Students will learn first about the Universal System Model and how it applies to a computer system. They will learn about the four basic components of a computer system.

8-10

40-45 minutes

Technology

Technology Systems

AIM: How do we use the Universal System model to understand how things work?

Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy or other systems. We use the USM to explain how things work. Systems have subsystems as well.

Why do we use the Universal System Model? What are the four parts of the Model? What kinds of resources could input consist of? How would you apply the model to a telecommunications system, like the telephone? How is feedback used? How does the USM apply to a computer system?

Student skills include ability to use MS Word, listen to and follow directions, and use their own knowledge to apply it to the Universal System Model.

Students will be able to identify the components of the Universal System Model (input, process, output and feedback) and apply them to various systems.

Students will be able to compare the computing system to the USM and identify its four primary components.(Input, Storage, Process, Output)

Let's talk about how a car works. How would you describe it in simple terms?

AIM, DO NOW, EQ, HW references on whiteboard section (same location every day).

Students do worksheet, matching each item to Input, Process, Output or Feedback

Title: Is it Input, Process or Output?
Label each item I, P or O to indicate if it is Input, Process or Ouput.

Universal System Model
Resources that go in to the system ___
Finished product, result ___
Working on a task ___
Reaction to Result ___

Washing Machine System
Detergent ____
Spinning _____
Washing ______
Clean Clothes _____
Water ____
Folding ____
Dirty Clothes _____
Agitating _____
Dirty Water _______

Min. 0-10
Follow daily procedure: Distribute Mice, commence DO NOW and take attendance while students are executing DO NOW. The DO NOW is projected on the whiteboard using and LCD dispaly.

Do Now (open word, enter today's date and key in the text)(students type as much as they are able during time allotted)

Every system has a process, and the computer is no exception. In science class you learn about organic systems of living things and the environment, such as the circulatory system of the human body, or the water cycle of the earth.

What's a system? It's a group of elements that interact or function together as a whole. The input is what goes into the system. Many resources can be involved, such as plans, information, materials, energy, financial capital, human effort and time.
The process is what happens with that input. Here's where the action takes place. And the results, or finished product, is called the output.

Systems also have feedback. The feedback is a return of part of the output, other than the finished product. Feedback could be an evaluation, providing new information which can be used to change system inputs.

Consider a clothes dryer. The input is the wet clothes. The process is the spinning of the clothes inside the dryer in the warm air. The result is dry clothes. What about feedback? The dryer emits hot air, that needs to be ventilated.

Min 10-20
Whole class discussion of opening question, "Let's talk about how a car works. How would you describe it in simple terms?"
Use whiteboard to notate some answers and illustrate Universal System Model and connect with a car as an example.

Distribute reading material (1 page with pic) of subject matter.

Project Word document with Definitions of Input, Process and Output

Min 20-30
TASK: Student create own chart in MS Word
Headings (top or left):
System Component|Description|Car|Phone |
(about 50 words)
Review "How do we create a table in word?"
Direct students to create the table and fill in the information. Encourage them to use their own words.

Min 30-38/40
Discuss EQ
Why do we use the Universal System Model? (to describe how someting works)
What are the four parts of the Model?
(Input, Process, Output)
What kinds of resources could input consist of? (Input includes plans, designs, and information. Seven resources of inputs: capital, energy, information, materials, people, time, and tools.)
How did you apply the model to a telecommunications system, like the telephone? What are some examples of feedback? How is it used?

38/40-43/45
Summarize: Use graphic illustration; Ask students to compare USM to computer system. Discover storage!

Distribute hand-out for students to complete as homework and assessment.

Provide printed text of DO NOW for readability (not everyone can see the whiteboard) with graphic organizer for note taking. Read text aloud/have able student read text aloud. Record text of DO NOW if it proves helpful to some students.

Computer workstations need to accommodate any mobility-impaired students. This might include oversized keyboards, alternative input devices, height adjustable workstation (in addition to adjustable chairs).

Direct students to additional infomration on website if they finish task early. Provide supplemental reading at different grade levels and/or links to websites with more information. Have students add more 'systems' to chart for extra credit.

In lieu of creating chart in word, have some students write our key terms on paper suitable for word wall. Other students can use chart paper to creat table, and/or illustrate flow chart of key components.

Have computers available during 'free' period (lunch?) 2-3x/week as needed for students who need more time.

Record text book reading and have bilingual student/teacher prepare Spanish language translation, or use translation software.

Enable text-to-speech feature (sound card, headphones).