nsc lesson plan

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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 Oe"$!.es:• Students will create their very own electric discharges to represent lightning

• Students will write and illustrate what they learned in their science notebooks

Con$en$ Oe"$!.es:

• Students will understand how lightning is formed by creating their (ery own

electronic discharge without the use of any ty#e of #ower source.

e Vo"#)%#&:

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 S"#''o%*!n- G&o)!n- O$!ons

'da#tation of content /odeling hole -lass Links to background uided #ractice Small grou#s

Links to #ast learning +nde#endent #ractice Partners

Strategies incor#orated 2erbal scaffolds +nde#endent

Procedural scaffolds

In$e-&#$!on o' P&o"ess A%!"#$!on Assess(en$

Listening andson +ndi(idual

S#eaking 'uthentic 5/eaningful6 rou#

eading Linked to ob8ecti(es ritten riting Promotes engagement 9ral

Te#"5!n- S$&#$e-!es:

G)!*e* *!s"o.e&6 (o*e%!n-6 "ooe&#$!.e %e#&n!n-

Lesson Se7)en"e:

S$&#$e- 1&esen$e* !n "%#ss1. +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 534 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 >ow does lightning occur worksheet?

answers the following @uestions. >hat is going to ha##en when the balloon comes in contact

with the light bulb<? >hy do you think this is going to ha##en<? >hy 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 darkroom.

). $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 bymo(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 >ow does lightning occur?

and answer the following @uestions >hat ha##ened when the charged balloon came intocontact with the light bulb< here your #redictions correct< $A#lain.? >ow is this eA#eriment

http://www.youtube.com/watch?v=usyOsyo4VaY

http://www.youtube.com/watch?v=usyOsyo4VaY



related to how lightning form<?

. 's a class we will discuss the results aloud for further clarification.

Strategy 2Students will be shown how to #redict how far away lightning is striking as #art of this lesson. Studentswill 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 3rou#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 rightdirection.

M#$e&!#%s #n* Reso)&"es:8Ene&- S#.!n- F%)o&es"en$ L!-5$ +)%s

8+#%%oons

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

Re'%e"$!on:

T5!s %esson 9o&,e* .e& 9e%%6 #n* 9#s .e& en-#-!n- 'o& #%% s$)*en$s 4$5 -&#*e&s

#&e .e& e;"!$e* 95en !$ "o(es $o s"!en"e #s 9e on% *o s"!en"e %essons one *# #

9ee, T5e .!*eo $5#$ I &esen$e* $5e $o!" 9!$5 5e%e* s$)*en$s -e$ # .!s)#%

)n*e&s$#n*!n- 'o& 5o9 %!-5$n!n- 9o&,e* #n* 9#s .e& ,!* '&!en*% so !$ 9#sn<$ $oo"o(%!"#$!n- T5!s &e#%% 5e%e* !n$&o*)"e $5e "on"e$ #n* 9#s # -oo* -#$e9#

!n$o $5e &es$ o' $5e %esson I ,no9 $5!s %esson 9#s e''e"$!.e #s s$)*en$s $#%,e* #o)$

$5!s #"$!.!$ $5e &es$ o' $5e *# #n* 9#n$e* $o -o 5o(e #n* s5o9 $5e!& #&en$s $5e

%esson T5e %esson #%so (e$ $5e Ne.#*# s$#n*#&*s #o)$ e%e"$&!" ")&&en$s #n*

(#-ne$!" 'o&"es I 9#s e#s!% #%e $o #ssess $5e s$)*en$s %oo,!n- o.e& $5e

9o&,s5ee$ $5e s$)*en$s &e"e!.e* #n* $5e (#o&!$ o' s$)*en$s 9e&e #%e $o

s)""ess')%% "o(%e$e $5!s



H! "#S $I%H&I'% (()*+

,-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+

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