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Sunstemi
uniting, putting together
Network Groups 2017
Carol Raymond, M.Ed.
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Theme: Systems

Generalizations:
1. There are many kinds of systems.
2. Systems can be man-made or natural.
3. Systems influence people/things/places.
4. Systems are interrelated

Objectives:
1. In their study of their individual interests and passions, students will generate ten
self-describing statements and share their discovery through a mandala and artist
statement.
2. In their study of individual personalities and group dynamics, students will complete
an informal personality inventory and share their learning through a group
discussion.
3. In their study of symbiosis and synergy, students will participate in group building
activities and discussions, and share their learning through a T-chart.
4. In their study of opportunity cost and comparative advantage, students will evaluate
the comparative advantage of individuals and countries in various situations and
share their learning in a personal production plan.
5. In their study of systems, students will reflect on the weeks activities and create
flapdoodles (mind maps) processing their learning; they will also apply synergy to do
a service project.
6. In their study of social systems, students will consider the meaning of equality and
share their learning through a quote response.
7. In their study of social systems, students will consider true equality and share their
learning in a Socratic seminar discussion.
8. In their study of social systems, students will determine the areas where they are
above average and share their findings in a detailed diagram or clinical finding
report.
9. In their study of social systems, students will consider the unique qualities of various
fictional characters and share their learning through a graphic organizer.
10. In their study of social systems, students will reflect upon the discussions
and activity throughout the week and determine a plan for remaining
unique within structure environments.
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Theme: Systems
Sunstemi
Generalizations
1. There are many kinds of systems.
2. Systems can be man-made or natural.
3. Systems influence people/things/places.
4. Systems are interrelated
Activity/Products Creative Thinking Activities Affective Domain
Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
(List the ones you use) Receiving
Brainstorming Responding
Categorize Valuing
Compare/Contrast Organization
Deductive Thinking Characterization
Determine Cause and Effect by Value
Determine relevancy
Generalize
Hypothesize
Open Ended Thinking
Open-ended questioning

Day 1: Individual X X Brainstorming Valuing

Interest & Passion Generalize
Exploration Open-ended thinking
Mandala
Artist Statement

Day 2: Color X X Categorize Organization

Connections Compare/Contrast
Group Hypothesize
Discussion
Day 3: Synergy X X Brainstorming Valuing
T-chart Compare/Contrast
Teamwork Generalize
Activity
Group
Discussion
Day 4: Opportunity X Determine Cause and Effect Characterization
Cost Determine relevancy by Value
Production Plan Open Ended thinking
Day 5: X X X X Brainstorming Organization
Metacognitive Generalize
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Mission Open Ended Thinking

Flapdoodles
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Day 6: X X X Brainstorming Responding

Harrison Bergeron Open Ended Thinking
Quote Free Open Ended Questioning
Response
Day 7: Harrison X X X X Compare/Contrast Responding
Bergeron short Determine Cause & Effect Valuing
story
Socratic
Seminar
Day 8: Role Reversal X X X Brainstorming Characterization
Letter/findings Determine Cause and Effect by Value
Diagram Determine Relevancy
Hypothesize
Day 9: Character X X Categorize Organization
Analysis Determine Cause and Effect
Chart
Recommendations
Day 10: Handicap X X Determine Relevancy Responding
Comparison Generalize
Discussion
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Lesson #1
Individual Interest & Passion Exploration
Generalization: Systems influence people/things/places.

Level of Thinking: Application & Synthesis

Objective: In their study of their individual interests and passions, students will generate ten self-
describing statements and share their discovery through a mandala and artist statement.
Grouping: Individual

Materials & Resources:

Mandala template
Pencils
Colored Pencils
Mandala PowerPoint
Color inventory
Description of the Learning Process:
The teacher will
1. Introduce the history of mandalas using the provided PowerPoint and engage students in
discussion about mandala creation
2. Guide students in choosing eight words or short phrases to describe themselves based on a
cloze activity (provided in PowerPoint)
3. Allow students to create a visual representation of individual interests, desires, passions, and
goals.
4. About 5 minutes before the end of class time, administer the color personality inventory.
Have students put their names on them, and take them up for tomorrow.
Important notes:
Students will likely not finish the mandala activity during Mondays lesson. They may
work on their mandalas and artists statements throughout the week. Allow students to
take them home on Thursday to complete if they are still unfinished at that time
They should NOT put their names on the front of their mandalas. They will be displayed
and parents can view the mandalas to guess which is their childs

The students will

1. View the history of mandalas and engage in discussion about mandalas
2. Choose eight words/phrases describing themselves
3. Create a mandala representing their interests, desires, passions and goals
4. Complete personality inventory

Evaluation of Knowledge Gained:

Mandala Creation
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Lesson #2
Color Connections
Generalization: Systems influence people/things/places.

Level of Thinking: Analysis & Evaluation

Objective: In their study of individual personalities and group dynamics, students will complete
an informal personality inventory and share their learning through a group discussion.
Grouping: individual, small group, large group

Materials & Resources:

Color inventory (double sided with color explanations on back)
Description of the Learning Process:
The teacher will
1. Using the color personality inventories from yesterday, group students by categories
use the number, not the color
2. Ask students to discuss the color descriptions on the back and have groups make a
conjecture as to which color describes them (5 minutes)
3. Have groups share their conjecture, then explain the correct colors for each group
4. Regroup students into groups with heterogeneous color groupings
5. Lead students in brainstorming instances where collaboration is needed (ex. basketball
team, group projects at school, surgery team, etc. (5 minutes)
6. Assign each group one of the examples of collaboration and have each group discuss why
it would be good to have a mix of colors on the team and why it would be detrimental to
have all of one type of color (5-10 minutes)
7. Encourage groups to share their discussions with the large groups
8. Facilitate a group discussion on why different personalities are instrumental in effective
group dynamics
9. Allow time to work on mandalas and artist statements
The students will
1. Find students with same personality inventory high score
2. Discuss the color descriptions and identify the color that describes them
3. Share the color that they think describes them
4. Move to a group with all colors represented
5. Brainstorm teams where collaboration is needed
6. Discuss why certain teams would benefit from having a mix of personality types
7. Share ideas with the large group
8. Discuss group dynamics
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9. Work on mandala and artist statement

Evaluation of Knowledge Gained:

Active participation in group discussions
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Lesson #3
Synergy
Generalization: Systems are interrelated
Level of Thinking: Analysis & Evaluation
Objective: In their study of symbiosis and synergy, students will participate in group building
activities and discussions, and share their learning through a T-chart.
Grouping: Small Group
Materials & Resources:
Symbiosis & Synergy PowerPoint
Steve Johnsons Where Good Ideas Come From (4:07) http://www.youtube.com/watch?
v=NugRZGDbPFU&feature=related
2 Blindfolds
glass of water
a few sheets of construction paper
a pair of socks
large sheets of paper
Description of the Learning Process:
The teacher will
1. Introduce the 3 Headed Being activity. Have three students link arms. The two on the
edges are blindfolded. The person in the middle acts as the eyes of the being and the
two on the outside are the two arms. The students complete the following activities in
increasing difficulty. (10-15 minutes)
a. Tear a piece of construction paper exactly in half
b. Take two separate socks and pair them
c. Give the middle head a sip of water
Debrief the activity by discussing how the group had to work together to reach its goal
2. Separate students into small groups and introduce the Uniqueities & Similarities
activity. Students create a T chart. On the left, students list uniqueities characteristics
that make one person in the group unique; on the right, students list similarities the
things that everyone in the group has in common. Have groups share their lists and
determine if anyone in the entire group has a unique characteristic and if there are any
similarities that the entire group shares. (10-15 minutes)
3. Watch Steve Johnsons Where Good Ideas Come From (4 minutes) and guide discussion
about synergy, technology and innovation
Note:
If time remains, lead students through the PowerPoint with info about Fuller
The students will
1. Participate in the 3 Headed Being activity and discussion
2. Brainstorm the things that make them similar and unique from their groupmates
3. Discuss the benefits of synergy and brainstorm ways that technology affects group
dynamics

Evaluation of Knowledge Gained:

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Participation in group activities and discussions.

Lesson #4
Comparative Advantage
Generalization:
Systems are interrelated.
Level of Thinking:
Synthesis
Objective: In their study of opportunity cost and comparative advantage, students will evaluate
the comparative advantage of individuals and countries in various situations and share their
learning in a personal production plan.
Grouping: large group, small group
Materials & Resources:
Video: http://www.youtube.com/watch?v=38hvvAzgXZY
Index cards
Four poster size pieces of paper
Markers
Description of the Learning Process:
The teacher will
1. Watch Youtube video Episode 34: Comparative Advantage and Trade (7 minutes)
2. Encourage students to consider times in their school experience, especially with group
projects where they might be the fastest or most accurate, but that the overall benefit
might be better for others to take a part of the project.
3. If there is time, have students create personal scenarios either from the past or
possibilities in the future and write the scenarios of the best possible production plan on
an index card. Allow students to share.
4. With about 20 minutes left in the class time, wrap up the weeks learning. Lead students
in a flap-doodling (mind mapping) activity. Students will start in four groups centered
around a poster size piece. Each sheet will have one of these four words in a box in the
center of the page:
a. Synergy
b. Talent
c. Goals
d. Comparative Advantage
5. Students add lines from each corner and should write associated words or draw
associated pictures. Each word has a limit of 4 associations, but each word can break off
into four additional directions. Students should spend five minutes at each table and
rotate throughout. Keep these to finish tomorrow, if necessary.
The students will
1. Discover that although one individual might be the best at a particular task, there is often
benefit in allowing others to perform the task
2. Watch a real life example of comparative advantage and trade
3. Brainstorm possible scenarios where they may be the best suited for a task, yet the
opportunity cost is greater to allow others to step into particular roles
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4. Recount their learning throughout the week in words and pictures

Evaluation of Knowledge Gained:

Thoughtful personal production plans
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Lesson #5
Metacognition
Generalization:
There are many kinds of systems
Level of Thinking:
Application, Analysis, Synthesis, Evaluation
Objective: In their study of systems, students will reflect on the weeks activities and share
flapdoodles (mind maps) processing their learning.
Grouping:
Large group
Materials & Resources:
Flapdoodles and mandalas
Description of the Learning Process:
The teacher will
1. If needed, take a few minutes to finish the flapdoodles from yesterday. Share the
flapdoodles and discuss how they summarize what the students have learned and
thought about throughout the week. Display the flapdoodles with the mandalas for
the student celebration.
2. Allow students to share their mandalas and have them post them in the hallway.
3. Have students write and draw a picture on 3 cards each to put in the supply kits.
4. Discuss how the service project relates to the theme of individuals working together.
Have the students take a bag and walk along the table, assembling the kits.

The students will

1. Recount their learning with the large group, using the flapdoodles.
2. Explain their mandala
3. Assemble kits for a service project after discussing practical applications for working
together.
Evaluation of Knowledge Gained:
Evidence of depth of thought and connections in their mind maps.
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Lesson #6
What is Equality?
Generalization:
Systems can be man-made or natural
Level of Thinking:
Analysis, Synthesis, Evaluation
Objective: In their study of social systems, students will consider the meaning of equality and
share their learning through a quote response.
Grouping:
Large group, individual
Materials & Resources:
Harrison Bergeron short story
Harrison Bergeron recording
Index cards (2 each)
PowerPoint
Description of the Learning Process:
The teacher will
1. Post the quote All men are not created equal. It is the purpose of the Government to
make them so and lead students to write a response either in words or in images on
an index card
2. Invite students to share their responses and ask questions
3. Either have students read aloud Harrison Bergeron or listen to the provided sound
recording (15 min.)
4. Ask students to write one word describing the story on their second index card collect
these and read them aloud
5. If time allows, either 1) allow students to form questions for the Socratic seminar the
following day, or, if more guidance is needed, 2) provide questions for small group
discussion
The students will
1. Respond to a powerful quote about equality
2. Share responses with large group
3. Listen to Kurt Vonneguts Harrison Bergeron
4. Describe the short story in one word
5. Form questions for Socratic seminar or discuss guided questions

Evaluation of Knowledge Gained:

Student response to short story.
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Lesson #7
Socratic Seminar
Generalization:
Systems influence people/things/places.
Level of Thinking:
Application, Analysis, Synthesis, Evaluation
Objective: In their study of social systems, students will consider true equality and share their
learning in a Socratic seminar discussion.
Grouping:
Large group
Materials & Resources:
Socratic Seminar PowerPoint with guidelines
Harrison Bergeron printed stories
Description of the Learning Process:
The teacher will
1. Discuss expectations of the Socratic seminar
2. Facilitate Socratic seminar share guidelines and potential roles for students to consider
(you do not need to assign roles unless students need additional structure, the roles
are simply for students to consider possible roles for themselves within the
discussion.) If the group is large, you may wish to create concentric circles with one
group on the inside discussing and a group on the outside observing, then switching
about halfway through. If you decide on this model you can also leave an empty chair
in the middle circle in case an individual from the outer circle wishes to quickly join
the discussion and then return to the outer circle.
The students will
1. Learn expectations for seminar
2. Participate in thoughtful discussion about the literature, posing insightful questions and
answering perceptively.

Evaluation of Knowledge Gained:

Active participation in Socratic seminar
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Lesson #8
Role Reversal
Generalization:
Systems influence people/things/places.
Level of Thinking:
Analysis, Synthesis, Evaluation
Objective: In their study of social systems, students will determine the areas where they are
above average and share their findings in a detailed diagram or clinical finding report.

Grouping:
individual
Materials & Resources:
White copy paper
Colored pencils
Notebook paper
Role Reversal PowerPoint
Description of the Learning Process:
The teacher will
1. Introduce role reversal activity using role reversal PowerPoint
2. Facilitate students production of diagram of handicaps or clinical finding report THESE
SHOULD NOT HAVE THE STUDENTS FIRST NAME ON THE FRONT OF THE REPORTS once
they are completed they should hang out in the hallway
The students will
1. Consider their talents and abilities that are above average
2. Create a detailed diagram of all the handicaps that the Handicapper General would likely
prescribe for themselves OR create a clinical finding report detailing the handicaps that
are to be assigned.

Evaluation of Knowledge Gained:

Diagram or clinical findings report of handicaps.
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Lesson #9
Character Analysis
Generalization:
Systems are Interrelated
Level of Thinking:
Analysis and Evaluation
Objective: In their study of social systems, students will consider the unique qualities of various
fictional characters and share their learning through a graphic organizer.
Grouping:
Small group
Materials & Resources:
Character Analysis graphic organizer 1 per group
Role Reversal diagrams and/or clinical finding reports posted outside in hallways

Description of the Learning Process:

The teacher will
1. Lead students in a discussion about how differences, even positive ones, are not always
accepted by society
2. Guide students in completing their character analysis graphic organizer (15 minutes)
3. Facilitate classroom discussion about their character analyses
4. With about 15 minutes left, guide students on a gallery walk to view other the role
reversal products from other classes
5. Facilitate discussion on additional handicaps that they realized that they might need
after looking at other individuals work.

The students will

1. Share their understanding how differences are sometimes interpreted by the public, even
those differences that are necessary
2. Discuss unique characteristics of various fictional characters and determine if (and how)
they think they should change to better fit in with society
3. Share their decisions with the whole group
4. View peers role reversal products
5. Discuss the handicaps that they may have forgotten after viewing additional handicaps

Evaluation of Knowledge Gained:

Thoughtful considerations in their completed graphic organizer.
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Lesson #10
Gallery Walk & Individual Reflection
Generalization:
Systems are interrelated.
Level of Thinking:
Analysis & Evaluation
Objective: In their study of social systems, students will reflect upon the discussions and activity
throughout the week and determine a plan for remaining unique within structure environments.
Grouping:
Small group, individual
Materials & Resources:
Reflection PowerPoint
Paper
Envelopes
Description of the Learning Process:
The teacher will
1. Lead students through PowerPoint with reflective questions
2. Guide students to create a letter to themselves about how to remain unique even in
structured environments.
3. Discuss how the service project relates to the theme of individuals working together.
Have the students take a bag and walk along the table, assembling the kits.

The students will

1. Consider areas within their lives where creativity and uniqueness is discouraged
2. Develop a plan for continuing to strive beyond the norm while still remaining socially
acceptable in various environments
3. Have students write and draw a picture on 3 cards each to put in the supply kits.
4. Assemble kits for a service project after discussing practical applications for working
together.
Evaluation of Knowledge Gained:
Letters of individuality.