksheet for gathering information to run new simulation
  • Microsoft Office version
  • Acrobat version
• List of possible topics
  

• Computer internet access to STELLA rabbit model
  
• Research worksheet for gathering information to run new simulation

  • Microsoft Office version
  • Acrobat version
• Presentation and Stella Model rubrics
  • Microsoft Office version
  • Acrobat version

1. Students set the sliders to the parameters discovered in their research, and run the simulation.
2. Students complete research worksheet including analysis and conclusion questions.
3. Students present their models and findings to the class and are evaluated by teacher.