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LESSON PLAN OUTLINE

JMU Elementary Education Program


The following information should be included in the header of the lesson plan:
Lexi De Haven
Ashley Short, Westwood Hills Elementary School
Date and time lesson is to be presented
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one week in advance.)
(Include the title of each of the following sections in your written plan.)
A. TITLE/TYPE OF LESSON

Static Electricity

B. CONTEXT OF LESSON
The children know about positive and negative charges and how same charges repel and opposite charges
attract. This lesson does not fit in the curriculum sequence due to SOL review that has begun in
preparation for testing. Due to this I cannot build on much prior knowledge in the unit of electricity and
electrical currents however I have constructed this lesson to be a design brief that will be done in a whole
group setting in order to make sure that every student understands the concepts at hand. After they
complete the whole group design brief, students will work with the table groups to complete a trial-time
data table and complete short answer questions in order to assess their learning.
C. LEARNING OBJECTIVES
Understand
Know

The students will understand


that energy can be transferred
and produce physical
reactions.
The students will understand
that a variety of materials can
have different reactions
doing the same activity.

Do

The students will know that


by rubbing objects together
creates static electricity.
The students will know that
lightning is the discharge of
static electricity in the
atmosphere.
The students will know that
the exchange of positive and
negative charges produces
static electricity.

The students will do an


investigation using static
electricity to attract and/or
repel a variety of materials.

The students will complete a


table chart where they will
amount of time that a static
cling lasts with a changing
variable of how many time
the balloon is rubbed on a
woolen fabric.

D. ASSESSING LEARNING
The students will be filling out a scientific investigation worksheet which I have created.
They will complete this in a whole group setting with instructional guidance. After, students
will read a procedure and will complete a table chart where they will measure the amount of
time the balloon clings to a students shirt based on the number of rubs the balloon had on the
woolen fabric.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
4.3
c)

The student will investigate and understand the characteristics of electricity. Key concepts include
static electricity;

F. MATERIALS NEEDED

4 inflated balloons per table group

Aluminum can

Hair

Woolen fabric

Stop watch per table group

Scientific investigation worksheet

Static Cling Chart worksheet

Static Cling Procedure worksheet

G. PROCEDURE
- Preparation of the learning environment
- The students are already grouped heterogeneously by 4 or 5 students.
- At each table of groups I will provide the materials to complete this activity.
- Engage -Introduction of the lesson
- The first worksheet will be completed in a whole group setting with the teacher instructing and
reinforcing the concepts behind what is happening in the investigation.
- Follow the PowerPoint and instruct the students on the procedural steps. Ask questions, wait for
answers, ask for their hypothesis, and reinforce their answers.
- After the whole group scientific investigation is complete hand out Static Cling procedures and
worksheets to each table and provide them with stop watches. Give the directions, For this
activity we are going to work with the people at our table to see if the number of times the
balloon is rubbed on wool affects how long it clings to your shirt. I want you to follow the
procedure that is at each table to complete the chart on your worksheet. Once you have
completed the chart please answer the three questions at the bottom and on the back.
Questions?
- Closure
- -Go over the questions on the Static Cling Activity.
- Clean-up (if required)
- I will ask the students to recycle the cans and to give me the balloons so that they will not be
inclined to pop them.

- H. DIFFERENTIATION
With the worksheet I have created it appeals to a variety of learners. Having the experiment
is a visual aspect in and of itself but also the child has the opportunity to draw what they observed
within the experiment if they cannot express it through words. Also I plan on reinforcing what we
did in the experiment by doing an addition activity where we measure the length of time the static
cling lasts. The grouping of students is heterogeneous which enables the lower learners to work
with the higher learners. There is an additional experiment which goes over the same concepts but
with a different activity for those who are advanced and finish early.

I.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
If the can and balloon reaction doesnt work properly because the student tables are at a slant I
will advise the students to perform this part of the experiment on the floor.
If a balloon pops due to a students misbehavior they will not be able to take part in the
experiment and will only observe their tablemates perform the experiment and document what they
see.
If a balloon pops due to an accident I will blow one up and replace it so that they can carry out
their activity.
If the experiment does not work properly I will ask the students why it might not have worked, or
ask them to consult with a group that the experiment did work for and come up with a conclusion with
why it worked for one group and not the other.

IF STUDENTS ARE DONE EARLY: I will ask them to experiment what objects around the
room that the balloon clings to when rubbed with wool. I will ask them to document their results on a
sheet of loose leaf paper.
-

Lesson Implementation Reflection


-

- As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts
below to guide your thinking. Be thorough in your reflection and use specific examples to support your
insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain
why you made them.

II. Based on the assessment you created, what can you conclude about your impact on student learning?
Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions
are valid?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or
more thorough way if you were to teach this lesson again.

IV. Based on the assessment data you collected, what would you do/teach next if you were the
classroom teacher?

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about
young children as learners?

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about

teaching? VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about
yourself?

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