SCIENCE LESSON PLAN

Subject/topic; grade/class; time/period Static Electricity/ 6th grade/Science Standards of Learning Scientific Investigation, Reasoning, and Logic 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) Distinctions are made among observations, conclusions, inferences, and predictions; b) Objects or events are classified and arranged according to characteristics or properties; e) Predictions and inferences are made, and conclusions are drawn based on data from a variety of sources; g) Constants in an experimental situation are identified; h) Hypotheses are developed as cause and effect relationships; k) Data are communicated with simple graphs, pictures, written statements, and numbers;

Force, Motion, and Energy 4.3 The student will investigate and understand the characteristics of electricity. Key concepts include c) Static electricity; Communication: Speaking, Listening, Media Literacy 4.1 The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups. b) Contribute to group discussions across content areas. c) Seek ideas and opinions of others. e) Use grammatically correct language and specific vocabulary to communicate ideas. g) Demonstrate the ability to collaborate with diverse teams. h) Demonstrate the ability to work independently. 4.2 The student will make and listen to oral presentations and reports.

a) Use subject-related information and vocabulary. b) Listen to and record information. c) Organize information for clarity. d) Use language and style appropriate to the audience, topic, and purpose. Standards of Learning Matrix

4.1 Day #1 Day #2 Day #3 Day #4 Day #5 X X X

4.3 X X X X

4.1

4.2

X X X X

X X X X

*** The SOLs are color coded due to the same number being used under different standard headings. *** OVERVIEW

Lesson Map: Electricity: Static Electricity

Day 1 Day 2 Day 3 Day 4 Day 5 Written Assessment (Part III of the assessment) Begin with whole group instruction Review & Question time How Electric Are You? Grand Discussion (Part II of the assessment) HW: STUDY Begin with whole group instruction Review: What we learned on Days 1 and 2 Complete Electrical Charges Form Move into new small groups and assign job titles Discuss handout that is to accompany the lab Complete lab Salt & Pepper Mix-up Review & Question time HW: write a conclusion to the labwhat you learned; review vocabulary Begin with whole group instruction Review: Static electricity and atoms (Day 1 Lesson) Move into small groups and assign job titles Discuss handout that is to accompany the lab Complete lab Static Spheres Discussion questions (whole group) HW: write a conclusion to the labwhat you learned; review vocabulary Begin with whole group instruction Conduct a KWL chart to get students actively thinking about static electricity Overview Structured Overview Advance Organizer Mini lesson where teacher defines static electricity and explains the differences in electric charges via PowerPoint Move into small groups Play Electricity Game Fill in L part of KWL Review & Question time HW: review your vocabulary for this weeks projects and Friday assessment

MATERIALS NEEDED
DAY #1 Electricity Game Two different types of identifying items for the Electricity Game players (possible examples: gym vests, bandannas, armbands, or signs) PowerPoint presentation Graphic Organizer DAY #2 Static Spheres Activity One Copy of Static Spheres Data Sheet for each student (attached) 1/2 sheet of typing or construction paper for each activity group. Pen or pencil for each student One pair scissors for each activity group 2 balloons (oblong work best, but round are okay too) One 12" piece of string for each activity group DAY #3 Electrical Charges Worksheet Salt & Pepper Mix-up Activity One copy of Salt & Pepper Mix-up Data Sheet for each student (attached) 1 tsp. pepper in a 4 oz. paper cup for each activity group 1 tsp. table salt in a 4 oz. paper cup for each activity group One PAPER (not foam) plate for each activity group Comb (NOT a non-static comb) for each activity group A small piece of lambs wool or 100% wool fabric for each activity group DAY #4 White board or Smart board Students Ideas Grading Rubric DAY #5 Assessment (Part III)

DAY #1: LAYING THE FOUNDATION AND LIGHTING THE SPARK Begin with whole group instruction Conduct a KWL chart to get students actively thinking about static electricity Mini lesson where teacher defines static electricity and explains the differences in electric charges via PowerPoint Move into small groups Actively involve all students by participating in Electricity Game. Play Electricity Game Fill in L part of KWL Review & Question time HW: review your vocabulary for this weeks projects and Friday assessment

Electricity Game This game models the process of electron transfer and accumulation that causes static electricity. It is best played in a gym or outdoor playground where the student atoms have plenty of room for energetic electron transfers and charged atom interactions! Divide the class into three groups. Group 1 will be neutrons Group 2 will be electrons Group 3 will be protons Groups 2 and 3 should have an equal number of students, and can be larger in size than Group 1. Distribute two different types of identifying items the members of two of the three game groups. Game Directions: 1. The game starts when protons and electrons form pairs and join with at least one neutron to make an atom. There may be more than one neutron and more than one proton-electron pair in each atom. 2. Once the students are divided into atoms the proton(s) and neutron(s) should move to the center and stand close together to form the nucleus. The electron(s) should move continuously around the outside of the nucleus. 3. When the teacher or group leader calls out electron transfer, electrons may choose to move to a new atom or stay with their current atom. After all electrons have changed atoms, the neutron and proton nucleus must correctly count the number of electrons and protons present and call out their atoms new charge. More electrons than protons, the atom is negative

More protons than electrons, the atom is positive Equal numbers of electrons and protons, the atom is neutral 4. After announcement of each atoms charge, positively charged atoms and negatively charged atoms should closer to one another. Atoms with the same charge (positive and positive OR negative and negative) should move farther apart. 5. Repeat the electron transfer at least once. 6. After the final electron transfer is completed, the leader concludes the round by calling out static electricity. At this time, all electrons must move quickly to a new atom. The first atom to create a neutral charge (an equal number of electrons and protons and at least one neutron) and sit down wins the round. 7. Change roles and repeat steps 1 through 6 until all students have had an opportunity to be an electron. Discuss the processes of electron transfer and static electricity generation using the following questions as a guide: What happened during the electricity game? Was it easy or hard for electrons to move to other atoms in our game? Why or why not? How often have you experienced static electricity before? Do you think that means that it is easy or hard for electrons in a real atom to move to other atoms? Why do you think that? How big a problem do you think static electricity could cause during the process of manufacturing computers or other electronic equipment? Why? What could manufacturers do to reduce static electricity in their factories? DAY #2: BALLOON ME! Begin with whole group instruction Review: Static electricity and atoms (Day 1 Lesson)

Move into small groups Assign job titles Discuss handout that is to accompany the lab Complete lab Static Spheres

Move into whole group Discuss lab using questions provided HW: write a conclusion to the labwhat you learned; review vocabulary

PROCEDURAL STEPS

Divide the students into activity groups of about 4 students each. Tell them that they will generate their own static electricity and experiment with it during the next two activities (Static Spheres and Salt & Pepper Mix-up). Static Spheres Student Activity Directions: 1. Each activity group will need: Static Spheres Data Sheet for each student, 1/2 sheet of typing or construction paper, a pair of scissors, a pen or pencil, string and 2 balloons. 2. Draw and cut " to 3/4" circles onto the typing or construction paper. Each group will need a total of about 20 circles. 3. Spread the circles on the table top in front of the group. The shapes should not overlap each other. 4. Blow up the balloon and tie it off with a knot. 5. Hold the uncharged balloon over the spheres and observe what happens. Record your observations on the Static Spheres data sheet. (Nothing happens! The spheres will not move to the balloon because the atoms in both the balloon and the paper are electrically balanced; there are no charges to attract or repel.) 6. Charge the balloon (increase the number of electrons in the balloon atoms) by rubbing it on clothes or hair. How do hair and clothes react to this charging? Record your observations on the Static Spheres Data Sheet. (Hair will fly-away and clothes may feel clingier.) 7. Hold the charged balloon over the spheres and observe what happens. Record your observations on the Static Spheres data sheet. (The spheres should leap to the balloon and hang there for a few moments before falling back to the table.) 8. Blow up the second balloon and tie the end in a knot. Tie one end of the string to the knot on each balloon. Charge both balloons by rubbing on clothing or hair. Hold the middle of the string and observe the balloons. Record your observations on the Static Spheres Data Sheet.(The balloons move away from, or repel each other.) Move into whole group Have a class discussion using the following questions as a guide: What happened when the uncharged balloon was held close to the paper spheres? Did that change after the balloon was charged by rubbing it on clothing or hair? What was different? What do you think rubbing the balloon on your clothing or hair did to the balloon?

(This gave the balloon a negative electric charge because electrons moved from the clothing or hair to the balloon.) How long did it take before the paper spheres fell off the balloon? Why do you think this happened? (It should only take a few seconds before the spheres collect enough electrons from the balloon to become negatively charged. Since the balloon is negatively charged also, the two like charges repel each other and the spheres fall off the balloon.) Have you noticed sparks when you take off your sweater in winter? Why do you think this happens? (Electrons move to and from clothing, body, air, and other objects, building up an electric charge in the sweater. When the sweater is removed, the electrical charge is removed or discharged. That discharge forms a spark.) Will other objects carry a charge that will attract the pieces of paper? What do you think would happen to a rubber ball or plastic spoon if it were rubbed on your hair or sweater? (Let everyone try creating a charge on the object of their choice and see what kind of results they get. Have them demonstrate or describe their findings to the rest of the group.) Can you think of two other examples of static electricity in your own life? Does static electricity happen more in the summer or winter? Why do you think that is so? (Air has fewer water molecules in the winter. When there is more water in the air, electrons transfer to the water molecules more than other objects and static charges are less noticeable.) Share the following information with the students about the Static Spheres Activity: Opposite charges (negative and positive) attract and like charges (positive and positive or negative and negative) repel one another. When the balloon was rubbed against the clothes or hair, it picked up electrons from the clothes or hair, building up a hefty negative charge on the balloon because of the extra electrons. In contrast, the paper people have a balance of negative and positive charges, so the paper people are neutral. When the balloon with all of its extra electrons got near the neutral paper spheres, the electrons around the atoms of the paper were repelled by the balloon*s electrons. This caused the electrons of the paper spheres to move away from the balloon side of the paper towards the side of the paper closest to the table. The exposed positive charges of the paper spheres were attracted to the balloon electrons, so the paper spheres jumped to the balloon! The positively charged paper spheres quickly steal extra electrons from the balloon until they accumulate an overload of negative charges. Now both the balloon and the paper spheres are negatively charged.

Since they have the same charge, the balloon and paper spheres repel each other and the paper falls off the balloon. When both balloons were charged, each one acquired a negative charge. Because both balloons had the same charge, they repelled each other. DAY #3: SALT & PEPPER Begin with whole group instruction Review: What we learned on Days 1 and 2 Complete Electrical Charges Form

Move into new small groups Assign job titles

Discuss handout that is to accompany the lab Complete lab Salt & Pepper Mix-up Move into whole group Discuss lab using questions provided HW: write a conclusion to the labwhat you learned; review vocabulary

PROCEDURAL STEPS Divide the students into activity groups of about 4 students each. Tell them that they will generate their own static electricity and experiment like they did on the activity Static Spheres. Salt & Pepper Mix-up Student Activity Directions: 1. Each activity group will need: a paper (not foam) plate, 1 tsp. salt on a 4 oz. paper cup, 1 tsp. ground pepper in a 4 oz. cup, a comb and one copy of the Salt & Pepper Mix-up Data Sheet for each student. 2. With the other members of the group, make a prediction about what will happen when a charged comb is brought near salt grains spread on a plate. Write the prediction in the space provided on the Salt & Pepper Mix-up Data Sheet. 3. Check the prediction. Pour the cup of salt onto the paper plate and spread it out over the plate. Charge the comb by rubbing it on clothes or hair, and then bring it close to the salt crystals. Observe what happens and record the observations on the data sheet. 4. Make a group prediction of what will happen when a charged comb is brought near a mixture of salt and pepper. Write the prediction on the Salt & Pepper Mix-up Data Sheet in the space provided. 5. Sprinkle the cup of pepper onto the plate of salt and shake the plate gently to mix the two ingredients. Charge the comb again and bring it close to the plate. Observe what happens and record the observations on the data sheet.

Move into whole group Discuss the results of the Salt & Pepper Mix-up Activity using the questions below as a guide: What did you observe when you brought the charged comb near the salt? (The salt grains spread out more and some jumped to the comb) What did you observe when you brought the charged comb near the salt and pepper mixture? (The pepper leaped on to the comb, leaving most of the salt behind on the plate.) Why do you think the salt grains moved apart from each other on the plate when the charged comb was brought near them? (Before the comb was brought near them, salt grains were neutral. When exposed to the charged comb, the electrons of the salt grains moved away from the negative charges on the comb. This exposed the positive charges on the salt atoms. Since all the salt atoms now had the same charge they repelled each other, and some were attracted to the negatively charged comb.) Why do you think the pepper particles easier to pick up with the charged comb than the salt grains? (The pepper particles are much lighter.) How could you separate salt from pepper using your charged comb? (A charged comb held near the salt and pepper mixture attracts the pepper, which can be collected in a container as it falls off the comb) Was there anything that surprised you about this activity? What? Can you think of other situations in which you experience static electricity? DAY #4: HOW ELECTRIC ARE YOU? Begin with whole group instruction Review & Question time How Electric Are You? Grand Discussion (Part II of the assessment) HW: STUDY

Sparking Curiosity Have students experiment to see if individual members of their class are more electric than others. Using a carpet and their feet to generate a static electric charge, allow each student to touch a metal doorknob or hinge in a darkened room. Other members of the class evaluate the spark that jumps for size and quality. Allow the students to discuss and decide: How many trials must each student complete to allow the rest of the class to make a fair evaluation of the average spark generated by that student? Do the students think that each participant should take the same number of steps on the carpet? How many is best?

What other variables should be controlled in this spark study? What qualities will the students be looking for in a high quality spark? How will the class record and evaluate the data that is collected? How will the class decide if there is a significant difference between individual spark generating capacity? What criteria will the students use to decide which classmate has the highest potential to generate static electricity if there are measurable differences between individuals? If there are individual differences, why do the students think that might be so? How would they set up a study to test the potential variables?

DAY #5: REVIEW AND ASSESS Assessment attached