Our experience with project-based inquiry learning using STELLA models has lead us to put together a possible unit plan for future use.

I. Information Gathering
1.  Students will collect newspaper, magazine and/or internet articles.  Each student will analyze one article from the collection that sparks their interest in the following manner:
        a.  Record the questions they have before they read the article
        b.  Read the article critically
        c.  Write down
                1.  the facts
                2.  the opinions
        d.  Evaluate the integrity of the source
        e.  Write a few sentences on how this connects to the issue
        f.   Record the questions they have after they have read the article
        g.  The class will create a concept map based on what they learned in the articles.

2.  Field trip to the local forest
        a.  Students make observations of the forest ecosystem--plants and animals
        b. Students collect ongoing data of:
                1.  Temperature
                2.  Relative humidity
                3.  Amount of canopy
                4.  Species diversity
                5.  Density of the forest
                6.  Height of canopy
                7.  Light intensity
                8.  pH of soil
                9.  Rainfall

II. Information processing
1. Students will assess the information gathered and plan future activities.
        a.  What do we know about the forest?
        b.  What are the interrelationships in the ecosystem?
        c. What might be the effects cutting down the forest on the global environment?
        c.  What do we need to know?

special note: For the purpose of using a Stella  model it will be important for students to become better informed about the nature of these models, the history of  forest destruction, the global carbon cycle, and factors that contribute to increased  atmospheric carbon.

2.  Students will do research about  the local forest using library resources, the internet, and human resources.

3.  Students will present their findings orally followed by a class discussion.

III. The Stella Modeling
1.  Students will become conversant with the Stella modeling software by using simple models of systems unrelated to forest carbon cycling.
2.  Students will then work with a Forest Carbon Cycle Model in the following manner:
    a.  Ask questions that they would like to test
    b.  Predict possible outcomes
    c.  Run the model to test their prediction
    d.  Students will record what they have learned as a result of their tests of the model
    e. Analyze their results.

IV. Concluding Activity
 1. Students will engage in large and small group discussions that may include the following:
    a.  An evaluation of the model
    b.  An analysis of their outcomes
    c.  Proposing possible hypotheses for trends they observed
    d.  Assessing human activities and how they might impact  global environment
 
 V. Possible Extensions
    1.  Study reforestation and its possible effects.
    2.  Interviews with decision-makers (zoning commissioners, local politicians, etc..)
 

VI. Resources for teachers
      The following is a list of resources that teachers may find useful in implementing this unit plan.
1. GLOBE
2. GREEN
3.  Eastern North American Forests
4.  Western North American Forests