This presentation is part of the Pacific Education Institute's content for the STEM Project Based Learning tutorial available through NH e-Learning for Educators as part of the Conservation Education series supported by the Association of Fish and Wildlife Agencies.

1. Next Generation
Science Standards
(NGSS)
Systems
Association of Fish and Wildlife
Agencies
Sustainable Tomorrow: A Teachers’
Guidebook for Applying Systems
Thinking to Environmental Education
Curricula

2. Educators
Prior to working through this presentation:
• Download Sustainable Tomorrow: A
Teachers’ Guidebook for Applying Systems
Thinking to Environmental Education
Curricula from the Moodle site.
• Download and Print:

3. Educators are required to include the
study of Systems
(NGSS Framework)
Dimensions of the
Framework
–Scientific and Engineering
Practices
–Crosscutting Concepts
–Disciplinary Core Ideas

4. Educators: Systems is one of 7
Crosscutting Concepts (NGSS)
1. Patterns
2. Cause & effect: Mechanism & explanation
3. Scale, proportion, & quantity
4. Systems & system models
5. Energy & matter: Flows, cycles, &
conservation
6. Structure & function
7. Stability and change

5. Value of Using Systems as a Crosscutting
Concept
Educators: Below are excepts describing the value of “Systems and System
Models” in NGSS (2011) that will guide the development of state science
standards.
Using systems to understand complexity: The natural and designed world is
complex; it is too large and complicated to investigate and comprehend all
at once. Scientists and students learn to define small portions for the
convenience of investigations. The units of investigations can be referred
to as ‘systems’ (National Science Education Standards).
Using systems to model or mathematically represent complexity: A model
of a system under study is a useful tool for representing the complexity of
the system, gaining an understanding and communicating that
understanding of a system to others.
Using system models to examine complexity: Models are useful for
predicting a system’s behavior or in diagnosing problems in the
functioning of the system

6. NGSS – K12 Framework
General Definition: A system is an organized
group of related objects or components that
form a whole. Systems can consist, for example,
of organisms, machines, fundamental particles,
galaxies, ideas and numbers. Systems have
boundaries, components, resources, flow, and
feedback (NGSS-K12SES: 4-7)
Educators: The NGSS systems definition requires learners to address
boundaries, components (variables), resources (stocks) flow (inputs and
outputs) and feedback (negative/balance and positive/causal) found in the
AFWA ‘Sustainable Tomorrow” guide.

7. Educators: Another resource for educators on how systems can be
integrated into science learning:
System Definition: from *Art Sussman’s Guide to
Science
A system exists whenever parts combine or connect
with each other to form a whole. The whole is
QUALITATIVELY more than the sum of its parts
(*Page 23).
Questions to ask about systems (*Page 35):
1.What are the parts of the system?
2.How does the system function as a whole?
3.How is the system part of larger system?
4.Does the system do anything when given input?
*Dr Art’s guide to Science: Connecting Atoms, Galaxies and Everything in Between.
Art Sussman 2006. Jossey-Bass, San Francisco, CA www.guidetoscience.net

8. KEY SYSTEMS SCIENCE PRINCIPLES
• A system is a group of interacting parts that
functions as a whole. Educators:
• Systems change over time. Which of the following are
• Changes in systems can be short, slow, or cyclic. systems or parts of
systems. Why or why
• Interactions within a system may not always be
not? Use the Systems
obvious.
Science Principles to
• Systems have boundaries. justify your answer.
• Scientists do not yet know enough about Earth
systems to determine which elements are essential •Battery
and which are not.
•Box of staples
• Systems are parts of larger systems, which are parts
of still larger systems.
•Lungs
• Systems are made up of subsystems, which in turn
are made up of still smaller subsystems. •Leaf
• Systems have inputs and outputs.
Cary Sneider, Richard Golden, Katherine Barrett
A New World View
http://www.lhs.berkeley.edu/GSS/

9. KEY SYSTEMS SCIENCE PRINCIPLES
Educators:
• A system is a group of interacting parts that
functions as a whole. Which of the following are
• Systems change over time. systems or parts of
systems. Why or why
• Changes in systems can be short, slow, or cyclic.
not? Use the Systems
• Interactions within a system may not always be Science Principles to
obvious. justify your answer.
• Systems have boundaries.
•Battery
• Scientists do not yet know enough about Earth
systems to determine which elements are essential
•Box of staples
and which are not. •Lungs
• Systems are parts of larger systems, which are parts •Leaf
of still larger systems.
The Battery, lungs and leaf
• Systems are made up of subsystems, which in turn
are made up of still smaller subsystems.
are all systems. The box
of staples is not a system
• Systems have inputs and outputs. because it does not have
Cary Sneider, Richard Golden, Katherine Barrett interacting parts that
A New World View function as a whole.
http://www.lhs.berkeley.edu/GSS/

10. Educators: Learners are expected to progress in their
depth of understanding of systems at each grade band
Systems: A Progression of
Explanatory Ideas
9-12 Predictability and Feedback:
6-8
Inputs, Outputs, Boundaries & Flows:
3-5
Complex Systems:
K-2
Part – Whole Relationships:

11. Educators: Here is another representation systems understanding for of
learners at each grade band
Why use Systems Which Systems? Big Idea:
Thinking?
Physical Systems Systems thinking makes it
possible to analyze and
Systems is a crosscutting Earth/Space Systems understand complex
concept in NGSS Living Systems phenomena.
Systems-Speak K-3 Systems-Speak 4-5
Parts & Wholes Subsystems & System
Function of the Part Systems Inputs & Outputs
Predict
Functions & Predictions
Systems-Speak 6-8 Systems-Speak 9-12
Inputs & Outputs
Boundaries & Flow Positive Feedback
Open and Closed Systems
Negative Feedback
Equilibrium
Courtesy: Mark Watrin, Education Service District 112 Science Coordinator , Washington State

12. Making the system visible
• NGSS Chapter 4-7: Models can be valuable in predicting a
system’s behavior or in diagnosing problems in its
functioning. A good system model for use in developing
scientific explanations or engineering designs must specify
not only the parts or subsystems, of the system but how
they interact with one another. It must also specify the
boundary of the system being modeled. In complex systems
it is important to ask what interactions are occurring –like
predator-prey relationships in an ecosystem – and to
recognize that they all involve transfers of energy, matter,
and sometimes information among parts of the system.

13. Model the systems
• Students can model their system through diagrams,
words and mathematical relationships (NGSS-K12SES 4-
8).
• The systems models provide a graphical representation
indicating the mathematical relationships between the
parts of the system.
• NGSS: (page 4-8). Students models should incorporate a
range of mathematical relationships among variables and
some analysis of the patterns of those relationships.

14. Make the system visible
• Represent the interactions between the parts
of the system through the following systems
models
Behavior over time graphs (page 10)
Causal loop diagrams (page11- 14)
Input/output diagrams (page 15)
Iceberg Model (page 19- 22)
Educators: Each of the systems models will be described next.

15. Make the system visible
• Represent the interactions between the parts
of the system through the following systems
models
Behavior over time graphs (page 10)
Causal loop diagrams (page11- 14)
Input/output diagrams (page 15)
Iceberg Model (page 19- 22)
Educators: Check the Behavior Over Time systems model on page 10 and
identify the mathematical trend (increase, decrease or equilibrium)

16. Educators: Look at the behavior over time graph which demonstrates
the mathematical trends observed by scientists: read an explanation
on page 10 and page 17 of Sustainable Tomorrow

17. Modeling the system is important in engineering (including natural
resource management) to support developing design (and management)
ideas, and sharing, testing and refining them (NGSS 2011)
Mule Deer
Population
1950----------------------------2012
Educators: For example the Washington Department of Fish and Wildlife scientists
study why Mule Deer Populations have declined over the past decades. The
Behavior over time graph is a mathematical representation of the system trend.

18. Go to the SYSTEMS MODELING ACTIVITY PAGE:
ACTIVITY 1: Represent at least one study that your state
fish and wildlife agency currently conducts that can be
explained by a Behavior Over Time graph. What are the
parts of the system (variables) focused on by your state
agency that change over time & needs to be managed?

19. Make the system visible
• Represent the interactions between the parts
of the system through the following systems
models
Behavior over time graphs (page 10)
Causal loop diagrams (page11- 14)
Input/output diagrams (page 15)
Iceberg Model (page 19- 22)
Educators: Check the Causal Loop/Feedback systems model on pages 11-
14 and identify the mathematical relationship (increase, decrease,
positive & negative feedback)

20. A system is changing when one variable in the system is
changing in the same (s) direction (increase or decrease)
as another variable. This is a self reinforcing (R) or
positive causal feedback loop
Simplified positive reinforcing causal
loop:
Input/Event: Wildlife Output: Wildlife Births ↑
Population ↑
A system is in balance (B) or equilibrium when one part of
the system is increasing ↑ while another part is
decreasing ↓. This is a balancing loop (page 14), typical of
Predator Prey relationships

21. Make the system visible
• Represent the interactions between the parts
of the system through the following systems
models
Behavior over time graphs (page 10)
Causal loop diagrams (page11- 14)
Input/output diagrams (page 15)
Iceberg Model (page 19- 22)
Educators: Check the Input/Output systems model on the page 15 and
identify the mathematical relationship (increase, decrease)

22. Model for System Flow
with Inputs & Outputs
Input Output
↓ ↓
[Deer Births] → {Number of Deer} → [Deer Deaths]→
The trends are made more visible by modeling the input and output
flow of the system (Pages18).
Go to the SYSTEMS MODELING ACTIVITY PAGE :
ACTIVITY 2: Represent the system you modeled
with the Behavior Over Time Graph by using a
system flow model that shows inputs and outputs.

23. Make the system visible
• Represent the interactions between the parts
of the system through the following systems
models
Behavior over time graphs (page 10)
Causal loop diagrams (page11- 14)
Input/output diagrams (page 15)
Iceberg Model (page 19- 22)
Educators: Check the Iceberg Model on pages 19-22, linking system events,
with system patterns, system structures and mental models.

24. Story of State Fish and Wildlife Agencies and Programs
Events: People catching and
Observable behaviors releasing fish at local pond
Recurring events over time Pattern: Ecosystem Balance – carrying
capacity stable
Elements in a system that
Structure: State agencies
drive behavior
manage populations: hunting
& fishing regulations
Held beliefs & assumptions
that give rise to structures & Mental Model: We need to
behaviors regulate fishing to ensure
future generations have fish

25. Go to the SYSTEMS MODELING ACTIVITY PAGE :
ACTIVITY 3: Create an iceberg model representing some
concern you are dealing with in your professional
situation.
Observable behaviors: Events:
What we see
Recurring events over time:
What we see over time
Pattern:
Elements in a system that
drive behavior: What supports Structure:
what we see
Held beliefs & assumptions
that give rise to structures & Mental Model:
behaviors: What we believe.

26. Systems Analysis in 6 Steps
Look at issues in your professional situation through
the lens of systems.
Use the 6 steps for Systems Analysis described in
Sustainable Tomorrow pages 8-21
Practice Systems Analysis using your environmental &
sustainability education lessons. These lesson
typically include both science and social science
disciplines

27. Educators: You can apply the 6 steps of systems analysis to issues
you address through your profession.
The parts of the system that change over time
Relationship between parts of the system
Inputs & Outputs

28. Conclusion
• The Next Generation Science Standards
(NGSS) expects STEM education to include the
study of systems and applying systems
analysis to problem solving.
• Biologists and natural resource managers
apply systems understanding and systems
analysis in their role as professionals for
agencies, business and industry.