NAME: GREG WINIEWICZ DATE: 03/31/2014 NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Lesson To !": Lightning Lesson R#$!on#%e: This is a 1 day lesson introducing students to lightning. Des"&! $!on o' C%#ss&oo(: This is a 4th grade classroom of 30 students. 17 boys and 13 girls. S$)*en$ +#",-&o)n*: Students should already know what lightning is and what it looks like first hand. They should also know that it usually forms during storms. Ne.#*# S$#n*#&*s: P. .!.". Students know electric currents can #roduce magnetic forces and magnets can cause electric currents. $%S &. .'.3. Students know how to draw conclusions from scientific e(idence. $%S

&.).'.*. Students know models are tools for learning about the things they are meant to resemble. +%S L#n-)#-e O/0e"$!.e1s2:
Students will create their very own electric discharges to represent lightning Students will write and illustrate what they learned in their science notebooks

Con$en$ O/0e"$!.e1s2: Students will understand how lightning is formed by creating their (ery own electronic discharge without the use of any ty#e of #ower source. 3e4 Vo"#/)%#&4:
Lightning, Thunder, -onductor, Positi(e charge, &egati(e charge

+es$ P&#"$!"es: (put an X next to those that you address in your lesson)
. . . P&e #&#$!on 'da#tation of content Links to background Links to #ast learning Strategies incor#orated In$e-&#$!on o' P&o"ess Listening S#eaking 7eading 0riting . . . . . . . . . . . . S"#''o%*!n/odeling 1uided #ractice +nde#endent #ractice 2erbal scaffolds Procedural scaffolds A %!"#$!on 3ands4on 'uthentic 5/eaningful6 Linked to ob8ecti(es Promotes engagement . . Assess(en$ +ndi(idual 1rou# 0ritten 9ral . . . G&o) !n- O $!ons 0hole -lass Small grou#s Partners +nde#endent

Te#"5!n- S$&#$e-!es:
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Lesson Se7)en"e: S$&#$e-4 11 &esen$e* !n "%#ss2

1. +ntroduce students through lightning by watching the kid friendly :ouTube (ideo (ia the following link; htt#;%%www.youtube.com%watch<(=usy9syo42a: 5This (ideo will introduce students to the #ositi(e and negati(e charges that form between a cloud and conductors on the earth surface resulting in lightning6 ". Students will be grou#ed 5344 students #er grou#6 and be gi(en a balloon and a light bulb. 3. 's a grou# students will fill out the #redict #art of the >3ow does lightning occur worksheet? answers the following @uestions. >0hat is going to ha##en when the balloon comes in contact with the light bulb<? >0hy do you think this is going to ha##en<? >0hy do you think the balloon has to be charged for this to occur<? 4. $ach grou# will then blow their balloons u# and take the balloon and the light bulb into a dark room. ). $ach member of the grou# will take turns charging the balloon by either rubbing it on their hair or clothing 5make sure a lot of charge is built u# in this #rocess6. *. $ach member will take a turn trying to get the light bulb to make s#arks and flashes of light by mo(ing the charged balloon around the light bulb. 5make sure students try different strategies of running the balloon #ast the bulb for best results6. 7. Small grou#s of students will then fill out the rest of the work sheet >3ow does lightning occur? and answer the following @uestions >0hat ha##ened when the charged balloon came into contact with the light bulb< 0here your #redictions correct< $A#lain.? >3ow is this eA#eriment

related to how lightning form<? . 's a class we will discuss the results aloud for further clarification.

Strategy 2 Students will be shown how to #redict how far away lightning is striking as #art of this lesson. Students will be told to calculate how far a strike is away the first ste# is to watch the sky for lightning. 9nce they see it they should begin counting 1 one thousand " one thousand and so on until they hear the sound of thunder. Let students know that each fi(e seconds counted is e@ui(alent to the lightning being 1 mile away. So if they count u# to 1) seconds the lightening is a##roA. 3 miles away. +n class we will create fake lightning by flickering the classroom light and then make a rumble sound to simulate thunder. Students will be asked to record how far away the simulated lightning is. Strategy 3 1rou#s will ha(e to write #redictions based on #rior knowledge. Students must also write results to the balloon and light bulb eA#eriment in their science notebooks and do a ticket out the door.

A""o((o*#$!ons:
Students will receive scaffolding from instructor if they seem to need a little extra help. Instructor will use questioning while groups are in their discussions to guide them in the right direction.

M#$e&!#%s #n* Reso)&"es:

8Ene&-4 S#.!n- F%)o&es"en$ L!-5$ +)%/s 8+#%%oons

Re.!e9/Assess(en$:
Students will receive informal assessment by assessing participation and students will be assessed by the lightning worksheets they turn in.

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,-redict. /. !hat is going to happen when the charged balloon comes into contact with the light bulb+

2. !hy do you think this is going to happen+

3. !hy do you think the balloon has to be charged for this to occur+

,*eport. /. !hat happened when the charged balloon came into contact with the light bulb+ !here your predictions correct+ #xplain.

2. How is this experiment related to how lightning forms+