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MSM Unit 1, Lesson 2: Colliding Turtles Playground

Posted June 7, 2024 by bperret

In this lesson students engage in creating, modifying and testing collisions and reactions (cause and effect) processes as instructions. Playgrounds are Google Slides with code blocks that students use to arrange and then act out as the computer processing the instructions. The concepts of ratios and examining ratios before and after collisions are made explicit.  

MSM Unit 1, Lesson 4: Matter and Properties of Water

Posted June 6, 2024 by bperret

In this lesson students learn about matter and properties of matter. Then conduct two experiments (that can be done at home) and develop a mental molecular level understanding of water. This lesson prepares students for the next two lessons in which they will be modeling the breakdown of water into its component atoms.

MSM Unit 1, Lesson 3: Decoding & Modifying a Collision Model

Posted June 6, 2024 by bperret

In this lesson students see a StarLogo Nova model of turtles colliding. Then they look under the hood of the model to see if they recognize any of the code blocks being used. (*Students are often surprised to see that the code they generated in the playground is actually used to run the model!) Students identify where in code the ratio is being produced and what the ratio of turtles is before and after the collision. Finally, students get to pick a ratio they want to produce and modify the mode

MSM Unit 1, Lesson 1: Introducing Ratios

Posted April 12, 2024 by bperret

In this lesson students will participate in two activities then create their own ratio puzzles. In the first activity, they will learn about parts-to-parts ratios and complete an embedded assessment. In the second activity, they will learn about parts-to-whole ratios and complete another embedded assessment. In the third activity, students will create their own ratio puzzles to share. Throughout the lessons, the language of ratios is reinforced.

Toss-Up

Posted March 30, 2017 by turtle

As a virus spreads through a community, epidemiologists might study how far a disease has spread, how quickly it spreads and how infectious it can be as well a numerous other pieces of data in order to understand the disease and its potential impact on a community. In this activity, students will simulate the spread of a virus such as the flu. Students will work in pairs to accumulate data using graph paper, a data chart, and a die. Before starting, groups will need to decide on three variables.

Daisy world

Posted April 3, 2017 by turtle

A model demonstrating the albedo effect of black or white surfaces. Use as a part of the Climate Change and Agriculture Project GUTS Curricular Unit, or as a stand-alone model, activity, and video.

Scavenger Hunt for Teachers

Posted April 3, 2017 by turtle

This scavenger hunt asks teachers to locate various Project GUTS resources. A fun tool to increase familiarity with Project GUTS and what's available.

Understanding by Design

Posted April 5, 2017 by turtle

Understanding by Design (UbD) curriculum offers a 3-stage “backward design” framework for developing units of study. The same process guides larger-scale curriculum development for courses and
programs (macro level). The UbD curriculum structure for building a coherent curriculum spirals around “big ideas,” essential questions, and core assessments.

What's Represented?

Posted June 12, 2019 by ilee

These exercises ask the learner to identify abstractions in the computer model as compared to a diagram or image of a natural phenomenon.

Looking at particles with StarLogo Nova

Posted May 13, 2021 by sgibbs

This lesson uses StarLogo Nova to explore how particles move from gas to liquid to solid depending on the setting of the heat slider.

Prisoner's Dilemma (Tit for Tat)

Posted March 30, 2017 by turtle

A participatory simulation where partners examine strategies of cooperation versus individual gain. Based on the game theory activity of Prisoner's Dilemma, this activity introduces students to the contrast between theories of "Tragedy of the Commons" (individuals maximizing their own gain will result in collapse of the resources) and classic economic theory (maximum individual gain will lead to greatest efficiency).

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