Lesson
Overview: Students will identify and investigate cycles and
systems. They will apply their understanding of a system by illustrating,
labeling, and explaining the relationship between parts within that
system.
Note
to teacher: This lesson can be taught in any fourth grade
classroom that follows the New York State Mathematics, Science and
Technology Standards. If you use the Putnam/Northern Westchester BOCES
Science 21 Curriculum, it should be used in your review lessons before
the NYS 4th Grade Science Test.
Number
of Class Periods: 3 to 4 periods
Standards
New
York State
MST
Standard 4
PS
1.1a, 1.1b, 2.1c
LE
4.1a
MST
Standard 6
1,
2, 4
Education
for Sustainability Core Content and Performance Indicators
The
Dynamics of Systems & Change
C3
Be able to step back and see the big picture.
C6 Identify simple and complex systems in everyday life by recognizing
specific parts of these systems and describing their interdependence.
Overarching
Question:
How
are we all going to live well within the means of nature?
Essential
Question(s) for Unit:
How
does sustainable behavior within an interrelated system ensure healthy
commons?
Guiding
Questions:
What
is a cycle?
What
are some defining features of a system? (e.g., a system has many parts
that work together; if you change one part it effects other parts;
if you remove or add something it can change the whole system)
Resources/materials
for this lesson:
“Principles
of Ecology.” Center for Ecoliteracy. http://www.ecoliteracy.org/education/principles_of_ecology.html
1 July 2009. This is background information for teachers. This site
focuses on education for sustainable living. Information geared toward
K-12 educators, parents, and other members of the school community
who are helping educate and inspire children to gain the knowledge,
skills, and values essential to sustainable living. Not needed for
teaching lessons.
“Stock
and Flow.” Schlumberger Excellence in Educational Development,
Inc. http://www.seed.slb.com/subcontent.aspx?id=4014&terms=stock+and+flow
1 July 2009 This web site offers an illustration and an interactive
model of a bathtub system with water pouring in and flowing out.
“How
it Works, the Toilet.” L.E. Humke. You Tube. Downloaded
from You Tube: 16 July 2009 Contains a narrated explanation of how
a toilet flushes. The component parts are a little hard to see, but
otherwise good.
“How
Toilets Work.” How Stuff Works. http://home.howstuffworks.com/toilet1.htm
16 July 2009 This site has an animation of the side view of a toilet
flushing. The components of the toilet system are listed. It is not
narrated.
1. Connect
to Lesson 1 by reviewing what students learned about sustainability
in the deserted island activity.
2.
Recall that we need a renewable source of water in order to survive.
3.
Introduce the concept of a “cycle” by asking where water
comes from. Review this cycle by watching a video of the water cycle
(Spend more time reviewing water cycle at this point, if appropriate.)
Make sure that you address any student misconception that there is
a beginning and end to the water cycle. You can start anywhere.
4.
Students label the water cycle stages as group on the Smart Board,
or independently on “The Water Cycle” worksheet (included)
5.
Use SMART Board file or chart paper to record the characteristics
of a cycle (e.g., it is cyclical, it usually starts and ends in same
place, it takes time).
6.
Have students brainstorm different cycles in small groups. (Encourage
students to think of various topics such as sports, school year, calendar,
seasons, plants, materials, animals, etc.)
7.
Homework or class work on Day 2: Think about an example of a cycle
with which you are familiar. Draw/label the stages of your cycle on
“My Cycle” graphic organizer (included,) or use computer
program templates such as Kidspiration or MS Word.
Day
2 or 3
1.
Students share their examples of the cycles they created on the graphic
organizer, “My Cycle.”
2. Pre-assess through discussion by asking, “What is a system?”
Record student feedback on a SMART Board “Systems” file
(included) or a web or idea map on chart paper.
3. Students complete “Stand Together” systems activity.
In small groups (5-8 students), children sit, interlock arms, and
try to stand together as a group. The two rules they must follow are:
no touching the floor, and no disconnecting arms.
4. Repeat activity as a whole class and discuss what problems the
class had in accomplishing the task. Point out what solutions were
generated if any—or if none were generated, ask for some ideas
after the fact.
5. Discuss how this activity was an example of a system. (Answer:
The individual pieces need to work together, so that the system is
functional)
What
did you experience?
Where
was your attention focused while working on this activity? (details
or big picture – yourself or others)
6. Revise
students’ working definition of a system based on their experiences
in the activity today.
7.
Homework: Give out the worksheet “Systems in Your Home”
(included). Tell the students they will investigate a system in their
own homes. If homework is not practical for your class, you may also
show the “How it Works, the Toilet” http://www.youtube.com/watch?v=a2VaSkmeaC0
or “How Toilets Work” http://home.howstuffworks.com/toilet1.htm
animations. Then have the students complete the worksheet.
2.
Have students comment on what they noticed, then explain the definition
of a “system.” (see Glossary)
3.
Distribute the “Systems Brainstorming Web.” (included)
In small groups, students will brainstorm natural systems. They should
brainstorm examples for each given category, and record their ideas
on their group charts. Ask, “What other interconnected systems
can you identify?” (Examples: objects, organisms, machines,
processes, ideas, numbers or organizations.)
4.
Share and chart examples of systems as a class.
5.
Students will pick one system from the class chart, draw the system,
identify its parts, and explain what makes it a system.
6.
Teacher will assess student work using the rubric.
cycle
- a series of events or operations that happen again and again regularly
and usually lead back to the starting point (e.g., the cycle of
the blood from the heart, through the blood vessels, and back again)
system- any collection of things that have some influence on each
other…the things can be anything, including objects, organisms,
machines, processes, ideas, numbers or organizations.
Note
to teacher: This lesson can be taught in any fourth grade
classroom that follows the New York State Mathematics, Science and
Technology Standards. If you use the Putnam/Northern Westchester BOCES
Science 21 Curriculum, it should be used in your review lessons before
the NYS 4th Grade Science Test.