Bridgewater College Teacher Education Program Lesson Plan Date: 2/24/14 Subject Area(s): Science VA SOL: Title of Lesson:

Static Electricity Grade Level(s): 4

th

Name: Ashlie Carr

4.3 The student will investigate and understand the characteristics of electricity. Key concepts include c) static electricity
Content Objective(s): The student will be able to describe by writing what static electricity is by doing a static electricity experiment. IEP Goal/Objective: The student will be able to describe orally what static electricity is by doing a static electricity experiment. I can statement(s) of the day I can describe what static electricity is. Assessment (based on objectives): I will determine whether the students have met the objective by the independent portion of the static electricity investigation/experiment. Accommodations/ Differentiation Students with a reading or writing IEP will be allowed to dictate their answer to the independent portion of the experiment. The teacher can write the answer they dictate.

Materials: Flip book: The Atom Review Entrance Activity Charge squares (teacher created class set) Toboggan Static Electricity AIMS booklet (one per student) Static Electricity AIMS booklet pre-highlighted (teacher copy) Various objects to do static electricity experiment (Set up the experiment in other classroom) o Pieces of string, paper clips, a book, pencil shavings, a tissue, a wipe, a pencil, salt or sand, and balloons (have two balloons in the classroom for the lesson demonstration) Different Strokes Revised document (one per student) Integration of technology: The promethean board will be used to display the questions for review activity of the previous lesson. Alternative Plan: If technology doesnt work, I will write the question on the back of their charge square.

Accommodations/ Differentiation Anticipatory Set (Hook & Agenda): Have the promethean board displaying the atom review entrance activity. After the students are seated, hand them a charge square. Tell the students that their job is to find their opposite charge who has the same color square. (Let them get up and move and sit beside their charge partner) On the back of one of the squares, there will be a number. Together, the pair will have to answer that number question on the board. Access/Review Prior Knowledge: (the atom review entrance activity) Go over the questions on the promethean board as a review and check that all the questions were answered correctly as a class. Let the students read their assigned question and tell the class their answer.

Time Planned

3 min

No accommodations needed. Since we are working in pairs, students with IEPs will be working with a partner.

10 min

Teaching Process & Modeling (Content is presented, accessed, or built): Tell the students a story I was talking to Mrs. Cooper the other day so I wasnt paying much attention when I grabbed the door handle. All the sudden, in the middle of my sentence to Mrs. CooperOUCH! I got shocked!!! (Let students respond that you were shocked because of static) Ask the students if they are sure that was static because you have another example that you thought was static electricity, but you didnt get shocked. Tell the students another story (Put on the toboggan) I love to go outside and play in the snow. Its so much fun! But, I end up getting cold and wet and I want to come inside and drink hot chocolate and get a snack, so I come in and take off my snow clothes(take off the hat and show the students your snow hair-static hair). Show the students what happens when you put the toboggan on and rub it around a little bit. (It makes your hair static). (Draw little pictures on the chalkboard) Explain that the reason that happens is because before the toboggan was put on my head it was happy and had a neutral charge and wasnt attracted to anything. My hair was neutral too (remind students of the example given in the previous lesson about going into Walmart and not needing anything, but wanting something after walking past something that looked fun) , but when I put the toboggan on my head some of the electrons jumped from my hair onto the hat which made the charges opposite. So, when I went to take off the toboggan, my hair was attracted to the hat and made it stick up. When you get that shock when you touch the door knob that is just electrons jumping onto the door from your fingerthe opposite charges in the door knob and your finger are attracting! So, how can I charge an object (make it positive or negative), you say? When you rub certain objects together it makes static electricity. What kind of objects do you think would cause more static electricitythink back to the days that you learned about friction! The more friction there is, the more static electricity you will get. Get a balloon and show them that the balloon is not charged (stick in on the wall and watch it just fall). It is happy. Then, take wool and use friction to give the balloon an electrical charge. Reiterate that static electricity is caused because electrons jump from one object to another which makes the object(s) charged which causes an attraction or repulsion between the objects. Friction and rubbing objects together causes static electricity (the electrons to jump from one object to another). This time, put the balloon on the wall after rubbing it and watch it stick to the wall. Pass out the AIMS Static Electricity booklet. Tell students that this paper explains static electricity really well. Have the students highlight the important pieces of information using the pre-highlighted teacher copy as a reference. Choose a student whose birthday is the closest to May 27 (my birthday) to do the highlighting at the teachers desk. When finished, this paper goes in their binder. Guided Practice & Checking for Understanding: Number the students from 1-7 and have them get in their groups of about 2/3. Give them each a kit to do their experiment. Give the Different Strokes Revised document to each student to record their data from their experiments. After they have finished, they need to clean up and go back to their own seat. Independent Practice: After coming back to the classroom from the experiment, the students should sit at their own desk and complete the back individually. #4 is the most important. Instruct them to do that one first. Closure: Ask students if they feel they can say the I can statement of the day (thumbs up, thumbs down). Can they say Student can orally state the answers to the independent practice portion to the teacher.

20 min

10-15 min

5-7 min

30 sec

Declarative Statement Summary: that static electricity is just charged objects attracting and repelling one another. Static electricity is just an atoms way of trying to be happy again, or become neutral.

1 min

Post-Lesson Assessment 1. Were the lesson objectives met? Yes No By 100%_____ By 60%_______ By less than 60%______ After giving the assessment for the day, I realized that I should have used something else to determine whether the objective was met or not. According to the data I have, my objective was only met by 55% of the class. Of that 55%, I was not completely satisfied with all of their answers on the question I was using to determine whether my objective was met. My data states that only about 55% of my students met the days objective. 2. How do you know? What evidence do you have to show the lesson objectives were met?

I used question #4 on the back of the Different Strokes experiment worksheet to determine whether my objective was met or not. Unfortunately, the students were not giving me the answers I was looking for. I think my question was too open ended. I needed a more objective assessment in order to determine student learning. I think the students were understanding more than they wrote on their paper, so I truly believe the assessment was poor. In order to compensate for the poor assessment, I wrote an ideal answer to the question and stapled it onto each paper. We will go over it before the next lesson to make sure we review this topic and let them see what I was looking for in this activity. If I were to change my assessment in the future, I would tell them they had to use all the words in the word bank. I told them they didnt have to use them all, but the words were there just to help and guide their thinking. If I were to do this same question as my assessment, I would make them use all the words in their answer. But, I dont think I would use this as an assessment if I were to do this over again. In fact, I would take off questions 1,2 and 3 and split 4 into several different smaller questions that guide their thinking and make it less open ended. For example, I might ask, Why did we use the cloth and rub the balloon? What force was between the balloon and the cloth? Then ask, What happened to the electrons when we rubbed the balloon with the cloth? Etc. I wasnt happy with the assessment at all, but I will know better for next time!