1. Reflection on animation and systems thinking Day 1

2. What did you learn? By making an animation? By watching other groups’ animations?

3. Why animation? Depiction of abstract concepts and systems Dynamic Readily integrated with science content Little production and post-production time needed

4. Adjust animation to fit your needs Pre-production: –Degree of scaffolding can vary easily, e.g., Grades 8-12: Provide a scenario for students Higher Ed: Ask students to research primary literature or create an animation that captures concepts of their own scientific research System analysis can similarly be adjusted – from simple causal loop diagram to computer simulation –Components include research, diagram or model system, write narration, create storyboard

5. Adjust animation to fit your needs Production: –Paper- or clay-mation (or other malleable/moveable objects or materials) –Whiteboard or illustrated animation –Computer animation (much more time- intensive) Post-production: –Little editing necessary Distribution