Week Of: Oct. 26 - 30, 2009 Teacher: Stevens Subject: Fourth Grade Science
Vocabulary: system, parts, function, light, energy, non-living
Observe a system and identify at least three parts of the system and describe their roles. Then choose one of the
parts identified and predict what would happen to the system if that part was removed.
Objective: Class Activities: Materials:
TSW know that complex ENGAGE
systems may not work if NOTE: 1 Day = 50 minutes
some parts are removed. Suggested time: Day 1 Science Notebook:
1. Ask the students to reflect on what makes a system and to give examples This activity is designed so that
TSWBAT identify and of a system in their journals. After allowing students time to reflect in their students can observe and
describe the roles of parts journals, allow the students time to share their systems with the class. explore systems and their parts.
in nonliving systems. When the student gives you an example of their system, ask: It is important to stress that
TSWBAT predict and draw What makes your example a system? Answers will vary but lead there is no prescribed way to
conclusions about what students to share that a system is composed of parts that work explore the interactive system
together to perform a function. and that "winning" is not the
happens when part of a 2. Launch the internet and navigate to the Break it Down website. object of the exercise.
system is removed. 3. In this activity, students manipulate a system made up of ramps, switches, Discuss with the class what they
and gears. Marbles roll through the system and eventually hit a lever attached to a have observed, encouraging
Key Understandings and flagpole on the right side of the system. Each time the marble students to name the parts of the
Guiding Questions: hits the lever, the flag goes up. If the flag falls all the way to the bottom, the system and to describe what the
Systems are composed of system has broken down. Students must keep the flag from falling all the parts do individually, as well as
parts working together to perform way to the bottom while removing parts of the system. what they do with other parts
4. Allow students to manipulate the system on their own, encouraging them to
a function. of the system. Encourage them
remove some of the blocks and observe what happens to the system. to come up with questions or
— How do parts work together to
5. Have students click the “Learn More” button and have a student read the challenges that they would like
perform a function?
information to the class. to explore about the system,
— What happens when parts are
Student reads: “Anything with parts that work together as a whole is called such as how to get rid of the
a system. Often, removing a part makes the system work less well, or not most parts while still having the
— Are some parts more at all. For example, if you took the engine out of a car, it wouldn’t run. If you
important than others? Explain. system "do it's job."
took out the steering wheel, it would still go, but you wouldn’t be able to
control it. Sometimes taking away a part doesn’t make a big difference. For
example, if you took the hand brakes off a bike, you could still brake with
your feet by pedaling backwards. Sometimes, taking a part away from a
system can actually make it run better. In this activity, removing some
blocks may have actually improved the system.”
6. Inform the students that in this lesson, they will explore how parts of a
system work together, and what happens when parts are removed.
TEKS: 4.5, 4.5A, 4.5B
ELPS: 1E, 2E, 2I, 3D, 3J, 4E, 5B
OBJECTIVES: TSW know EXPLORE/EXPLAIN Suggested time: Day 2 MATERIALS:
that complex systems may 1. Start this section by reflecting on yesterday’s lesson. holiday lights
2. Say: We have looked at a computer-generated system. 9-volt battery
not work if some parts are Card Set: Circuit Cards (1
removed. What is a system? Parts that work together to do one job or function. per student pair)
TSWBAT identify and How are the parts of a system related? Parts have to work together. Handout: Circuit Pictures (1
describe the roles of parts Not all parts are always needed. For example, the strap on an per student pair)
in nonliving systems. umbrella is not needed for the umbrella to function. It is helpful, but not Handout: Parts of a
TSWBAT predict and draw Teacher Version (1 per teacher)
What happens if a part is removed? Most of the time if the part is
conclusions about what removed the system will not work. Use Figure 3 on Parts of a
happens when part of a 3. Divide the class into partner groups. Flashlight
system is removed. 4. Give each group a copy of the card set: Circuit Cards and handout: Teacher Version to guide the
Circuit Pictures. students.
5. Have each group get the materials pictured on Figure D of Circuit Point out that the bulb is a
Pictures except the battery (bulb and wiring). You will hand out the battery system composed of parts
when you are ready for the students to build the system. Ask the groups to working together.
identify what the materials are. Have them look closely at the bulb. Have Safety Note:
them identify parts of the bulb. You can review why copper is
Instructional Procedures Notes for Teacher used a good conductor. Ensure
6. Have the students look at the wiring. Ask them to identify parts of the guidelines introduced at the
wiring. (They might work in small groups or pairs to do this.) beginning of this lesson. The
Ask: goal of this lesson is for students
What other part do they need to make the bulb and wiring work to learn that parts have roles in
together? electricity or a battery systems, and that when parts
7. Ask the students to look at their handout: Circuit Cards and predict which are removed from the system,
drawings would result in a lighted bulb (B and C). the system may not work
8. Have the student look at their handout: Circuit Pictures. Have them infer the same. Make sure you have
why Figure C is the only figure showing a lit bulb. Lead students to the accounted for all the bulbs,
conclusion that the parts only produce light when they are put together in a wiring, and batteries. Use this
certain way. time to reflect on the
9. Hand out batteries to the students and have them explore to determine conservation issues brought up
how they can connect the parts to produce a lit bulb. at the beginning of this lesson
10. Have the students to identify the roles of each part in the system. (battery safety, recycling, etc).
TEKS: 4.5, 4.5A, 4.5B What happens when a part is removed? Assignments:
4.7B Are some parts more important than others? Have students defend
ELPS: 1E, 2E, 2I, 3D, 3J, 4E, 5B their opinion.
11. To close, ask students what item they have at home that is similar to the
system they just produced (flashlight). Once a student says flashlight, let
them know a flashlight operates similarly to the system they just built. Ask
them if they think a flashlight has more or fewer parts. Tell them over the
next few days they will “dissect” a flashlight and design an experiment to
determine the roles of each part and what happens when a part is removed.
OBJECTIVES: TSW know ELABORATE Suggested time: Day 3 MATERIALS:
that complex systems may 1. Divide the class into partner groups. Distribute handout: Parts of a Handout: Parts of a
Flashlight. Flashlight (1 per student
not work if some parts are pair)
2. Have a student read the problem section from Parts of a Flashlight to the
removed. class. Handout: Parts of a
TSWBAT identify and Ask: Flashlight Teacher Version
describe the roles of parts What do you think the goal of the experiment is? To answer the (1 per teacher)
in nonliving systems. questions in the problem. Flashlights
3. Show the class a flashlight. Have students hypothesize, based on what The handout: Parts of a
TSWBAT predict and draw Flashlight
they can see and their knowledge of a flashlight, how many parts are in the
conclusions about what flashlight and record their hypothesis on handout: Parts of a Flashlight. Handout: Performance
happens when part of a 4. Hand each group a flashlight WITHOUT batteries. Indicator
system is removed. Ask: and Score Sheet (1 per student)
Based on your previous experiences of flashlights and what you common household
can observe by examining the flashlight, can you hypothesize appliances
what the parts of a flashlight do? Record your hypothesis on your Teacher Version is provided to
handout. assist you in identifying parts of
5. Have students take flashlights apart. the flashlight and in explaining
6. Next, using your teacher version, lead students in a discussion and note how flashlights work. DO NOT
taking about the functions of the parts of a flashlight and what happens explain how a flashlight works
when a part is removed. Students may record the function on page 2 under BEFORE the students have the
the notes section of their handout. opportunity to identify the roles
7. Have students compare their hypothesis about what the function of the of the parts. Use the teacher
parts were to the actual role of each part. version to assist groups when
8. Give student groups a short time to explore what would happen if they they have trouble identifying
removed parts. roles of the flashlight.
If some parts in a flashlight are more important than others, will Unit: 03 Lesson: 01
TEKS: 4.5, 4.5A, 4.5B the flashlight still work if certain parts are removed? Most of the Assignments:
parts are needed. Some parts like the lens are for protection. The
flashlight will work without them.
ELPS: 1E, 2E, 2I, 3D, 3J, 4E, 5B
Some flashlights are more
difficult than others to take apart.
1. Distribute handout: Performance Indicator and Score Sheet.
2. Have examples of several household appliances in the classroom.
3. Ask students to choose one of the appliances and identify 3 parts of the
appliance and describe their roles.