Karin Trubic
Subject:​ Science Grade:​ 4 Subject:​ Static Electricity
Performance Expectations:​ ​Students who demonstrate understanding can:
(​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.
Science and Engineering Disciplinary Core Ideas Crosscutting Concepts
Practices
Asking Questions and Defining PS2.B Types of Interactions Cause and Effect
Problems Electric, and magnetic forces Cause and effect
Asking questions and defining between a pair of objects do relationships are routinely
problems in grades 3–5 builds on not require that the objects be identified, tested, and used to
grades K–2 experiences and in contact. The sizes of the explain change.
progresses to specifying forces in each situation
qualitative relationships. depend on the properties of
Ask questions that can be the objects and their distances
investigated based on patterns apart and, for forces between
such as cause and effect two magnets, on their
relationships orientation relative to each
other.
CCSS and Maryland State Standards Connections:
ELA/Literacy :
Common Core:
CCSS.ELA-LITERACY.RI.4.1​ ​Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2​ Determine the main idea of a text and explain how it is supported by
key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.3​ Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on specific information in the
text.
CCSS.ELA-LITERACY.RI.4.4 ​Determine the meaning of general academic and domain-specific
​
words or phrases in a text relevant to a ​grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.5 ​Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.SL.4.1.B ​Follow agreed-upon rules for discussions and carry out assigned
roles.
CCSS.ELA-LITERACY.SL.4.1.C​ Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the remarks of
others.
CCSS.ELA-LITERACY.SL.4.1.D ​Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
  

MCPS:
Informational Texts

Key Ideas and Details

3.4.A.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
3.4.A.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.

Craft and Structure

3.4.B.4 Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or 7 subject area.
3.4.B.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Integration of Knowledge and Ideas

3.4.C.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears
3.4.C.9 Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.

Language/Vocabulary
Comprehension and Collaboration
5.4.A.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.

d.Review the key ideas expressed and explain their own ideas and understanding in light of
the discussion
5.4.A.2 Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
  

5.4.A.3 Identify the reasons and evidence a speaker provides to support particular points.
6.4.C.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal precise actions, emotions, or states of being

Writing:
Common Core:
CCSS.ELA-LITERACY.W.4.2 ​Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
CCSS.ELA-LITERACY.W.4.7​ Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.4.8​ Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize information, and provide a list
of sources.
CCSS.ELA-LITERACY.W.4.9​ Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-LITERACY.W.4.9.A​ Apply ​grade 4 Reading standards to literature (e.g., "Describe in
depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g.,
a character's thoughts, words, or actions].").
CCSS.ELA-LITERACY.W.4.9.B​ Apply ​grade 4 Reading standards to informational texts (e.g.,
"Explain how an author uses reasons and evidence to support particular points in a text").
CCSS.ELA-LITERACY.W.4.10​ Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

MCPS:
Informational/Explanatory

Text and Purposes of Writing

4.4.A.3 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details and clear event sequences.
a. Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for
example, also, because)
d. Use precise language and domain-specific vocabulary to inform about or explain the topic
e. Provide a concluding statement or section related to the information or explanation
presented.

Process, Production and Research

Presentation of knowledge and ideas
4.4.B.4 Produce clear and coherent writing in which the development and organization are
  

appropriate to task, purpose, and audience.

4.4.B.6 With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing
as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of one page in a single sitting.
4.4.C.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Use of Language
Knowledge of Language
6.4.A.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
6.4.A.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

Math:
Common Core:
CCSS.MATH.CONTENT.4.MD.A.2 ​Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and money, including problems
involving simple fractions or decimals, and problems that require expressing measurements given
in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such
as number line diagrams that feature a measurement scale.
CCSS.MATH.CONTENT.4.NBT.B.4 ​Fluently add and subtract multi-digit whole numbers using the
standard algorithm.

MCPS:
Reason abstractly and quantitatively, Use appropriate tools strategically​ (​Embedded in several
MCPS indicators)

Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit
arithmetic. ​1.4.C.4.Fluently add and subtract multi-digit whole numbers using the standard
algorithm.

Measurement and Data

2.4.A.2 Use the four operations to solve word problems involving distances, intervals of time, liquid
volumes, masses of objects, and money, including problems involving simple fractions or decimals,
and problems that require expressing measurements given in a larger unit in terms of a smaller
unit. Represent measurement quantities using diagrams such as number line diagrams that feature
a measurement scale.
  

Social Studies:
MCPS:
Geography
3.4.A.1.Use geographic tools to locate places and describe the human and physical characteristics of
those places.
a.Construct and interpret a variety of maps using map elements.
3.5.D.1. Explain why and how people adapt to and modify the natural environment and the impact of those
modifications

WIDA English Language Development Standard 4: Language

of Science
English language learners will communicate information, ideas, and concepts necessary for
academic success in the content area of science
Objective:​ ​SWBAT explain observations of the phenomena produced by static charges such as
attracting lightweight materials over a distance without making contact.

Resources/Materials:
Teacher Background:
● Static electricity tricks​ video that demonstrates static electricity activities
● https://www.livescience.com/51656-static-electricity.html​ background on static electricity vs.
electric current and dangers/uses for static electricity and role of lightening
● comb, salt pepper mix, microfiber cloth (for engage)
● microfiber cloth, fluorescent light bulb (see video for demonstration technique) (for
elaborate)
Student Resources/Materials
● stations set up with various objects that produce static electricity:
1. balloon, microfiber cloth, plastic cup with small hole in the bottom to create a small stream of
water, access to sink and water
2. balloon, microfiber cloth and hole punches
3. 2 balloons, string, and microfiber cloth
4. styrofoam plates, styrofoam balls (1 inch) covered in foil, microfiber cloth
5. Empty, clean, dry soda can, balloon, microfiber cloth
6. small plastic bag or tissue paper, microfiber cloth, balloon
● Student Station Capture Sheet for Explore
https://docs.google.com/document/d/1MlhWF5vfUQZxUXRudetnBDj6oxX4U45qjDowxP7Jp
NQ/edit?usp=sharing

● Videos for Explain:

https://www.youtube.com/watch?v=83-_GObxk_k​ (Bill Nye 25 min.; chunk into sections as
needed)

What is static electricity (4:51)​,

  

Static Electricity (A First Look: 1:04)

Static Electricity (All About Electricity: 2:59)

● Interactive websites for Explain

balloon simulation

John Travoltage

● Poster/brochure/flyer/infographic for Elaborate

www.canva.com

● Websites for research for Elaborate:

https://www.dkfindout.com/us/science/electricity/static-electricity/
https://www.loc.gov/rr/scitech/mysteries/static.html
https://www.nasa.gov/audience/forstudents/k-4/home/F_What_Causes_Lightning_Flash.html
https://newsela.com/search/#/?needle=static%20electricity​ (articles can be adjusted to reading
levels)
http://www.nationalgeographic.com.au/science/incredible-map-shows-where-lightning-strikes-all-ov
er-the-world.aspx​ Real time lightning map of world
https://weather.com/maps/currentusweather​ current weather in US (temps highs/lows/ pressure
systems/ etc.)
http://www.intellicast.com/Local/WxMap.aspx​ Current world weather info
lightning safety:
https://www.cdc.gov/disasters/lightning/safetytips.html
http://www.weatherwizkids.com/weather-lightning.htm

Vocabulary:​ ​static electricity (should be student defined and refined throughout the lesson)

In previous lessons, through student inquiry, the students should have:

● determined how magnets affect other objects
● developed (student generated) a list of general properties of magnets
● determined that the strength of combined magnets is stronger than that of one magnet by
conducting an experiment

● determined that magnet force can be exerted on magnetic objects without them touching

* This will help students to have background knowledge to understand that like charges repel and
opposite charges attract the same way that like poles on a magnet repel and opposite poles
attract. They also should connect the phenomena of objects exerting forces on one another without
direct contact.

Lesson Overview: ​In this lesson students will:

● make observations about the causes and effects of static electricity to see how static
electricity interacts with other materials. They will also make connections with magnetism in
  

terms of how objects can be moved with coming into contact with each other. Students will
research and produce an informational presentation piece connecting static electricity to
natural phenomena (lightning) through the integration of hands on experience, research and
study the impact of lightning on people/communities. Students will also have the opportunity
to use what they have learned to write about technological improvements that could be
made/new technology ideas to lessen the negative impact of this phenomena.

5 E’s Lesson Plan

Engage: Note to teacher​:
students’ prior
knowledge accessed The purpose of the performance expectation is to explore the effects of
and interest electric interactions between two objects that are ​not​ in contact with each
engaged in the other.
phenomenon ● Put some salt and pepper in a small open container. Stir it together.
Charge a plastic comb by rubbing it through your hair or rubbing it
with a microfiber cloth. Hold the statically charged comb over the
small open container of salt and pepper mix, and the comb will
attract the pepper causing it to jump up out of the dish! If you hold
the comb too close, the salt will jump up too, so it might take a little
practice for just the right “magic” effect!
● Allow students to talk about what they saw in small groups (This
allows students to access background knowledge in a comfortable
small group setting), then share out loud as a whole group.
● Allow students to ask questions. If needed, prompt with guiding
questions. Record so the class may revisit them at the end to refine
their thinking. Suggestions are:

What do you think caused this?

Does it remind you of anything? (ex. of responses may include static,

lightning, etc.)

Have you seen anything like this happen before (or in nature)? (ex. of
responses may include lightning, static from a sweater, touching a
doorknob or a person)

Are there any real world problems that could result from this phenomena?

What do you think made the pepper move? (ex.of responses may include
some kind of energy….students may not be able to name it)
  

Some students may relate this to lightning or back to the previous

study of magnets. If the connection to lightning is not initially made it
is ok! It will come up later as a connection to real world issues!

● If students do not come up with static electricity, introduce the term.

● Allow students to come up with a definition as a whole class based
on their prior experience with static electricity. Record their definition.
This can be revised at the end of the lesson as students refine thier
thinking through inquiry.

Explore:
students participate ● Revisit the video to assist you with background knowledge of the
in an activity that static electricity possibilities.
facilitates conceptual ● Set out materials beforehand: Allow students to self select materials
change to test. You may wish to limit them to 3 experiments as this self
investigation may take longer than preset stations. ​*Students will
need to be given time at the beginning to think through their
ideas/justify why they are choosing certain materials
collaboratively before investigating.
Possible materials (provide multiples of each testing object so there is
enough for students to explore the same materials at the same time):
tissue paper / plastic bag, hole punches, sink with stream of water, small
plastic cup with hole to create small stream of water, empty soda cans,
string to attach balloons, balloons, microfiber cloths.

Possible combinations (not an exhaustive list-let students be creative and

use what they know to help them):

Floating tissue or plastic bag: rub the balloon and try to make the plastic
bag hover or float

Hole punches: like the demonstration in the teacher video (balloon and hole
punches)

Sink with stream of water: rub the balloon and place it near a small stream
of water. The water should move toward the balloon.

Empty soda can: rub the balloon and make the empty soda can move using
the balloon

String: Attach string (about 50 cm long) to two balloons (1 string per

balloon). Rub the balloons and hold the string so that the balloons hang
  

from it. Holding just the string, try to bring two balloons together to see what
happens.

Procedure:

● Group students into small groups (ideally, 3-4 students in each;

choose a grouping method that fits your class: heterogeneous,
homogeneous, etc) ​This allows for collaborative learning and for
discussion and refinement of ideas.
● Tell students that their job as scientific investigators is to create
experiments to try to make the objects move without physically
touching them to each other. Clarify that the only object that can be
used directly on another object is the microfiber cloth!
● Students should be working collaboratively and be discussing
ideas/revising their experiments for improvements as they work
● Pass out the Student Station Capture Sheet:
https://docs.google.com/document/d/1MlhWF5vfUQZxUXRudetnBDj
6oxX4U45qjDowxP7JpNQ/edit?usp=sharing
● Explain that students will need to complete a scientific sketch of
what they did during their experiment to make the objects move. If
they are unsuccessful at any experiment, that is ok. They can try
multiple ideas. They should record questions and what they tried in
the drawing box instead if they are not able to refine their idea
enough to make it work.
Explain: ● Gather students together at the end of the exploration to discuss
students generate what worked and why they think it worked:
an explanation of the Pair students up in A/B partners. Have A students answer this question to
phenomenon their B partners: how do your observations compare to the interactions you
observed with magnets? Have the B partners answer this first. Have the A
students listen and summarize what the B partner said and then partner A
answer the question by adding any new information. (This allows for
students to share different interpretations of the phenomena that occured
and refine/expand their thinking based on the sharing of ideas)

As a class, have students share out what they discussed in their A/B
groups, so all students have access to all ideas.

● Some of these questions should come about naturally as the

experiment is discussed, but prompt if/when needed:

How did you make the objects move? Did you need to touch the object to
make it move? Students may use words from the previous lessons on
magnetism to explain their thinking (i.e., the objects were pulled/attracted to
the balloon etc.). Do you think all matter has electrical charges? Why are
  

the objects neutral to begin with (ie they don’t attract or repel)? Have
students revisit definition of static electricity to see if they want to refine it.

● Watch a video/videos of your choice depending on class needs and

chunk it into sections based on needs of your class, discuss as
needed:

Suggestions include:

https://www.youtube.com/watch?v=83-_GObxk_k​ (Bill Nye 25 min- can just

show segments)

What is static electricity (4:51)​ (Discovery Ed)

Static Electricity (A First Look: 1:04)​ (Discovery Ed)

Static Electricity (All About Electricity: 2:59)​ ​(Discovery Ed)

● Allow students to explore various interactive websites to refine their

thinking after viewing video(s):
balloon simulation

John Travoltage

● Refer back to what was recorded after the engage portion of the
lesson when students talked about what they saw. Is there anything
new they would add? Anything they would change?

● Revisit the definition of static electricity. Have students make

changes as needed.

Evaluate: ● Have the students refer back to one of their drawings from the
students assess investigation (their choice). How would you change your drawing to
their understanding explain the phenomena you saw? (metacognition)
of the phenomenon ● Allow students to redraw a diagram or model on a small poster or
construction paper in detail with labels that show the gaining of
negative electrons by the balloon when charged (giving it a net
negative charge) and repulsion of negative electrons in the
secondary object. (see PHET balloon simulation for visuals).
● Allow for discussion of changes: Example questions can include:
Why did you decide to change that?
Why was your original drawing not as accurate as your new one?
What makes your new representation more easily understandable?
*Be sure students are using metacognition to reflect on what they have learned
and how they applied it to the refined drawings.
  

Elaborate: ● Teacher demo: Rub a microfiber cloth over the fluorescent bulb.
​students' Touch one end to the carpet to make it light. (see video in teacher
understanding of the background for assistance)
phenomenon ● Allow students to discuss similarities/differences between this and
challenged and previous static electricity experiments in a think pair share and then
deepened through
as whole group. This ensures all students can voice their thoughts
new experiences
and be heard.
● Allow students to drive the questioning about what occurred and
prompt with the following if not covered or use one to get students
started:

How might this phenomena be useful to us? Harmful?

What do we learn from it?

Does it remind you of anything in nature?

● If students do not bring up a connection to lightning, introduce it.

● Tell students that they will be creating a presentation in a format of
their choice: Poster/brochure/flyer/infographic via ​www.canva.com​ .
If your students have not used canva before, you may wish to
introduce less options as you will need to show how the technology
works. You can choose to have individual projects or assign
students to work in groups.
● You can assign topics to be covered on the presentation or allow
students to choose their own, ​but it must include a connection to
how lightning impacts people/societies and a technological based
idea(s) to improve hazards/impact. ​Encourage students to use the
claim, evidence, reasoning method:

Sample topics:

A background section including: What is lightning? How does it work?

Why are some locations on Earth more likely to experience lightning at

certain times (seasonal patterns/weather patterns)? ​(Mathematics
Integration/Social Studies Integration) ​or use a more local connection
and study the pattern of lightning storms in your area and predict what
times might we expect them.

● Students should create a graph for their presentation to show

lightning frequency and then explain where/why it occurs in some
  

locations more than others (math integration/social studies

integration)

How does lightning impact us as a society?

What damage is created by lightning?

How can we stay safe/ what new technology might be needed to help with
this? ​(opportunity to explore new technological ideas)

What kinds of jobs are related to lightning?

● Allow students to research using books from the media center and
websites such as:

Lightning Facts/Connection to Static Electricity:

https://www.dkfindout.com/us/science/electricity/static-electricity/
https://www.loc.gov/rr/scitech/mysteries/static.html
https://www.nasa.gov/audience/forstudents/k-4/home/F_What_Causes_Lig
htning_Flash.html
https://newsela.com/search/#/?needle=static%20electricity​ (articles can be
adjusted to reading levels)

Maps for graphing frequency:

http://www.nationalgeographic.com.au/science/incredible-map-shows-wher
e-lightning-strikes-all-over-the-world.aspx​ Real time lightning map of world
https://weather.com/maps/currentusweather​ current weather in US (temps
highs/lows/ pressure systems/ etc.)
http://www.intellicast.com/Local/WxMap.aspx​ Current world weather info

Lightning Safety:
https://www.cdc.gov/disasters/lightning/safetytips.html
http://www.weatherwizkids.com/weather-lightning.htm

Scaffolds for ● Walk students through the PhET interactive website (​balloon
review simulation​) to look at how charges can attract or repel objects, and
to show what happens when an object is rubbed against another.

● https://www.classzone.com/books/ml_science_share/vis_sim/emm0
5_pg7_charge/emm05_pg7_charge.swf​ (only works on Internet
Explorer)
  

● https://www.brainpop.com/science/energy/staticelectricity/

Scaffolds for ● Ask students to design investigations that address testable

Enrichment questions such as:”How can the amount of stored static electricity be
increased?”

● Explain that this type of investigation is an example of Experimental

Research and emphasize that students must identify measurable
independent variables (i.e., number of times a balloon is rubbed),
dependent variables (i.e., number of hole punches picked up), and
control variables (i.e., size of balloon, surface, etc.)

Language ● Chunk the video into meaningful segments. Set a clear purpose for
Supports viewing each chunk. Pause the video after chunk and pair students
to discuss new learning related to the purpose for viewing.

● Pair English Learners with strong English speakers.

● Use a graphic organizer such as ​Flow Chart​ to organize science

content.

● Select sentence starters from, ​Sentence Stems​. Model the use of

selected stems and support student use during student oral and/or
written discourse.

 
Resources:   
mcpsmd.instructure.com 
 
https://www.nextgenscience.org/