Lesson Plan

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Science 9
Physical Science: Characteristics of Electricity Static Electricity
Joe Murphy
Time required: 60 mins
Instructional groupings: Mainly individual, discussion based

Curriculum Outcomes:

308-14: Identify properties of static electrical charges: like charges repel; unlike charges
attract; induced charges
Overview:
Students will demonstrate their knowledge of static electricity by:
- Referencing their previous knowledge of electricity by voicing it and supporting it
with evidence or stories.
- Analyze the demo & be able to participate in the discussion & refer back to the demo
in future classes.
- Drawing the structure of an atom.

Purpose: To develop a more clear understanding of static electricity as they begin the
unit of Characteristics of Electricity.

Materials:

SmartBoard (for notes) Wool Sink (in classroom)
Speakers (video) Comb Electrostatics PPT
Whiteboard + markers Small pieces of paper Law of Electric Charges
PPT

KUD: as a result of this lesson, students will

Understand: Students will demonstrate their understanding of the content by participating
in the class discussion at the beginning of class, and continue to raise questions when they
have a concern with either a change in the previous concept or presentation of a new
concept.
Know: Students will match key terms to the
ideas they currently understand. They will
do this by effectively associating the concept
with the terms that will be presented to
them in the notes.
Do: Students can demonstrate their abilities
with the content (i.e. structure of the atom)
by drawing pictures or simply explaining to
a partner, such as was done by Venus
Flytrap in the video.


Activities:
1. Pre-assessment Intro (25 mins)> Today a new unit ---> Electricity:
a. Have students complete a KWL chart about Electricity & more specifically
Electrostatics [Dodge].
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b. Generate conversation about what students already know about electricity
by asking them to share what they have written. Encourage them to share
stories they have heard and research they have done in this area.
c. Do demo with comb + small pieces of paper. [visual, kinesthetic, verbal-
linguistic intelligences; Gardners MI]
i. Ask what charge students think is on each item
ii. Ask what they think will happen to the comb, when I put it through
my hair (ask them to speak in terms of possible charges on each).
iii. Move comb through hair, then put near pieces of paper. Some will
stick to the comb? Why? Ask students to consider possible
explanations.
d. Do a second demo, but with comb + water. [visual, kinesthetic, verbal-
linguistic intelligences; Gardners MI]
i. Talk about the comb + water separately. Are they charged? If so, what
are the charges? {water is polar -> slightly negative; comb was
neutral, but after gone through hair, it is also negative}.
ii. Turn on water at slow rate, comb hair, then watch comb push the
water. Why does the comb have this effect on the water?
iii. Have a discussion for a few minutes about their ideas and reference
the comb + papers demo (This will all be cleared up in the PPT Law
of electric charges).

2. Begin Electrostatics Powerpoint (PPT) [5 mins] {attached}
a. These slides simply review the main points of the demo and present a few
key terms.


*Note: Those students having difficulty writing at the same pace as the rest of the
class will be given guided notes, which are a printout of the notes with a fill in the
blank format. These students must pay attention to the key words found in the
PowerPoint in order to fill them in on their notes.


3. Law of electric charges PPT:

a. Begin presentation and refer back to demo as we progress.
b. Talk about being attracted (opposing charges) vs. repelled (same charges).
c. Structure of an atom (Venus Flytrap video) (5 mins)
http://www.youtube.com/watch?v=hhbqIJZ8wCM [visual, musical, spatial
intelligences; Gardners MI]

d. Draw out structure on board & students in notebooks. Speak of the roles of
each protons, neutrons, and electrons. (Nucleus) (15 mins)
e. Negative vs. positively charged elements/objects
f. Intro to Periodic table (inform them that they will see more next semester)

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4. Recap (5 mins)
a. Reference the demo & review what happened with electrons between water
+ comb.
b. Refer back to the atoms structure (Venus Flytrap video).

5. Exit slip activity (5 mins)
a. Exit Card [Dodge]: Students spend the last few minutes of class reflecting on
the demos, discussions, and notes taken.
b. Students will write 3 main things they have learned from the class today (I
can reference the Venus Flytrap video and demos). One of these points has to
be one that a peer has made or raised as a question.

Differentiated Approaches:
i. Have the students brainstorm what they already know using a
KWL Chart (this can be an effective pre-learning activity)
[Dodge]
1. Students had the opportunity to share, reflect, and challenge
their peers with their previous understanding of electricity and
electrostatics before they witnessed the demos.
2. Students can challenge and learn from their peers based on the
points they raise.
3. Students then have the benefit of changing their previous
models of concepts if necessary before continuing on with
discussion and diving deeper into the content.
ii. Complete a graphic organizer (this can be used as a during
learning activity) [Dodge]
1. Students create a visual explanation of the structure of an atom
after watching the Venus Flytrap video.
2. Students must include the charges on all 3 tron groups:
protons, neutrons, and electrons.
iii. Exit Card (can be effective as a post-learning activity) [Dodge]
1. In the final 5 minutes of class, students receive a recipe card
and have the opportunity to write out 3 main things they have
learned from the class today (I can guide them by referencing
the demos, and the Venus Flytrap video).
2. They can also include 1 new thing they learned today as a
result of diving into Electrostatics.
3. Students can also return to their KWL Chart in order to add
points to the Learned column.


Post-Assessment:
- Next class we will finish Law of electric charges and move on to Charging
objects to investigate further how objects gain and lose charges.


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References:

Atlantic Canada Science Curriculum - Gr. 9 (2002).
Science 9 Textbook by Nelson (1999).
Dodge, J. (2005). Differentiation in action. Teaching Strategies, Grades 4 & Up.









































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Appendix



14-02-06
1
ELECTROSTATICS
Electricity
Clothing, such as nylon shirts &
wool sweaters often become
charged when the articles rub
against one another in a dryer.

On many common substances the
electric charge remains static
Static- the charge stays where
the rubbing action occurred on
each of the charged objects.
a.k.a. static electricity

The study of static electric
charge is called electrostatics

Neutral- uncharged and having an
equal number of positive &
negative charges

There are two kinds of electric
charge
negative (-ve)
positive (+ve)

When 2 neutral substances are rubbed
together, one substance always becomes
vely charged while the other becomes
+vely charged.

Ex. The comb in our demo became ve and
the wool became +ve.

Both +ve & -ve objects attract most neutral
objects, including liquids and gases.

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14-02-06
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4. Like charges repel each other; unlike charges
attract each other.

5. -In some elements, such as copper (Cu
2+
), the
nucleus has a weaker attraction for its
electrons than in other elements; (electrons
move freely from atom to atom).
-In other elements, such as sulphur (S
2-
), the
electrons are strongly bound to each other.
6. A neutral atom = equal number of electrons &
protons.
A single atom is always electrically neutral. (ex:
C
4+
)

6. -If an atom gains an extra electron, the net
charge on the atom is negative and is called a
negative ion.
-If an atom loses an electron, the net charge on
the atom is positive, and is called a positive ion.