Name Alycia Lindberg Class ELED 3221 Date 3/31/14 edTPA Indirect Instruction Lesson Plan Template A Spark

of Electricity _____________________________________________________________________________ Central Focus/Big Idea: Static Electricity Subject of this lesson: Static Electricity; Energy; Understanding that energy can be transferred from one object to another by creating static electricity. Grade Level: 3rd grade NC Essential Standard(s): 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other. Next Generation Science Standard(s):
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

21st Century Skills: Critical Thinking and Problem Solving- The students use critical thinking when investigating on their own with the balloon as well as making their own discoveries during the experiment Collaboration- Students collaborate with the people in their groups throughout the experiment to discuss their observations. Students will also collaborate when investigating what a balloon and static electricity have to do with each other. Academic Language Demand Language Function: In the table below highlight the three most important language functions for your lesson. Explain why you chose these. Analyze Interpret Argue Predict Categorize Question Compare/contrast Describe Retell Summarize Explain

Interpret: Students will interpret what is going on in the picture of lightening that is shown to them in the beginning of the lesson. Describe: Students will describe what is happening in the original picture. Students will also describe their findings during both the pie tin and balloon experiments.

Explain: Students will explain to the class what they think is happening during this experiment and what they think static electricity is. Scientific Vocabulary: What are the key scientific terms that your students will learn through this lesson? - Electrons - Static - Static electricity - Protons - Spark - Transferable electricity

Instructional Objective: Students will be able to recognize that energy can be transferred from one object to another by rubbing them against each other. They will be able to correctly answer 4 out of 5 questions on their exit slips regarding the process of static electricity and the transferring of energy. Prior Knowledge (student): Students will have an understanding of some of the forms of energy and the scientific method. The will have already conducted previous experiments and will be somewhat familiar with protons, neutrons, and electrons. Content Knowledge (teacher): The teacher will need to understand how static electricity is formed as well as how the energy is transferred between two objects. (The experiment is found on page 71 of the workbook) When two objects are rubbed together (your hair and a Styrofoam tray) you pull electrons off one of the objects (your hair) onto the other object (the Styrofoam). When the second object (the Styrofoam) touches a third object (pie tin) the electrons off of that object (Styrofoam tray) pull on the protons and push on the electrons of the third object (pie tin). This reaction causes some of the free electrons to move free of the third object (pie tin) and as far away from the second object (Styrofoam tray) as possible. This is why when you touch the pie tin the electrons move on to your hand to get away from the Styrofoam. This is what causes the forming of a spark. A proton has a positive charge; an electron has a negative charge. Protons and electrons are particles that make up atoms. A lightning bolt is a very dramatic example of static electricity. Strikes of lightening spark when, a moving of electrons races up or down between the clouds and the ground.

Accommodations for special needs (individual and/or small group): What will you do for students with special needs (ELL, ability, etc.)? The struggling learners will be placed in groups next to the advanced students of the class. This will allow for the advanced students to assist the struggling learners with the experiment. For the students in my class who have ADD/ADHD the experiment is hands on. This will allow those students to get up and walk around when conducting the actual experiment as well as when completing the balloon activity.

I did not have an ELL student in my class but if I did I could give them a partner to translate or walk them through the activity. I could also have a copy of the instructions in their language. Materials and Technology requirements:
Document camera 6 pie tins 6 Styrofoam trays 6 scissors A computer to display the picture of the lightening 23 balloons Dry erase board 5 questions to write on the board 23 scrap pieces of paper for the students exit slips 1 copied page from their workbook with the instructions

Total Estimated Time: 1 day Source of lesson: http://www.exploratorium.edu/science_explorer/ Safety considerations: Be aware of the objects used throughout the experiment. Make sure the students stay in the classroom when experimenting with the balloons.

Content and Strategies (Procedure) In your procedure, be sure to include all of the following 5 Es. Your procedure should be detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube video), describe your back up plan thoroughly. Imagine your most novice colleague needing to teach from your plan. Dont just answer the questions. Additionally, I expect you to include possible questions you could ask for each section. This needs to include higher-order questions. Engage: https://www.newworldencyclopedia.org/entry/Lightning I will have a picture of lightening striking a tree or within a city to the students. The students will be asked to reflect on what they think this picture is about. Why do you think lightening occurs? What is going on in this picture? We have been learning about energy lately. What do you think this has to do with energy? Is lightening energy? Explore: The students will complete a super sparker activity. In this activity the students will explore the idea of static electricity and sparks of energy. Students will explore this concept by using a Styrofoam tray and a pie tin. Give each group in the class a Styrofoam tray, a pair of scissors and a pie tin. Have the students cut a corner of the Styrofoam tray off to create a handle for the pie tin. Bend the piece off and have the students tape it on to the center of the pie tin. Next have the students rub the remaining of the Styrofoam tray on their hair (Make sure students are rubbing the bottom of the plate). During this step the students should be taking turns with the other people in their group. Be sure the students are rubbing the Styrofoam very fast on their hair. After the students have rubbed the tray on their hair the students will place the tray upside-down on the table. Using the handle students will then pick up the pie tin and drop it on the Styrofoam tray. Very slowly the students will then touch the tip of their finger to the pie tin. The students should see a spark. Students can also use the handle to pick up the pie tin off of the Styrofoam. When the students touch the pie tin after it has been removed from the Styrofoam there will also be another spark. Throughout this activity the teacher should be walking around watching the students. The teacher can ask engaging questions throughout. Ask the students what happened when you touched the pie tin? Why do you think that there was a spark? What did you do to cause the spark to happen? What concept in science do you think this is discovering? Have you ever experienced anything like this before? Why do you think that there is a spark from touching he pie tin after you remove the tin from the Styrofoam tray? Students can also try this experiment in the dark. The students may be able to see the spark a little easier. Explanation: We will have a class discussion guided by the students. Can you remind me what we have learned about energy so far? What did this experiment remind you of? Have you ever seen anything like this before? Why do you think that when you touched the pie tin it sparked after having touched the Styrofoam tray? Did every student get to see the spark occur? (If no, the teacher can complete a whole class example. The teacher can also discuss that when conducting an experiment it doesnt work every time for everyone. Not everyone may have got shocked and that is okay.) What are some other observations that you made while conducting the experiment?

Can you guess what is going on in this experiment? (The experiment is found on page 71 of the workbook) When you rub the Styrofoam on your hair, you pull electrons off your hair and onto the tray. When the Styrofoam touches the pie tin the electrons off of the Styrofoam pull on the protons on the pie tin and they also push on the electrons. This reaction causes some of the free electrons to move free of the pie tin and move as far away from the Styrofoam as possible. Therefore, when you touch the pie tin the electrons move on to your hand to get away from the Styrofoam. That is why there is a spark when you touch the pie tin. Can anyone tell me what a proton is? What charge does it have? Positive Can anyone tell me what an electron is? What charge does it have? Negative Protons and electrons are particles that make up atoms. Does anyone know how this has to do with lightening? A lightning bolt is a very dramatic example of something we call static electricity. Strikes of lightening spark when, a moving of electrons races up or down between the clouds and the ground. Elaborate: To explore more on static electricity and the idea of transferable energy between objects the students will complete a balloon activity. In this activity students will explore if a balloon will initiate static electricity as well. Students can explore this concept by rubbing the balloon on their head and seeing the reaction their hair has with the balloon as well as seeing what else in the classroom will create static electricity. What kind of objects did you notice to initiate a static electricity? Why do you think those objects gave off a static electricity? What was the reaction the balloon had with your hair? What happened to your hair after you rubbed the balloon on it? Evaluate The teacher will then complete a formal assessment. After the lesson assess the students by having them complete an exit slip of 5 questions. 1- What moves throughout objects to cause static electricity? Electrons 2- Name two ways that you have seen static electricity outside the classroom. (Answers vary) 3- What causes static electricity? When two objects rub against each other static electricity is formed. 4- Could you create static electricity with the balloon? Give 2 examples of things that happened with the balloon. (Answers vary) 5- Is lightening a form of static electricity? Yes While walking around the teacher will take notes on what he/she sees throughout the lesson. Take note of the answers you are getting and be observing your students reactions to what is happening.

To be complete after the lesson is taught as appropriate

Assessment Results of all objectives/skills: 13 of the 20 students answered 4 of the 5 questions correctly. Reflection on lesson: CT signature/confirmation: _________________________________ Date: ________________