usin these standards : Standards (PS5.1e, PS5.2a,b) Investigate properties of magnets, including: Magnets attract or repel certain objects Magnets attract or repel each other Magnetic forces can operate on objects across distances and through materials , fix the rest of my lesson plan / replace it. I like the activities I have, but maybe add a roup that has to do with magnets attractig / repelling each other

Title Nature Goes Wild - Understanding Extreme Natural Events' Impact on Living Things

Grade Level 4th Grade

Time allotted for lesson 45 minutes

Topic and Theme/Big Idea

Instructional Objectives

Cognitive Objectives (Knowledge): By the end of the lesson, students will be able to differentiate between earthquakes, volcanoes, and hurricanes. By the end of the lesson, students will be able to identify magnetic and not magnetic materials.

Behavioral/Psychomotor Objectives (Skills): By the end of the lesson, students will be able to organize their findings in role-based worksheets and explain the effects of extreme natural events on living things.

Affective Objectives (Attitude): By the end of the lesson, students will be able to respect their classmates as they present their findings. By the end of the lesson, students will be able to appreciate the impacts of extreme natural events for the challenges they create and the benefits they provide. By the end of the lesson, students will be able to appreciate that our Earth can make the best of these extreme natural events.

Aim/Goal/Teaching Point/I can Statement/Do Now/Learning Target/Essential Question

I can determine what materials magnets attract or repel. I can test how magnets work through different materials.

Assessments Assessments Plan

Objectives What to assess How to assess Criteria used to assess When to assess Cognitive By the end of the lesson, students will be able to differentiate between earthquakes, volcanoes, and hurricanes.

By the end of the lesson, students will be able to identify the negative and positive impacts of earthquakes, volcanoes, and hurricanes.

Exit Ticket Reflection (Formative, Informal Assessment) Whole Class Observation (Formative, Informal Assessment) Students should be able to distinguish the differences between each extreme natural event. Students should be able to state examples, with explanations behind them. As I walk around the room, and observe students throughout every stage of the lesson. End of the lesson, Exit Ticket. Behavioral/ Psychomotor By the end of the lesson, students will be able to organize their findings in role-based worksheets and explain the effects of extreme natural events on living things.

Role-Based Rubric Worksheet (Formative, Formal Assessment)

Students should be able to categorize and fill their worksheets accurately. Student collaboration on the role-based worksheets (if they have to work with another student) Affective By the end of the lesson, students will be able to respect their classmates as they present their findings.

By the end of the lesson, students will be able to appreciate the impacts of extreme natural events for the challenges they create and the benefits they provide.

By the end of the lesson, students will be able to appreciate that our Earth can make the best of these extreme natural events.

Group Presentation Checklist (Formative, Formal Assessment) Interview Notetaking Observation (Formative, Informal Assessment)

Exit Ticket Reflection (Formative, Informal Assessment) Students should be able to listen to one another and complete the “Interview Notes” portion of their role-based worksheets.

Students should be able to reflect on what they’ve learned throughout the lesson. They must categorize according to the information gathered throughout the lesson and explain why. During group presentations, and as students finish their exit ticket.

Assessment Tool(s) Role-Based Worksheet Rubric Interview Notetaking Observation Group Presentation Checklist Exit Ticket Reflectio

Prerequisite Knowledge/Skills/Gaps. Students must know the difference between living and nonliving things and what gets categorized as such.
Students must have basic knowledge of weather and how it can impact us and our environment. Students must be able to work in groups with peers appropriately and fairly.

Vocabulary Extreme Natural Events or Natural Disasters: A powerful event that’s unusual in nature. It doesn’t happen often, but it can cause lots of damage when it does. Earthquakes: Huge rocks underneath the Earth move, causing the Earth to shake, rumble, and crack. Volcanoes: Mountains that are “active.” These mountains can erupt when active, releasing lava and smoke within the surrounding area. Hurricanes: From above, it looks like a large “eye” forming over warm ocean water, bringing heavy winds and rain. Safety: The actions people take to make sure they’re away from danger. Can be to protect themselves or others. Impact: How much something can influence or change something/somebody. Impacts can be both, good or bad.

Part B. Plans for Learning Segment

Instructional Procedure Mini-Lesson/Introduction/Motivation/I Do-We Do (15 Minutes) Students will play a mystery object game, passing around a bag with random objects (fake magnet, paperclip, plastic spoon, coin, rubber band, screw, etc.). Students will be asked to guess, "Will this stick to a magnet?" Students will be shown a strong bar magnet attracting a paperclip through a plastic lid. Students will be shown a brief slideshow on magnets and their properties. [Key Questions] “Why can some objects stick and others don’t?” “Have you ever used magnets before?” “Can magnets pull objects through things? Why might this be?”
Students will be introduced to the activity and shown the three stations where they will take turns experimenting. Developmental Application – Independent and/or small group learning activities/You do (20 Minutes) Students will be split into three stations, “Magnet Exploration Stations.” Students in station one, “Attract or Not,” will test everyday objects (and magnets themselves) and record whether the object is magnetic or not. Students in station number two, “Magnets and Distance,” will hold a magnet at different distances from a paperclip. They will record how far the magnet can pull the paperclip. Students in station number three, “Magnets Through Materials,” will test if a magnet can attract an object through paper, plastic, or cloth. Students will rotate their stations, ensuring they have participated in each station. At each station, students must record data on their worksheets. First write their predictions, then what they’ve tested/observed. [Key Questions] “What’s the difference between the objects that stick and the ones that don’t?” “Is there a limit to how far a magnet can work when attracting the paper clip to itself?” “Can the size of an object play a role in how far a magnet can pull an object?” “Which materials block the magnetic force and which don’t?” “Does the thickness of the material matter?”

Magnet Exploration Stations (3 stations): Station 1: Attract or Not? Students test everyday materials and record whether each object is magnetic or not.

Station 2: Magnet and Distance Students hold a magnet at different distances from a paperclip. They measure how far the magnet can be to still pull the object.

Station 3: Magnet Through Materials Students test whether a magnet can attract an object through paper, plastic, or cloth.

Culminating Application – Whole Class Share (15 Minutes): Part 1: Students will take turns being “interviewed” after completing their worksheets. (Students will pass around a microphone as they take turns speaking.) While a group is presenting, the non-presenting groups must write ONE fact they found most interesting from EACH presenting group. Once students are done being “interviewed,” their classmates can ask follow-up questions if they want. [Key Questions] Weatherman: “How are the conditions looking outside?” “Can you tell me how this disaster forms?” Zookeeper: “Are there any animals in danger during this disaster?” “Are there any animals that benefit from this disaster?” “How might this disaster affect humans?” Gardener: “Are new environments being formed because of this disaster?” “Would this disaster help plant life?” “Would this disaster harm plant life?” “Can any plants survive this disaster?”

              Part 2: 

Students will be given index cards. Students will rank the three natural events from the most to least interesting. Below the ranking, students will explain why the natural event they listed was the most interesting. (2-3 sentences). Students will next answer what surprised them the most about any of the three natural events. (2-3 sentences). Once finished, index cards will be collected.

Extension/ Homework Homework/Extension: Now that students understand the impacts of these extreme events, they are in charge of creating safety plans! Students will be given two options to complete their safety plan. Option 1: Drawing a Safety Room/House/Vehicle/Tool: [Students will create a drawing of a room, house, vehicle, or tool for their natural event.] [Students must label each part.] [In a section underneath the drawing, students must explain how each labeled part
helps.] Option 2: Emergency Checklist: [Students will list important items that will keep them safe during their natural event.] [Underneath each item, students will explain its importance.]

Part C. Instructional Resources

Materials/Environment Mystery Box / Bag with Surprise Items (ex., clay pieces that depict a volcano) Slideshow of the Different Extreme Natural Events Short Video Clips Printed Copies of Slides Pencils Index Cards Microphone

Science Lab Safety Plan Students will respect one another when presenting. They will remain silent and allow their peers to speak. Students will gently pass around the mystery box/bag. It should not be thrown but passed from one pair of hands to another. Students will not place tools within their mouths or near their eyes (ex., clay pieces). Neither should they swing them around or threaten other students with them (ex., pencils). Students will ensure no classroom objects or personal belongings are on the floor to ensure nobody can trip or fall.

Attachments/Handouts

References