5.++Instructional+Events

Anna Davis EDUC 533 Instructional Events

Students will analyze how the parts of a system go together and how these parts depend on each other.
 * //__Essential Questions__//**:
 * What are the parts of a system and their functions?
 * How do the parts of a system work together?
 * How do I show how the parts of a system depend on each other?
 * What happens when I use different inputs?
 * How would a changed input effect the system?
 * //__Learning Goal__//**:

This unit will take 6 days to complete and should be taught at the beginning of the year so students have mastery of systems in science. Each day consists of a 90 minute block and there are five days a week.
 * //__Unit Scope and Sequence__//**:

// It is assumed that during this unit, the students and teacher will have access to a document camera and projector as well as access to computers. The teacher will be presenting information with the document camera and projector. // __Day 1__: //Time//: 90 minute session //Technology needed//: Document camera and presentor //Activities//:
 * [|Pre-Assessment Survey] completed individually by all students.
 * Brainstorm with students what a system is. Give students time to work first by themselves, then in small groups, and then as entire class.
 * Present examples and non-examples of systems and have students discuss these.
 * Students will draw the system in the classroom, label the parts, and their functions.

__Day 2__: //Time//: 90 minutes //Technology needed//: document camera and presentor //Activities//:
 * Review systems of science.
 * Brainstorm what are parts of a system. Individual, in groups, and then as a class.
 * Students classify objects as a parts or not parts.
 * Students will write a [|short paper]explaining how the parts of a system work together.

Day 3: Time: 90 minutes Technology needed: Document camera and presentor Activities:
 * Review with students systems and parts of systems.
 * Students will use props or pictures to explain how one part of a system depends on other parts of the same system (e.g. how does the lead in a pencil depend on the wood around the pencil).
 * time for preparing [|presentation]
 * each pair presents presentation

Day 4: Time: 90 minutes Technology needed: document camera and presentor Activities: > > > Day 5 and Day6: > Time: 90 minutes each day > Technology Needed: document camera, presentor, and computers > Activities:
 * Brainstorm what might happen if an input is changed whole group.
 * Have students experiment with changing the input in different systems.
 * Students will compare and contrast different types of inputs and outputs in their science [|journals].
 * Take students to a different location (e.g. courtyard, gym, hallway...) if possible and discuss what would happen with a different input in that system.
 * After completing this students will write a [|reflective piece]on what happened with the change to their input.
 * Students will review systems, their parts, and the [|scientific method].
 * Students will be put into groups to create a presentation.
 * Groups will make a prediction about what happens if a part of a system is missing or broken.
 * Groups will then use scientifc method to test their prediction.
 * Students will then create a presentation to present their predictions and findings to the class.

Day 7: Time: 90 minutes Technology Needed: Computer, document camera, and presentor Activities:
 * Students present their [|presentations] to the class.

//Throughout this unit, the students will be using different levels of Bloom's Cognotive Taxonomy. Day 1 examines what knowledge the students already have as well as building upon that. Day 2 determines if they have an understanding of a system and that it is made up of parts. Day 3 is the application level during which students will be applying their knowledge to the subject. Day 4 is the day for analysis and synthesis during which they will analyze what will happen if a change occurs. Day 5, 6, and 7 all examine when students use their knowledge to evaluate a situation.

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