Say to your students:

For the next several days, you will be developing ideas about systems. Before we develop ideas about systems, let's see what you already know. What do you think? What is a system? Let's do a 3-2-1!

On a piece of paper, write down three things that you think are examples of systems. Then write down two things that you think are NOT systems. Now write down one question that you have about systems. Remember, these are your own ideas. Think carefully before you put down an example ñ you must be able to explain it.

Now turn to your group and discuss your ideas about systems. (Depending on class size, groups may be 2 - 4 students.) Use your white board (or a large piece of paper) to come up with a list you can all agree on. On the left side, list three things that are examples of systems. On the right side, list two things that are not systems. (Students discuss and list their ideas in a small group. There are no right or wrong answers at this stage.) On the bottom, write one question your group would like to be able to answer as we conduct this WebQuest.

(Have each group explain why they chose the items on their list. Ask other groups if they agree or disagree and why. After each explains their list, display the boards or sheets of paper where everyone can see them. Keep referring back to the sheets for similar ideas.)

Let's look at the ideas we can all agree on and develop a working definition of systems based on our list. Discuss your ideas for a working definition in your small group and then we will come to a class consensus. (Class now develops a consensus working definition. Post the class working definition and refer to it throughout the exploratory stage of the WebQuest (Countdown # 9, 8). Students may change the definition at anytime if the class agrees. When you get to concept development, discuss their definition and compare it to the formal definitions they find during their Internet search.)

ASSESSMENT:

Listen carefully for ideas about systems. Probe students at this stage to ask them why they think certain things are or are not systems. Use several of their ideas to form the list for the exploratory Systems List activity in Countdown #8.

This activity was adapted from an activity shared at: "Designing Standards-Based Instruction: A Continuous Cycle of Science Integrated Instruction and Assessment", a conference sponsored by the Maine Mathematics and Science Alliance March 6-7 2000; Presented by Page Keeley, MMSA. For more information on this learning cycle model, please contact: page.keeley@state.me.us