Brittney Moser ELED 3221--003 Date: 11-12-2013 Understanding Electrical Charge, Electricity, & Static Electricity Using Balloons

_____________________________________________________________________________ Big Idea: The Big idea of this lesson is for students to understand that items have different charges, and that the charge can be transferred to other objects changing both items charge and that it can have an effect on the relationship of the two objects. This lesson is for introducing students to electrical charge, electricity, specifically through static electricity. Grade Level: 4th Grade Rationale: This lesson is being taught for students to begin to understand charge and electricity to further their knowledge of the world around them. This material affects them in daily life from weather to technology, to fixing their hair and everything in between. This is important for students to understand so that they can move on to more advanced subtopics with electricity, such as electrical circuits. The relationship and effects of the different charges effects students in multiple ways one of the most common examples is jump starting a car battery. It is important for students to be able to understand the relationship between positive and negative charges and how to properly connect the jumper cables for it to be successful and not dangerous. NC Essential Standard(s): 4.P.1 Explain how various forces affect the motion of an object 4.P.1.2 Explain how electrically charge objects push or pull on other electrically charged objects and produce motion Next Generation Science Standard(s): The standard for next generation that best fits this activity is moved down to third grade standard level as listed below.
3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]

Instructional Objective: Students will be able to explore the effects of electricity, describe the characteristics if static electricity and how it is formed. (MacMillian McGraw Hill, pp F68) Students will demonstrate

their understanding by completely filling out their Data Recording Sheet, and Vocabulary sheet to be assessed as completed or incomplete, and to complete their Lesson Summary. Students will be scored on the Lesson Summary sheet and must score at minimum of 14 out of 15 for complete mastery. 12-13 is partial mastery. Below 11 on the Lesson Summary sheet would require additional instruction the material.

Prerequisite knowledge and skills: Students will be expected to have prior knowledge on making predictions. They will also need to have a solid understanding of what it is meant to make observations. Students are expected to have read the five pages from the textbook, Science; MacMillian McGraw-Hill prior to the start of this lesson. Students should have heard of vocabulary terms such as atoms, electrical charge, static electricity, discharge, conductor, insulator, from their reading, they will be discussed and expanded upon during the lesson but an initial idea of the terms is important. Students should also know how to use the words repel, and attract appropriately as the teacher will be encouraging them to use these terms instead of just come together and move apart. The teacher needs to have a solid understanding of the content. The teacher should have successfully practice the experiment to assure its accuracy before having student conduct the experiment. The teacher should understand how electrical charges transfer from objects creating energy fields that attract or repel other objects based on their similar or opposite charge. Materials/Resources: 8- Inflated balloons 8-pieces of string (approx. 18inches in length) 4-fabric cloths (microfiber or wool works great) 8- inch pieces of scotch tape 16- Worksheets (Static Electricity: Lesson Summary) 16-Discovery Recording Sheet (Recording Sheet for Experiment) 16-Vocabulary Sheets 4-Desks Source of your lesson: This lesson plan was guided by Lesson 6 MacMillian, McGraw, Hill Science; Physical Science Teacher Edition; The idea was adapted from their introductory exploration activity. Estimated Time: This lesson should take approximately 30-45 minutes in its entirety, not including the students completion of the Lesson Summary independent practice. Accommodation for Special Needs/different learning styles: In order to accommodate ESL Students in this lesson, if possible I would have the Vocabulary, Recording, and Summary sheets translated into their native language so it would have the English text follow by their home language text. I would also make accommodations for the students with learning disabilities with reading or instruction or behavior issues that may make it difficult for them to stay on task in a group, or to

read and complete assignments independently, to be in a group with the teacher. This will still be student facilitated experiment but will be regulated and monitored with the teacher actually participating with the students as one of the group members. Safety considerations: There are no known hazards with this experiment to protect children from. Being that it is with older students I would expect they would know not to put the balloons in their mouth or near their face. However as a precaution the teacher may choose to address proper handling of the balloons as a safety consideration.

Additional Information Needed: Vocabulary Terms and definitions: Atoms: tiny particles that make up all matter Electrical Charge: something you cannot see, smell, or weigh; we know about because of its effects on matter Static Electricity: the buildup of electrical charge on a material Discharge: a movement of charge Conductor: a material through which electricity flows easily Insulator: a material for which electricity does not flow it is a road block for electricity

Brittney Moser ELED 3221-003 Date: 11-12-2013 ______________________________________________________________________________ Content and Strategies (Procedure) Engage: Have the students rub their hand with one of the microfiber cloths and touch the metal legs of their desk. Students should experience a mild shock feeling. I would use this to open the lesson on electricity and transfer of electrical charge with is, allowing students to discuss what they know already about electricity and electrical charge. Explore: I will have two balloons tied to the ends of the four inner desks of the student desk area. Students will be working together with the 4 students in their row. They will be asked to observe the balloons and record what they see on their Discovery Recording Sheet. Next they will make a prediction what will happen if one of the balloons is rubbed with a wool cloth? They record their predictions onto their Discovery Recording Sheet. Complete the task and record the results. Next they will predict what they think will happen if both balloons are rubbed with the cloth, recording this prediction as well. After completing the task they will record their results. Predict what they think will happen if you hold the wool cloth between the two balloons and record on their sheet. Again they will test the idea and record their results. Finally they will predict what they think will happen if they out their hand between the two balloons recording their prediction. They will test their prediction and record the results. Then they will examine their results. Students will then be challenged to draw conclusions for their results on their data recording sheet. The teacher will be going around to each group while they are conducting their experiment. The teacher should facilitate the students by asking them to think about what is happening. What is causing the attraction or repelling? Which item had the charge initially? Were the balloons positively, negatively, or neutrally charged at the beginning? What about after being rubbed with the cloth? What did rubbing the cloth against the balloon change about the balloon? The teacher should challenge students to use their vocabulary from reading their text prior to this lesson in their observation and data recordings. The teacher may also prose additional ideas for them to think about where they could apply this knowledge to help them understand something in their own world.

Explanation: Students should be filling out their data recording sheets throughout the exploration. After all the groups have completed all the steps from the exploration and recorded their results we will have a whole class share. Each group will have the opportunity to share their discoveries with their classmates and compare their results and experiences. The students should go over each part of the experiment and share their results. During this time the teacher should be facilitating discussion making sure students are using appropriate terminology and vocabulary from their reading prior to the lesson. Students should lead the conversation with the teacher facilitating to keep it on track. The teacher may guide students to make sure that they are reaching accurate conclusions from their exploration. The teacher will need to guide students to the discovery, or

explain to the class that balloons have no overall charge because they have just as many negative charges as they do positive charges. However when the cloth is rubbed against the balloon it knocks negative charges from the cloth onto the balloon giving the balloon a negative charge. That is why when just one balloon was rubbed they attracted each other. Opposite charges attract, like charges repel. That is why when both balloons were rubbed with the cloth they repelled each other, they were both negatively charged. When we put the cloth between the balloons they were attracted to the cloth because it had an opposite charge, the same for our hand. This will give students concepts they need to understand why they had the results they had. The teacher should also be prepared for students whose results were different than the experiments outline anticipates. Such as the student wearing a bracelet would affect their results.

Elaborate: In pairs students can take one of the inflated balloons and rub it with one of the cloths. They will hold it up next to the wall. Students should be able to observe that the balloon is temporarily attached to the wall by the transfer of electrical charge from the cloth to the balloon giving it a negative charge to the neutral wall allowing opposites to attract. Students then can write on the back of their paper in their own words why this activity had that reaction, and what the cloths role has been in the whole experiment. Evaluate: Students will be required to turn in their data sheet and completed vocabulary sheet. These two sheets will be checked for completion not for right or wrong they will either get a 100 for completion a 50 for incomplete or a 0 for not turning it in. They will also complete and turn in their Lesson Summary Sheet to be graded to determine mastery of concept. At least 14 out of 15 correct is full mastery with a grade of 93%- 100%, 12-13 correct for partial mastery with a recorded grade of 80%-87%. 11 and below will need to review the concepts and get additional instruction. Closure: I would close the lesson by another student lead conversation after they have completed their sheets and turned them in. I would have the students discuss what they learned that was new to them and what ideas they expanded their prior knowledge on. I would give the students an opportunity to create a K-W-L chart of What they know, What they Want to know further, and leave the L column blank for the end of the electricity and magnetism unit to fill in what they learned. (This activity could have also been done at the beginning of this lesson during the engage section for just this lesson. We choose to do it for the unit and not just the lesson in our class.) The teacher should use this time to go over the vocabulary and terminology and using them correctly, and address any misconceptions of false data the students have discussed. The teacher needs to make sure students gain clarity of the lesson in its entirety during this time. If the teacher noticed areas that need explicit instruction she may choose to do so during this time and offer an explicit explanation. The teacher may use this time to ask the question if the students think that the balloons were hanging next to metal or wooden table legs would make a difference in the results of the experiment. Why or why not? This would lead into the next lesson that discusses conductors and insulators in depth.

Name:____________________ Date:____________________ Electricity Vocabulary

Atoms: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Static Electricity: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Discharge: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Conductor: (Bonus Word from Reading for Next Lesson) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Insulator: (Bonus Word from Reading for Next Lesson) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Name:____________________ Date:____________________ Lesson Summary: Static Electricity1 1) All matter is made up of __________, particles too small to see. 2) Some particles inside atoms have positive or negative ___________________________. 3) An atom usually has _____ charge because the number of particles with positive charges equals the number of particles with negative charges. 4) Rubbing two different materials together a. Knocks __________ charges off one material, making it __________ and

b. Causes _________ charges to collect on the other material, making it __________. 5) Opposite charges __________ each other. 6) Similar charges ___________ each other. 7) The buildup of electrical charge on a material is called ________________________. 8) Rubbing a balloon with a piece of cloth knocks ________ charges off the cloth and onto the balloon, making the balloon_________ charged. 9) The rubbed balloon sticks to a wall because its __________ charges are attracted to the walls __________ charges on the outside edge of the wall. 10) The balloon falls when the negative charges ________________.

This worksheet was adapted from a lesson out of the MacMillian McGraw-Hill Science Textbook.

Name:___________________ Date:___________________ Experiment Data Recording Sheet 1) Observe the two balloons: ________________________________________________________________________ 2) Predict what will happen if one balloon is rubbed with the cloth: ________________________________________________________________________ ________________________________________________________________________ 3) Rub ONE balloon with the cloth GENTLY for a few (about 10-15) seconds. Record what is happening: ____________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4) Predict what will happen if both balloons are rubbed with the cloth: ________________________________________________________________________ ________________________________________________________________________ 5) Rub BOTH balloons with the cloth GENTLY for a few (about 10-15) seconds. Record what happened: __________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6) Predict what will happen if you place the cloth between the two balloons: ________________________________________________________________________ ________________________________________________________________________ 7) Place the cloth between the two balloons. Record what happened: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 8) Predict what will happen if you place your hand between the two balloons: ________________________________________________________________________ ________________________________________________________________________ 9) Place your hand between the two balloons. Record what happened. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________