Monet Nielsen

Observed Static Electricity Lesson

A: Informational Components
Lesson Title:
Static Electricity

Grade Level:
5th grade

State Standards Connection:

Standard Four: Students will understand features of static and current electricity.
Objective: One: Describe the behavior of static electricity as observed in nature and
everyday occurrences.
Indicator E: Investigate how various materials react differently to statically charged
objects.

Intended Learning Outcome:

1. Use Science Process and Thinking Skills
A. Observe simple objects, patterns, and events and report their observations.
H. Predict results of investigations based on prior data.

Specific Lesson Objective:

Students will predict and observe how various materials in the classroom react to a
statically charged piece of plastic wrap by writing down predictions about each material
the group chooses and then observing how the material reacts to a statically charged piece
of plastic wrap.

Lesson Purpose:
Students will develop a sense of curiosity about the world around them and the various
forces at play.

Content Objective:
Our job is to investigate how various materials react differently to statically charged
objects by experimenting with four to five materials.

Language Objective:
Our job is to suggest reasons why some materials react differently than others to statically
charged objects by participating in a group discussion.

Vocabulary Focus:
Static Electricity: when two materials are in contact. Electrons move from one material to
the other which leaves one material with a positive charge and one with a negative charge.
The electrical charge stays on the surface of the object until it touches a conductor.

Materials:
Graphic Organizer for every student
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Observed Static Electricity Lesson
Plastic wrap for every group of four students (6+extras)
Paper towel for every group of four students (6+extras)
Objects from around the classroom (pins, three-hole punch paper, paper clips, erasers, etc.

Anticipated Time Frame: 45 minutes

Engage and Launch: 10 minutes
Explore: 20 minutes
Explain: 10 minutes
Extend: 5 minutes
Assess: Throughout lesson

B: Instructional Procedures

Engage and Launch: 10 minutes

Go over class rules
a. Raise your hand if you can share with the group a class rule.
b. What should you do when someone else is talking?
The class will start at their desks.
I will start by telling a story about being zapped by static electricity over the
weekend. This weekend my dog got in a lot of trouble. He got up on my dining room
table looking for food. When I saw him put his front legs on the table I told him
leave it. He decided to grab my keys off of the table instead of listening to me. So
here I am running my house trying to get back my keys when something kind of
funny happens. I get my dog to drop the keys on my hand and they zap me.
I will continue to call up prior knowledge by posing a question. Raise your hand if
you know what happened when I touched the keys? What is the ZAP I experienced
called?
a. Give sufficient wait time.
b. If needed give clues in the form of a think aloud
i. I was running around my house and then touched my keys and felt a
zap... The zap was almost like a small burst of electricity But what
would that be called?
c. Give table points for sharing ideas.
When I hear the answer of Static Electricity I get excited.
I will further tap into prior knowledge by asking about their prior experience with
static electricity. Raise your hand if you have ever experienced static electricity?
Ask another question to create a problem they need to solve and a need to know.
Do you think we can create static electricity?
After I felt static electricity I wanted to learn more about it. I found a video that I
want to share with all of you before we experiment.
Watch video until 1:47.
https://www.youtube.com/watch?v=yc2-363MIQs
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Observed Static Electricity Lesson
I want to experiment with all of you what materials react to a statically charged
object.
Pull up content and language objectives. Have class read together.
We are going to test one material together and then you will choose your own
materials to test with your group.
Pass out graphic organizers to students. All you need on your desk is a pencil and
your paper.
I rub the paper towel on the plastic wrap. I show the students the salt I will be
testing. I tell students to write down in their graphic organizers their prediction. I
model how to write in the graphic organizer. We test the salt and record our
observations.
Now in table groups each of you must choose one object, so your table group will
have either three or four objects total. Then you each will make a prediction about
all of the material before testing it. After you are done making your predictions I will
give you your plastic wrap and paper towel. Your table group will take turns testing
your own objects. I have some materials up here you can use or you can choose any
small objects in the room.
a. The directions are printed and on the Power Point

Teacher Role Asks questions; Assesses prior knowledge; Causes disequilibrium

or doubt; Provides information needed for Explore phase
Student Role Gains interest; Calls up prior knowledge; Experiences
disequilibrium or doubt; Develops a need to know

Explore: 20 minutes
Raise your hand when your entire group is done making predictions and I will come
by with plastic wrap and paper towels.
Walk around and help groups make predictions. Check predictions and hand out
plastic wrap and paper towels to groups.
Once all groups have plastic wrap and paper towels. Walk around and help groups
as needed. Touching base with each group at least once.
If there is a common mistake review it with the whole class.
Get the whole classs attention. Tell the groups when they have 5 minutes left.

Teacher Role Makes open suggestions; Questions and probes; Provides feedback;
Assesses understanding and processes
Student Role Explores resources and materials; Hypothesizes and predicts;
Records observations and ideas; Seeks possibilities by thinking
creatively

Explain/Summarize: 10 minutes
Have the groups flip over their graphic organizers.
Read the questions on the back as a group, discuss, and write down some important
ideas you talked about.
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Observed Static Electricity Lesson
The questions on the back will help the group discuss.
o Why were some materials picked up and others were not?
o Are there any other objects you would like to try to test your theory?
Gather class attention back to whole group. Have groups share their predications,
observations, and conclusions they made.
o I restate student responses and possibly clarify them. I encourage students to
focus on evidence in their arguments.
o Can you give me an example?
o What do you mean by that?
o What led you to that answer?
o What is your evidence?
Have students draw static electricity if time permits.

Teacher Role Asks for clarification and evidence from students; Enhances or
clarifies student explanations; uses students experiences as a basis
for explaining new concepts; provides new vocabulary; evaluates
student explanations.
Student Role Clarifies understandings discovered; Shares understandings for
feedback; Communicates understanding using recorded
observations (writing and drawings); Forms generalizations; Seeks
new explanations

Elaborate/Extend: 5 minutes
Students will stay at their desks.
Show the new object to the class and have the students think, pair, share with their
shoulder partners whether they believe the material will attract, repel, or not react. Test
the material with a volunteer at the front of the room. We go through new objects until we
run out of time starting with sugar.
Plastic Bag Pieces

Teacher Role Asks questions; Poses new problems and issues; Offers alternative
explanations
Student Role Applies new knowledge by performing related tasks; Asks
questions; Plans and carries out new project; Records observations
and explanations

Evaluate/Assess: Throughout Lesson and during elaborate and extend.

Gather their graphic organizers.
1. Did they make and record observations?
2. Did they use prior knowledge to refine their predictions?
3. Did they draw appropriate conclusions and refine them?
Listen to students during Explain/Summarize.
Observe and listen to students during elaborate/extend
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Observed Static Electricity Lesson
Adaptations for Gifted/Talented
We will read content and language objectives as a class. Students will be able to actively
discuss their observations and draw conclusions. If groups finish early they can work on
the computers on this website.
http://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-and-
static-electricity_en.html

Adaptations for ELLs and Special Education

I will give wait time for students to think about the question before expecting them to talk.
We will read content and language objectives as a class. I will visually model each step. I
will also roam the room and scaffold as needed.

Handouts (attached)
Graphic Organizer and discuss sheet (double sided)
 Monet Nielsen
Observed Static Electricity Lesson
Name: _____________________________________

Material Prediction Observation

Attract, repel, or no reaction Attract, repel, or no reaction

Salt

2. Rate yourself 1-5 on how you believe you did working with your group and staying on
task. (1 = not at all and 5 = outstanding).
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Observed Static Electricity Lesson
1. Why were some materials picked up and others were not?

2. Are there any other objects you would like to try to test your theory?

3. Draw Static Electricity