1. System Analysis Mrs. Grayson’s 4 th Grade Old Wire Elementary

2. Unit Preparation Prior to beginning Unit 3, Mrs. Grayson did the following : 1.Identified the standards to be taught- (she looked at the unit 3 pacing guide) 2.She asked herself- –“What will my students know and be able to do better at the end of this unit?” 3. She gathered and studied the resources in order to prepare the daily lessons.

3. Plan Daily Lessons: Once Mrs. Grayson had the big picture for the unit, she began planning daily lessons. She knew she wanted her students to be able to use the thinking skill systems analysis for activities in this unit as well as the following units. This lesson was designed to teach the steps of systems analysis.

4. G = goal A = access prior knowledge N = new information A = application G = generalize the goal GANAG is a daily lesson structure that allows teachers to plan for student use of research based instructional strategies.

5. (2) Identifying Similarities and Differences (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (5) Homework and Practice (6) Nonlinguistic Representations (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (9) Generating and Testing Hypotheses (10) Cues, Questions and Advance Organizers GANAG GANAG provides students the opportunity to actively use the nine high-yield strategies:

6. Goal: I can analyze a system. Students wrote the goal in their notebooks and scored both their understanding and effort. (4) Reinforcing Effort and Providing Recognition (8) Setting Objectives and Providing Feedback

7. Access Prior Knowledge Mrs. Grayson displayed pictures from a previous science lesson on her SmartBoard. (6) Nonlinguistic Representations

8. She asked students to turn and talk about what was happening in the pictures. (7) Cooperative Learning

9. New Information Students took notes in their notebook, listing the steps of Systems Analysis. (3) Summarizing and Note Taking

10. The class recreated the “system” of the electrical circuit. They made a few changes to the system and discussed the results.

11. The students returned to their seats and began applying the steps of systems analysis to their experience with the electric circuit. Systems Analysis: viewing something as a system. 1.I identify something as a system. 2.I state all the parts of the system and how they work. Application (10) Cues, Questions and Advance Organizers

12. Systems Analysis: viewing something as a system. 1.I identify something as a system. 2.I state all the parts of the system and how they work. “Explain to the person next to you how the parts of the system work.”

13. Systems Analysis: viewing something as a system. 1.I identify something as a system. 2.I state all the parts of the system and how they work. 3.I change one part of the system to see what would happen. 4.Make a conclusion about how the one change made the system change. 5.Repeat the process. The students remembered one of the changes they made in the system and drew a conclusion.

17. Revisit the Goal The students revisited the goal and scored their understanding and effort at the end of the lesson.

19. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., Ford, Sharon M., & Black, Margaret M. (2012). Minding the Achievement Gap. Alexandria, VA: Association for Supervision and Curriculum Development.