Name: Ian Friesen

Lesson Plan
Lesson Title: Systems at Work in the Modern World Grade: 8 Date: Oct 29, 2018
Subject: Science: Systems in Action Strand: Understanding Structures and Mechanisms Location: N/A Time: 2x40=80 mins

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
The lesson fits into the unit for Systems in Action in Gr. 8 Science. This particular lesson would perhaps be
the 3rd of 5 lessons for the unit based on systems, applications of various systems, and finally systems thinking
(considering safety and efficiency and bi-products).

Begin with a 10-15 Kahoot (choose one from below based on student’s comprehension) to get students
thinking about everyday systems, their components and why systems help productivity.

Card Sort:
Hand out the “examples and non-examples” envelope and 2 sticky notes to each desk pair. Have students
label the 2 sticky notes “example” and “non-example”. Students take out slips of paper, ONE at a time, and
categorize them. After 10 minutes take it up as a class, emphasizing their reasoning for organization rather
than if it is right or wrong.
Hand out the “components of a system” envelope and 4 sticky notes to each desk pair. Label sticky notes
“system”, “purpose”, “input”, and “output”. Repeat the above, giving 10 minutes to work on.
Hand out the “classify systems” envelope and 5 sticky notes to each desk pair. Label sticky notes
“mechanical”, “physical”, “biological”, “social”, and “service-based”. Repeat the above, giving 10 minutes to
work on. Note: emphasize reasoning of categorization, not right vs wrong, for these.
Collect slips of paper for next use.

Have students share with their desk mate personal examples of systems they use and why they are productive.
Elicit a few examples for the class to hear.

Hand out exit tickets for students to complete and hand in with their name on it. This will check their
understanding of systems, components of systems, and the benefits of systems prior to moving on to systems
thinking defined around the bi-products, safety, and sustainability of systems.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
3. Demonstrate an understanding of different types of systems and the factors that contribute to their safe and
efficient operation.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
3.1 identify various types of systems (e.g., mechanical systems, body systems, optical systems, mass transit
systems, Aboriginal clan systems, health care systems)
3.2 identify the purpose, inputs, and outputs of various systems (e.g., a garden – purpose: to grow things;
input: seeds, water, fertilizer; output: flowers, food)
3.8 describe systems that have improved the productivity of various industries (e.g., robotic systems have
increased the rate of production in factories that assemble the fine parts of wrist watches)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

 the vast number of systems at work in the world and some similarities/differences between systems
 the three aspects of a system: purpose, inputs, and outputs.
 how systems improve productivity based on their purpose.
ASSESSMENT and EVALUATION

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: categorize systems based on some common criterion and defend my choice
I can: describe the three aspects of a system. That is…what is its purpose? What goes into the system and
what does the system output?
I can: write a short list of systems I utilize that make me more productive.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool
Written, Oral, Performance Specific task for students Instrument used to record
(Write, Say, Do) e.g., turn and talk, brainstorming, mind data
map, debate, etc. i.e., rubric, checklist, observation sheet,
etc.
Assessment For Learning Written Exit Ticket
Assessment As Learning Doing #4 Card Sort Verbal defense for organization
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Studied the simple machines: incline plane, lever, wheel & axle, pulley, wedge, and screw
* Practiced calculating the mechanical advantage of certain simple machines
* A simple background understanding the weight and forces at play with simple machines.
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
The pairings can work at their own pace and they don’t have to finish every single folder of sorting cards.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Input, Output, System, Mechanical System, Mechanical Advantage, Simple Machines

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson
plan where appropriate.
SMART Board for Kahoot, students ipads/laptops to sign on
The exit tickets below (24), the cut outs for sorting(3x12), envelopes to store lose paper (3x12), sticky
notes (11x12)
 Instructions for the Card Sort Activity
Learning Environment (grouping; transitions; physical set up)
Desk pairs as shown in the below seating arrangement. During Kahoot students work independently, during the card sort students work in partners, and for the exit
ticket students work individually.

Cross Curricular Links

Depending on what systems are focused on it could be biology, social sciences, etc
English: defending your conclusions logically.
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 15 (Indicate time breakdown of instructional elements)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Hello class, today we will be doing a lesson about
systems that we use every day. Hopefully we will
better understand the systems that are all around us.

So to begin, we are going to play a Kahoot. We’ve

been studying the basics of systems, you know some
simple machines and how to calculate mechanical
advantage. So, this Kahoot will be a review of those Grab laptops/ipads/other and sign up for kahoot.
concepts getting you ready for the rest of the lesson.
Please grab a laptop and I’ll open the Kahoot page so
you can see the game code. - 5 min
Playing Kahoot. Engaging their minds on the topic of
Review activity with Kahoot “Systems in Action” systems.
- 20 min
https://create.kahoot.it/details/systems-in-
action/54182ec1-9628-44ea-9c61-72fa1f391a6e
If students are already getting the hang of it use this
link… https://create.kahoot.it/details/science-grade-8-
understanding-structures-and-mechanisms-systems-
in-action/ed71447d-4018-4886-8457-bca33a01c2bb
When student understanding is generally low (as
revealed in Kahoot) review specific topic for 1
minute.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 50 min (Indicate time breakdown of instructional elements)

For review: Remember that the definition of a

system is a set of things working together as
parts of a mechanism or an interconnecting
network to complete a desired task.

So today we have 3 learning goals.

Today I will learn…
 the vast number of systems at work in the
world and some similarities/differences
between systems
 the three aspects of a system: purpose, inputs,
and outputs.
 how systems improve productivity based on
their purpose. – 4 min

*FACT #4 Card Sort is the body of the lesson*

To achieve each of these purposes we will do a three

part activity. See brief instruction page at the bottom
of the lesson plan. This could be handed out to
students or simply posted on board.
Labeling sticky notes. Organizing slips of paper.
#1 I’m handing out sticky notes and you’ll write the Defending their reasoning and coming to
two categories on the sticky notes from the first conclusions together.
envelope. I’ll hand out envelopes to each desk pair.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 You will open up the first envelope (examples/non-
examples) and take slips out one at a time. As you
take each one out, you will have to sort them.
Between you and your partner at your desk you need
to choose where to place it and defend why you
would place it there. The first task is to decide
whether the word on the slip is an example of a
system or is not a system.

As students sort the cards, circulate the class and ask

students to defend their choices. – 8 min
Quickly take up student work talking through tricky
systems and organizing them with the “answer key” Labeling sticky notes. Organizing slips of paper.
Defending their reasoning and coming to
#2 Please put the slips back in the envelope and I’ll conclusions together.
hand out the next envelope. This second one you will
need to write 4 headings on the sticky notes: system,
purpose, input, and output. And you will do the same
thing. Remove one slip and, between you and your
desk-mate, categorize it under one of the four
headings.

As students sort the cards, circulate the class and

inquire why students have placed paper in certain
places. – 8 min
Quickly take up student work talking through tricky
systems and organizing them with the “answer key”
Labeling sticky notes. Organizing slips of paper.
#3 Please put the slips back in the envelope and I’ll Defending their reasoning and coming to
hand out the next envelope. This third one you will conclusions together.
need to write 5 headings on the sticky notes:
mechanical, physical, biological, social, and service-
based. And you will do the same thing. Remove one
slip and, between you and your desk-mate, categorize
it under one of the five headings.

As students sort the cards, circulate the class and

inquire why students have placed paper in certain
places. – 15 min
Quickly take up student work talking through tricky
systems and organizing them with the “answer key”

Please put your slips back into the envelope and

collect the envelope.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 20 (Indicate time breakdown of instructional elements)

Turn to your desk-mate and give one example of a

mechanical system. With the same partner describe
the purpose of the system. (Popsicle stick call out

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 students to share their/or their partners example Sharing with desk mate one mechanical system they
including the purpose). Now share with your partner use and its purpose.
the inputs and outputs of the example system you
gave. – 10 min
You’ve just shared a mechanical system with your
desk-mate. Now I’m going to hand out some exit
tickets for you to fill out. This is to show your
understanding. It will help me know if you have
grasped the content from today’s lesson.
Exit Ticket: -10 min
1. A mechanical system I’ve used is…. Filling out exit ticket individually.
It made me more productive because…
2. A system I use every day is….
It makes me more productive because…
3. A system my parent/guardian uses every day is…
It makes them more productive because…
Extension Activities/Next Steps (where will this lesson lead to next)

Silent walk through hallways in school. Students record any system that they see (input, output, purpose).
Competition to collect the most. Return to classroom and share systems that they saw.

This lesson can and should be followed up by a lesson on systems thinking; engage student thinking about the
side-effects of systems and what can be changed in a system to make it more sustainable, equitable, efficient,
and productive.
Have students choose one system and make a simple poster (8.5x11) describing the purpose, inputs, outputs of
the system. The poster should also include how it helps productivity and what safety features it has (if any).
Lastly, the poster should include some recommended improvement to make it safer, more efficient, and more
equitable.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Name: Date: Name: Date:

A mechanical system I’ve used is _______________ A mechanical system I’ve used is _______________
It made me more productive because… It made me more productive because…

A system I use every day is ____________________ A system I use every day is ____________________
It makes me more productive because… It makes me more productive because…

A system my parent/guardian uses every day is A system my parent/guardian uses every day is
________________________ ________________________
It makes them more productive because… It makes them more productive because…

Name: Date: Name: Date:

A mechanical system I’ve used is _______________ A mechanical system I’ve used is _______________
It made me more productive because… It made me more productive because…

A system I use every day is ____________________ A system I use every day is ____________________
It makes me more productive because… It makes me more productive because…

A system my parent/guardian uses every day is A system my parent/guardian uses every day is

________________________ ________________________
It makes them more productive because… It makes them more productive because…

Name: Date: Name: Date:

A mechanical system I’ve used is _______________ A mechanical system I’ve used is _______________
It made me more productive because… It made me more productive because…

A system I use every day is ____________________ A system I use every day is ____________________
It makes me more productive because… It makes me more productive because…

A system my parent/guardian uses every day is A system my parent/guardian uses every day is

________________________ ________________________
It makes them more productive because… It makes them more productive because…

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 CARD SORT (#4)

Is a System Is not a System

Kitchen aid mixer
Air-conditioner Textbook
Religion Cold
Railway Sprinting
Solar Friction
Ecosystem Lubrication
Camera Side-effects
Wolf pack Output
Symphony Essay
Garden Medication
Amplifier Pizza
Religion
Fur Trade

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 System Purpose Input Output
Replace hammer to put Nails, air pressure,
Air gun High-velocity nail
nails in wood force

Efficiently mix
Ingredients,
Kitchen Aid mixer cooking/baking Mixed ingredients
electricity
ingredients

Lamp To shine light Electricity Light

Lift and transport heavy Fuel for engine, Bucket lifts, wheels
Front-end loader
and large loads pneumatic pressure turn
Stronger audio
Amplifier To make a sound louder Audio signal
signal
Electric pencil More efficiently sharpen
Pencil, electricity Sharp pencil
sharpener pencils

To move a large Fuel, work to

Snow-blower Snow is blown away
quantity of snow quickly operate

To extract nutrients
Digestive system Food Nutrients
from food
To grow plants to
Garden Water, seeds, sun Vegetables, fruits
eat/enjoy
Instruments,
Symphony Play beautiful music Beautiful music
conductor

Be a unified team that

Game, smooth
Sports team executes the maneuvers Players, equipment
plays, points scored
needed for the game

To make a profit
Employees, vision, Profit from
Business providing a
raw materials products/services
good/service

Alpha male, other

Hierarchy and
Take down a moose for wolves (old and
Pack of wolves teamwork to kill
food young, male and
prey
female)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Mechanical Physical Biological Service-Based
Social System
System System System System
Air gun
Drill
Kitchen Aid
Blow dryer
Lamp Security
Front-end loader Ecosystem Telecommunications City transit
Air-conditioner Garden Business Education
Digestive
Computer Immune Cricket team Health-care
Solar
Paper mill Respiratory Symphony Dewey-decimal
SMART Board
Rickshaw Water system Pack of wolves Postal delivery
Volcano
Amplifier Himalayas Religion Railway
Elevator Sahara desert Pride of lions Sewer
Robot
Electric pencil
sharpener
Snow-blower
Sitar

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Seating Plan
Front of Class

Student 1 2 3 4 5 6

7 8 9 10 11 12

13 14 15 16 17 18

19 20 21 22 23 24

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Card Sort Instructions
1. Part #1 Label 2 sticky notes as “Examples” and “Non-examples”
2. Open the first envelope and take one slip of paper out. ONLY one at a time!
3. Place the paper under the appropriate heading, discussing with your desk-mate to
defend your reasoning. (It’s okay to disagree, as long as you can both defend why you
put it where you did)

4. Organize as many of the slips of paper under your headings as you can.
5. Inform the teacher you are done and wait for class discussion
6. Put all the papers back in the envelope.
7. Part #2 Label 4 sticky notes as “System”, “Purpose”, “Input”, and “Output”
8. Open the second envelope and take one slip of paper out. ONLY one at a time!
9. Place the paper under the appropriate heading, discussing with your desk-mate to
defend your reasoning. (It’s okay to disagree, as long as you can both defend why you
put it where you did)

10. Organize as many of the slips of paper under your headings as you can.
11. Inform the teacher you are done and wait for class discussion
12. Put all the papers back in the envelope.
13. Part #3 Label 5 sticky notes as “Mechanical System”, “Physical System”, “Biological
System”, “Social System” and “Service-based System”

14. Open the third envelope and take one slip of paper out. ONLY one at a time!
15. Place the paper under the appropriate heading, discussing with your desk-mate to
defend your reasoning. (It’s okay to disagree, as long as you can both defend why you
put it where you did)

16. Organize as many of the slips of paper under your headings as you can.
17. Inform the teacher you are done and wait for class discussion.
18. Put all the papers back in the envelope.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013