Initial Publication Date: May 14, 2018

Teaching Resources

The Model-Evidence Link Diagrams Project has developed a set of teaching resources to support the teaching of controversial and/or complex Earth and space science topics. Pre-constructed MEL (pcMEL) teaching resources include those for climate change, earthquakes and fracking, wetlands use, and the formation of the moon. Build-a-MEL (baMEL) teaching resources include extreme weather, fossils and Earth's past, freshwater availability, and origins of the universe. pcMELs are also available for the baMEL topics. All materials are freely available under a Creative Commons Attribution-NonCommercial-ShareAlike license . You may reuse these materials for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. Credit the Science Learning Research Group, University of Maryland, for the development of these materials.

pcMEL Teaching Resources

baMEL Teaching Resources

In the Classroom

Reference List for Model-Evidence Link Diagrams Project

MEL/baMEL Gameboard

Some teachers like to create large "gameboard" versions of the MEL/baMEL diagram. The components included in the Teaching Resources section are designed for letter size paper. The components below are for an 18 X 24 inch version.

Components

MEL/baMEL Gameboard Template 18x24
MEL/baMEL Gameboard Template 18x24[creative commons]
Provenance: UMD Science Learning Research Group
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

Project Support

The Lateral Reading-Model-Evidence Link Diagrams project is supported in part by the NSF under Grant Nos. DRL-2201012, DRL-2201013, DRL-2201015, DRL-2201016, DRL-2201017, and DRL-2201018. Previous support came from Grant Nos. DRL-2027376, DRL-1721041, and DRL-1316057. Any opinions, findings, conclusions, or recommendations expressed are those of the authors and do not necessarily reflect the NSF's views.


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