1. A Growing Concern This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geosciences (GEO) under grant DUE - 1125331 Hannah Scherer Virginia Tech InTeGrate Module Author A Growing Concern Systems Thinking Joshua Caulkins The University of Rhode Island InTeGrate Webinar Coordinator and Assessment Team Member

2. Webinar goals By the end of this webinar, you will be able to: Identify specific interactions in a complex system Plan for incorporating systems thinking into InTeGrate materials

3. Overview of Webinar Part 1: Guided exploration of a complex system Student Hat – mini lesson Teacher Hat – debrief of mini lesson Part 2: Breakout session small group work Pick a system and break it down Part 3: Discussion and next steps Q & A Resources

4. Part 1: Exploring complex systems

5. Why are systems important in earth sciences?

6. Systems thinking in InTeGrate Rubric Course/module develops students' ability and propensity to use systems thinking in considering natural systems, human systems, and their interactions. A systems thinker understands basic interactions among the spheres (atmo-, hydro-, geo-, cryo, anthropo-, bio-) and the difference between open and closed systems. In addition, a systems thinker habitually anticipates that a perturbation in one sphere may have effects throughout Earth’s system, and is able to identify multiple causal factors that could influence a single observation or outcome. They may also have the ability to use the concepts of positive (reinforcing) and negative (countervailing) feedback loops, flux, reservoir, residence time, lag (delay), and limit (threshold), in explaining the behavior of natural systems, human systems, and linked human/environment systems.

7. Put on your “Student Hat”

8. What do you see in this photo? Photo by Dawn Ellner (CC BY 2.0)

9. What do you see in this photo? Photo by Dawn Ellner (CC BY 2.0) Water People Mountains Snow Plants Tufa towers

10. Which components are related? Photo by Dawn Ellner (CC BY 2.0) Water People Mountains Snow Plants Tufa towers

11. How are these components related? Water Tufa towers People Mountains Snow Plants

12. How are these components related? Water Tufa towers ? Water Tufa towers People Mountains Snow Plants People ? ?

13. What do you think affects formation and exposure of tufa towers at Mono Lake? Tufa towers Photo by Fred Moore (CC BY-NC 2.0)

14. What is the biggest question you have about this system right now? Tufa towers Photo by Fred Moore (CC BY-NC 2.0)

15. Put on your “Teacher Hat”

16. What expertise or prior knowledge did you bring to the activity? Did this play a role in your thinking?

17. Put on your “Teacher Hat” What expertise or prior knowledge did you bring to the activity? Did this play a role in your thinking? What do you think would be confusing for your students? What could you do to alleviate that confusion?

18. Put on your “Teacher Hat” What expertise or prior knowledge did you bring to the activity? Did this play a role in your thinking? What do you think would be confusing for your students? What could you do to alleviate that confusion? If you were teaching this lesson, what would you do next?

19. Key considerations in planning Activities, assessments, projects, etc. Define learning goals related to both content and process (systems thinking) Consider how systems thinking is used in your (inter)disciplinary context Identify potential points of confusion and plan for how you will break them down Scaffold systems thinking concepts along with science concepts Incorporate use of systems language explicitly

20. Systems thinking in InTeGrate Rubric Course/module develops students' ability and propensity to use systems thinking in considering natural systems, human systems, and their interactions. A systems thinker understands basic interactions among the spheres (atmo-, hydro-, geo-, cryo, anthropo-, bio-) and the difference between open and closed systems. In addition, a systems thinker habitually anticipates that a perturbation in one sphere may have effects throughout Earth’s system, and is able to identify multiple causal factors that could influence a single observation or outcome. They may also have the ability to use the concepts of positive (reinforcing) and negative (countervailing) feedback loops, flux, reservoir, residence time, lag (delay), and limit (threshold), in explaining the behavior of natural systems, human systems, and linked human/environment systems.

21. “Basic” systems thinking components in InTeGrate rubric A systems thinker understands: Boundaries (open vs. closed systems) Multiple interacting parts/ spheres Perturbations can impact other parts of system Multiple causal factors can influence one outcome http://serc.carleton.edu/integrate/teaching_materials/systems_what.html

22. “Trickier” systems thinking components in InTeGrate Rubric http://serc.carleton.edu/integrate/teaching_materials/systems_what.html May also have the ability to use the concepts of: Positive and negative feedback loops Exchange of matter or energy (flux) Reservoir Residence time Lag (delay) Tipping point/ limit (threshold)

23. “Advanced” systems thinking components (not explicitly in InTeGrate rubric) http://serc.carleton.edu/integrate/teaching_materials/systems_what.html Emergent properties Non-linear change Resilience Static vs. dynamic systems

24. Part 2: Breakout session

25. Instructions Go to breakout “room” with your group Follow prompts on breakout session web form Choose a system to work with (2 minutes) Develop an overarching question and a related activity, assessment, etc. (20 minutes) Share out: Into the chat box, please type your system and your question (10 minutes)

26. Part 3: Discussion and Next Steps

27. Resources

28. A Growing Concern Unit 5: Predicting the effects of climate change on soil loss http://serc.carleton.edu/integrate/teaching_materials/sustain_agriculture/activity5.html