#19 Static Electricity

Static Electricity

Group Members: Eddie & Abe

Goals (What Will Students Know, Understand, and be Able to Do?):

Our goal is for students to understand how electricity is made using balloons, wool, and an aluminum can.

CA Standard:

What causes objects to move? Students investigate the difference between pushing and pulling an object.
They also design a solution to change the motion of an object with a push or pull. California Standard

Driving Question (Essential Question):

How can we inform students about how electricity is made with common items around them?

Performance Assessment Evidence: (Will students write? Create Graphs? Discuss ideas?)
(Link your rubric into this section)

We will be creating some sort of worksheet that will allow students to get a refresher of the activities
as well as what they thought about it.

Materials:

1. Balloons
2. Pieces of Wool
3. Aluminum Cans

Hook (Into Activity)

Teacher doing: Students doing:

Students will be introduced to static electricity and Students will be listening and actively engaging in
how it works. For instance, showing them about conversation during the introduction. Try to answer
positive and negative charges.
The ♥‎ of the Lesson (ListLearningSteps):
Teacher doing:
We demonstrate our lesson. We rub the balloon and
wool together and then rub the balloon on our hair
and our hair will follow the balloon's motion. After, we
rub the balloon with our hair one more time and place
an aluminum can on a table and move the balloons
closer to the can but not touch it. The aluminum can
will follow the balloon.
Wrapping up the lesson:
Teacher doing:
We will go through how static electricity works, and
how easy it is to create it with items around you.
Giving them a quick summary of how everything
worked in this scenario. Give them the challenge to
do it at home.
Differentiation:
Struggling:
Students who struggle successfully completing the
lesson will get assistance one on one.
English Learners:
Resources:
questions we ask them
Students doing:
While we demonstrate, students will be listening and
learning how to do the process.
After learning the steps, students will then grab the
materials and start the process.
Students will rub the balloon on their heads and with
wool to create static electricity. Then they will rub the
balloon on their head one more time and move an
aluminum can with static electricity.
Students doing:
Students will engage in conversation and ask
questions if they have any.
High Flyers:
High flyers who successfully complete the lesson will
be able to try it with two balloons instead of one. We
can ask them what they think will happen if they add
another balloon. Will it pull the can faster? Will it be
the same?
Special Ed:
We can go to them one on one after explaining to the
class and give them a better explanation. We can do
step by step with them.
 When you rub the balloon against your hair, you are transferring electrons (tiny, negatively
charged pieces of atoms) from your hair to the balloon. Because electricity does not flow easily
over rubber, the electrons are trapped there, building up a strong, negative static charge.

How did you incorporate ideas from psychology such as, but not limited to, Growth mindset, flow, reward vs.
punishment, etc. ?