KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

STANDARD: RI.3.1 Ask questions to determine cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other. 3-PS2-3

I. Performance Objectives:
A. Third-grade students will be able to identify what positive charges are.

B. Third-grade students will be able to identify what negative charges are

C. Third-grade students will be able to explain the interactions of protons and electrons
with one another.

II. Evaluation of Students

A. Formative Assessment
1. Informal

Assessment: Documentation Tool: (e.g. rating Scale:

(e.g. product, quick response, scale, rubric, checklist, (performance levels)
interview) anecdotal notes)
1. Students will be graded Anecdotal Notes & Checklist Checklist (worth 1 pt
on their journal entries each):
for the following ___ Student fills in each
prompt: blank in their journal
a. Fill in the correctly
following ___ Student diagram
blanks: includes labels
b. Items that have ___ Student diagram
a like charge depicts the class activity
_______ from ___ Student writes
each other. multiple sentences on
c. Items that have what occurred during the
an opposite lesson
 charge
________ to
each other.
2. Label the diagram of
the experiment you did
today.
3. Write a description of
what you observed
today, and what you
learned from today’s
experiment.

B. Summative Assessment - none

III. Instructional Materials (with quantity)

A. 12 empty aluminum cans
B. 12 plastic bags
C. 24 balloons
D. 12 sheets of black paper
E. 12 black markers
F. 2 copies of Negative Jellyfish instructions
G. 2 copies of Neutral Sheep instructions
H. Student Notebooks
I. Pencils
J. Smartboard
K. 2 Buckets to hold aluminum cans, plastic bags, and balloons

IV. Subject Matter

A. Prerequisites
1. Students know of static electric shocks that occur in daily life.
B. Key Vocabulary
1. Positive: A form of electric charge an item has when it is surrounded by
protons.
2. Negative: A form of electric charge an item has when it is surrounded by
electrons.
3. Charge(s): Can be positive or negative, makes an item attract opposite forces
and repel like forces.
4. Proton: Positively charged portion of an atom.
5. Electron: Negatively charged portion of an atom.
6. Neutron: Neutral atom core, has no charge.
C. Big Idea –
 1. Identify positive and negative charges and the interactions they make in
terms of protons and electrons.
D. New Content
1. Like/Like charges repel
a. A charged item will always push away from a like-charged item
2. Opposites attract
a. Electron:
1) Electrically negative charged particle
2) Not able to be seen
b. Proton:
1) Electrically positive charged particle
2) Not able to be seen
V. Implementation

A. Introduction
1. The students will be asked to come to the carpet.

2. Today we are going to focus on charges and the different types. With a show
of hands, how many of you have gotten shocked by something or someone
else? Let’s watch this video so you can all get an idea of what a charge is.

a. https://www.youtube.com/watch?v=TFlVWf8JX4A (till 1:08)

3. Now, who can tell me what similar charges do? Do they attract or repel?
a. They repel good! And opposite charges attract.
4. I have another short video that we are going to watch, this video is different
ways that you can see positive and negative charges. In this video, you will
see examples of the different charges in action.
a. https://blog.wonderbly.com/us/learning-us/fan-static-experiments/
5. Today we will be asking ourselves “What are positive and negative
charges?” Boys and girls we will now do an experiment like we saw in the
video.
B. Development
1. Let’s cut the class right down the line here, this side will be the jellyfish and
the other side will be the neutral sheep. What you are going to do in your
groups is the same thing in the video. There are directions for each group in
the bucket for you to follow. (Pick one student from each group to come and
grab their materials bucket.)
 Neutral Sheep Team
Materials:
- 6 Aluminum cans
- 6 black sheets of paper
- 6 balloons
- 1 piece of tape
Directions:
1. Divide your group into
smaller groups of 2-3.
2. Choose the person in each smaller group who
will blow up the balloonS.
3. While the person is blowing up the balloons,
draw the face on the black sheet of paper
and tape it around the can.
4. Then in your groups of 2-3, rub the can on
someone’s head and the balloon on someone
else's head.
5. Finally, take your sheep on a walk across the
desks.
 Jellyfish Team
Materials:
- 6 negative jellyfish bags
- 6 balloons
Directions:
1. Divide your group into
smaller groups of 2-3.
2. Choose the person in
each smaller group who will blow up the
balloonS.
3. While the person is blowing up the balloons,
draw the face on the negative jellyfish bags.
4. Then in your groups of 2-3, rub the jellyfish
on one person's head and the balloon on
another person's head.
5. Finally, chase around your negative jellyfish
with your balloon.

2. After 15 minutes of the students experimenting and each having a chance

with the tools. “1,2,3 eyes on me, please report back to their desks and grab
out your science journals.”

3. When at their desks, students will be asked how they think the neutral sheep
and negative jellyfish were able to move around. In desk groups, students
will discuss their ideas with one another.

4. After discussing in their table groups, the class will join together as one
large group to talk through what they found with their experiment.

C. Closure
1. After group discussion is finished, the students will receive this prompt
written on the board and will record their answers in their journals on a
separate blank page. Describe and draw what positive and negative charges
are. How did the charges display themselves in the neutral sheep and
negative jellyfish experiments?
 2. When the students are done with their journal entry they will join on the
carpet and share out their findings.

D. Accommodations
1. For visually impaired students, they will be paired with a group of
classmates for the activities, who will help guide the student through the
 activities. The teacher will make sure to verbalize the instructions that are
written on the blackboard or smartboard.

2. Students who have an intellectual disability will be provided more time for
each step of the activity and will be given opportunities for extra practice
throughout the lesson. The teacher will provide 1on1 assistance when
needed and will provide an anchor chart to demonstrate each step of the
activity.

3. If a student has a latex allergy to the balloons, they will be directed to work
on the negative jellyfish and neutral sheep only. Additionally, their guardian
at home will receive correspondence of the experiment and advise the
student wear long sleeves and pants the day of to avoid any potential contact
on their arms and legs.

VI. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives

B. Personal Reflection
1.
VII. Resources (APA)
A. Admin. (2020, March 30). Static electricity for kids: Science Activity: Wonderbly.
Retrieved from
https://blog.wonderbly.com/us/learning-us/fan-static-experimentElectric charge facts
for kids. (n.d.). Retrieved from
https://kids.kiddle.co/Electric_charge#:~:text=Electrons are negatively charged while,
stick together to form atoms
B. TEDEducation. (2015, April 09). The science of static electricity - Anuradha
Bhagwat. Retrieved from https://www.youtube.com/watch?v=yc2-363MIQs
C. Crashcourse. (2016, September 29). Electric Charge: Crash Course Physics #25.
Retrieved from https://www.youtube.com/watch?v=TFlVWf8JX4A