Also discovered is the fact that removing or reversing one of the batteries in the medium flashlight causes the system not to work. A student reporter from each group will present a short summary of their chart to the class. Have students work in groups to refine their charts if there is lack of agreement. A short summary of the group's chart. Student charts are posted for future reference.
Students verbally explain to the teacher how the scissor parts form a system.
Sort Description Students develop an operational definition of a system. The students apply the definition to other living and nonliving systems. Collect actual models or pictures of types of systems. Review previous activities with small and medium flashlights having students identify parts required to form a flashlight system. Record responses offered by students on overhead.