Total Duration: |
91 to 120 Minutes |
Materials and Resources: |
balloon wool mittens, socks, or fabric pieces small pieces of paper or confetti chart paper or marker board sticky notes highlighter or pencil for each student "How Do Lightning Rods Work?" passage for half the students Thunder and Lightning passage from ReadWorks.org for half the students Lightning Rod Assessment Checklist for each student Materials for "Make Lightning" Activity (for each group of 4 students):
Craft supplies and recycled materials for making structures protected by lightning rods (use whichever materials you have readily available):
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Technology Resources Needed: |
Teacher computer with Internet connection and projector (preferably connected to an interactive whiteboard) to access/show the following websites:
Student computers or tablets for further research or practice (optional) using these sites:
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Background/Preparation: |
Background Information:
Preparation:
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Before/Engage:
During/Explore/Explain:
After/Explain/Extend:
2. Tell students they will use craft materials and recyclable items (empty cartons, boxes, paper towel rolls, water bottles, etc.) to construct a building with a lightning rod system in their cooperative groups of 4. After constructing the building and lightning rod system, the class will evaluate each group's design to see if it would be effective in preventing a lightning fire. 3. Remind students to refer to the "How Lightning Rods Work" passage as they create their model homes to ensure that they create all parts of the lightning rod system. 4. Have groups present their structures to the class, explaining what type of building they created and how the lightning rod system works. After each group presentation, have students vote (with thumbs up or down) whether they think the lightning rod system would protect the building from fire. As groups present, complete the Assessment Checklist for each student. |
Assessment Strategies |
Formative Assessment: Observe student participation while creating the class Venn diagram, small group discussion of nonfiction passages, use of the online lightning rod simulation, and evaluation of peers' lightning rod models. Summative Assessment: Evaluate students' presentations and lightning rod models using the Assessment Checklist. If further assessment is desired, have students write a paragraph explaining why a peer's lightning rod system would or would not protect the structure from a lightning fire, using the details from the peer's presentation as evidence to support the argument. |
Acceleration: |
The lightning rod was invented by Benjamin Franklin. Have students research Ben Franklin's other inventions using this PBS site. Then have students brainstorm problems they experience in their daily lives and develop an invention of their own to address the problem. Students can also learn more about lightning and other weather hazards at National Geographic Kids. |
Intervention: |
Struggling readers may need help reading the nonfiction passages in small groups. In addition to providing guided reading of the grade-level text, provide this passage written at a lower Lexile level: |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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