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Cluster: 3

Planning Sheet Static


Lesson Title: What is Electricity? Grade: 9
Electricity Lessons

Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required


A. Scientific Inquiry Teacher begins with diagnostic tool to
Initiating, Researching & Planning N/A assess students’ prior - blank paper
knowledge and - periodic table
Implementing; Observing, Measuring & preconceptions. Tell
Recording students to write their Questions to consider in your
Students record labelled diagram of answers to these Students answer these questions one at a planning / delivery
atom. Students work with group questions: time, being given time to think and write a 1.How long will each phase last?
members. 1. What is electricity? comprehensive answer. - diagnostic 10 min.
2. Where does electricity come from? - rest of the class
Analyzing & Interpreting N/A 3. How is static electricity made?
Concluding & Applying 2.How am I going to organize working
Students draw conclusions between Begin with blank sheet. Students placed Students, individually, draw an atom of their groups?
prior knowledge of atom (all matter
made of atoms) and moving particles in pairs. Key questions choosing from the periodic table. Identify and - students grouped in 4 or 5, these
(e-) to electricity. (ESK i): What does an label components of atom. will be split for pair work
B. STSE Issues/ Design Process/ atom look like? If an atom
Decision Making N/A was the size of this piece Students label these on diagrams. Students 3.How will I organise and distribute
of paper, what would then post all atoms on the wall. equipment?
C. Essential Science Knowledge you see? - N/A
i) all matter is made of atoms; atoms
have a nucleus consisting of protons Key questions (ESK ii): Which particles 4.Am I emphasizing specific skills and
and neutrons are fixed? Which are moving? knowledge development?
ii) electrons spin around the nucleus - purpose of working on atom for a
creating shells Teacher-led discussion: What are the Students are to consider and answer these whole class is to prevent later
iii) outermost shell electrons can move similarities between all the atoms on the questions in an attempt to clarify their errors in interpreting electricity
iv) electricity is the movement of wall? Differences? Ask students to conceptions of the atom, and to prepare them
electrons consider the electrons in the valence shells for the role of the atom in electricity. 5.Am I giving clear instructions and
v) electrons and protons have different (ESK iii). Can valence e- leave the atom? asking purposeful questions?
charges, designated –ve and +ve Where would they go? Draw to students - students understand the questions,
to a clear understanding of how an atom and come to an understanding
What will you assess? and its particles act. of how they are linked to
Students’ understanding of haw the Students are to work in pairs to answer these electricity.
atom looks, what its components are, Teacher draws students to result of questions. Students then decide as a group on
and how the atom is involved in moving electrons: electricity (ESK iv and their final answers. 6. What must I look for in monitoring
electricity. v). What happens if these moving e- move student learning?
from one atom to another? What happens Students answer this individually. Then share - students are discussing questions
How will you assess it? to the 2 atoms? What are the charges of as a group. One member writes the final - students working as a group to
Students’ verbal answers to teacher. protons and electrons? What are the answer on sheet paper, and posts on wall for consolidate knowledge.
Students’ explanations to group charges of the 2 atoms? entire class to read. Students spend time
members. Students hand in answers to reading all groups’ solutions. Is there a
diagnostic questions. Teacher asks one more question: common answer?
How do you think all this is related to
electricity?
Cluster: 3
Planning Sheet Static
Lesson Title: Changing Models of Electricity Grade: 9
Electricity Lessons

Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required


A. Scientific Inquiry Teacher demo: - balloons
Initiating, Researching & Planning a) place uncharged balloon near stream of - tap (water)
Students work cooperatively with water (nothing happens) Students are placed in groups of 3 to 4. One - paper on Charles Du Fay and
group to carry out plan. b) rub a balloon on hair student is designated recorder. One person is the Two Fluid Model
c) use charged balloon to “bend” water presenter. One person is information - paper on Ben Franklin and the
Implementing; Observing, Measuring Teacher reminds students of yesterday’s coordinator. Fourth person can be One Fluid Model
& Recording Students summarize and inquiries, and discoveries. ‘researcher’, sent to research other groups’
record information. Teacher asks Key questions (ESK iv): What answers. Students, in groups, discuss what Questions to consider in your
is causing the water to move? Think about they believe is occurring to make these events planning / delivery
Analyzing & Interpreting the atoms in the water, in the balloon. happen. 1.How long will each phase last?
Groups troubleshoot problems with Why did I rub it in my hair? What Group must hypothesize answers to all these - 30 min for demo and 30 min for
hypotheses as they arise. happened to the balloon? What is it doing questions, and then may try the demo at their models
Concluding & Applying to the water? tables or at a back bench with tap. They may
Students conclude that models of take time now to “rethink” their answers. 2.How am I going to organize working
electricity can be varied.
Teacher brings focus to differences in all Students write answers on large sheet of groups?
B. STSE Issues/ Design Process/ the groups’ models of electricity. Discuss papers, and post on the wall. - by tables
Decision Making Students will realize what scientists may have thought about
that science is not static, but a dynamic electricity 300 years ago. Hand out papers 3.How will I organise and distribute
process of knowledge gathering on one- and two-fluid models. Discuss equipment?
each model (ESK ii and iii). - as groups finish hypothesizing, they
C. Essential Science Knowledge Groups must rethink their hypotheses. may tell me their reasoning,
i) changing models in science Now divide groups into 3 sections. Groups must be ready to present new then I will give them a balloon
ii) one-fluid model: “electric fluid” is Ask students to rethink their model of the explanations to class (in brains of Franklin to try the demo.
what creates electricity. A neutral obj. demo in terms of the scientist that they are and Du Fay). Groups assigned to the particle
has just enough; neg. obj. has too much assigned to. One section is Franklin, one is theory must fine tune their explanation to 4.Am I emphasizing specific skills and
iii) two-fluid model: “vitreous and Du Fay, and one is the modern atomic include all knowledge from yesterday, and knowledge development?
resinous fluids” instead of positive and model. any insights from class discussion. These - students will begin to develop their
negative. An object is neutral or groups may “research” at the computer knowledge through my demo
vitreous or resinous. Teacher picks one group to explain the station or in texts. and questions, and working in
iv) modern particle model – current demo in each model. At the end students Group presenting Particle Model may be groups trying to discover why.
theory; the discovery of atom changed are required to think about, given current prompted with questions from teacher: What
old ways of thinking. Now electricity is scientific knowledge, which of the 3 changed in the balloon after rubbing? What 5.Am I giving clear instructions and
thought to be movement of electrons. theories is most reasonable. charge did it have before? after? What did this asking purposeful questions?
charge do to the atoms in the water? What - questions are linked to ESK
What will you assess? Teacher requests an exit slip: was the charge of the atoms in the water?
Students understanding of changing Question (ESK i and iv): Do you think that 6. What must I look for in monitoring
models in science. it is possible for our model of electricity to Students must write an exit slip before student learning?
change in the future? Explain why. leaving class. Students will think about - students are active and on task
How will you assess it? Discuss current knowledge of atom. Do today’s class and put into perspective the - students are making reasonable
Hypotheses, and responses to we know it all? changing models. hypotheses as to why the water
questions. bends with the rubbed balloon.
Cluster: 3
Planning Sheet Static
Lesson Title: The Particle Model – In-Depth Grade: 9
Electricity Lessons
Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required
A. Scientific Inquiry Teacher will give students the task of - texts, books
Initiating, Researching & Planning researching earlier scientists’ - Internet access
Students will select and integrate info. roles in creating the particle - rods, cloths, pithballs
fr. variety of sources-texts, books, net. model of electricity. Students Students research role of assigned scientist to - bits of paper
Work well w/ group. will be assigned one of 3 particle model. Students convene with other - electron and proton signs
scientists. There will be students researching same scientist. Students
Implementing; Observing, Measuring resource books, textbooks and confer, and pick a speaker. One speaker from Questions to consider in your
& Recording Students will summarize computers available for each group summarizes group finding. planning / delivery
and record information. students. Everyone must record important info. about 1.How long will each phase last?
each scientist. - research (30 min)
Analyzing & Interpreting Students will Teacher brings together student presentations -attraction of neutral obj. (30 min)
analyze material for relevance to into a complete understanding of the particle
particle model. model (ESK i). Summary of Model: Two types 2.How am I going to organize
Concluding & Applying of charges – positive (protons) and negative (e-). working groups?
Students will apply info. from research Negative obj. has excess of e-. Positive obj. has - by assigned scientist
to conceptualizing of particle model.
Stud. will apply knowledge of particle deficit of e-. Like charges repel. Unlike charges - in pairs at tables
model to explain attraction of neutr. obj attract. Charge is shared by contact. Protons are
B. STSE Issues/ Design/ N/A fixed. E- are free to move. Charge is conserved. 3.How will I organise and distribute
These concepts will be studied in more detail in Students verbalize opinions with teacher. equipment?
C. Essential Science Knowledge following lessons. There may or may not be agreement between - research tools in room and computer
i) Contributions of Rutherford, Teacher Demo: Bring a neutral rod close to a students. This is alright and will be clarified area
Thomson and Millikan to particle neutral pithball. Discuss what happens in the role play.
model of electricity. Roles of these (nothing). Why? Charge a rod positively. Bring 4.Am I emphasizing specific skills &
scientists in the discovery of particles it close to neutral pithball. Ask students to knowledge development?
and charges in an atom. explain this attraction. Request volunteer role - the role play is relevant and clearly
ii) using the particle model to explain players to help explain. One student is the explains the attraction of a
electricity (specifically, the attraction of pithball and holds paper e- signs (neutral – neutral obj. using the particle
a neutral object to +ve and –ve objects) protons hanging on sign around neck). One model
student is rod (neutral at first, with sign 5.Am I giving clear instructions and
What will you assess? depicting protons around neck and holding asking purposeful questions?
Students’ discoveries about scientists equal # of e-). Teacher takes a towel and “rubs” - do students understand what is
and the links they find to particle rod taking away e-, leaving it positive. expected of them when I
model. Students’ ability to use particle Teacher asks audience (ESK ii): What happens Students are required to participate and introduce the role play
model to explain electrostatic when we bring these 2 close together? What encourage role players in their parts. Students scenario?
phenomena. happens when they touch? What happens to the will advise role players. Students will explain 6. What must I look for in monitoring
e- in the pithball? Where do they go? Make sure why using the particle model. student learning?
How will you assess it? students can describe this macroscopically (role - students actively researching
Participation and suggestions in role players) and microscopically (particle model). Students do experiment at their desks. They - use of research in discussion of
plays. Students’ help in directing role need to diagram each stage of the experiment particle model
players. Teacher gives students time to try this at their to display their knowledge of the phenomena - active participation in role plays
Students’ diagrams of experiment at desks in pairs. This time they will charge a rod using the particle model.
desks. negatively and use bits of paper for the neutral
obj.
Cluster: 3
Planning Sheet Static
Lesson Title: Electrostatics Grade: 9
Electricity Lessons

Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required


A. Scientific Inquiry Discuss electrostatic electricity. Ask: What do - balloons
Initiating, Researching & Planning you think are examples of - various rods, objects and
Propose experiment to test conserve. of electrostatic electricity? Students brainstorm examples of static cloths for student inquiry
charge. Work well w/ group. State a Brainstorm as a table. electricity.
testable hypothesis on attract./repuls. Questions to consider in your
of like and unlike charges. Teacher picks one (e.g. rubbing comb through planning / delivery
hair). Ask students to explain what happens 1.How long will each phase last?
Implementing; Observing, Measuring visually. Explain what happens - brainstorm (10 min)
& Recording Record results from microscopically. Teacher brings students to an Students speak aloud their opinions, making - conservation of charge (20 min)
attr./repul. experiment. understanding of how e- are transferred sure (with prompting from teacher) that they - law of attraction-repulsion (30 min)
through the rubbing process (ESK i). Remind explain themselves microscopically.
Analyzing & Interpreting Explain students of free movement of e-. 2.How am I going to organize
relationship betw. results & particle working groups?
model. Teacher initiates Key Question: What is Students answer. - groups by tables
Concluding & Applying Draw a conservation of charge?
conclusion that 3.How will I organise and distribute
explains results –
support or reject If I give you a balloon, how can you prove equipment?
earlier hypotheses. conservation of charge to me? (Hint: you can - one balloon per table
B. STSE Issues/ Design Process/ use your body). - supplies at the side where they help
Decision Making N/A Teacher picks one group to explain themselves to what they need
macroscopically (rubbing balloon on hair:
C. Essential Science Knowledge balloon is –ve and hair is +ve). Groups discuss. Experiment with balloon. 4.Am I emphasizing specific skills and
i) electrostatics- charge on an obj. Teacher picks another group to explain Must come up with explanation using particle knowledge development?
which is from excess or lack of e-. This microscopically (use particle model) (ESK ii). model. Be ready to present either experiment - students are developing questioning
charge stays on the object after transfer or particle explanation. skills, and proposing
by rubbing, etc. Teacher initiates discussion on law of experiments
ii) conservation of charge – electric attraction and repulsion. Ask: what does this
charge is neither lost nor destroyed, but mean to you right now? What would happen Students respond orally. 5.Am I giving clear instructions and
moved around if 2 e- were brought together? Why? asking purposeful questions?
iii) law of attraction and repulsion – - do students understand what they
like charge objects repel each other; Teacher initiates student inquiry (ESK iii). Students hypothesize answers to questions. need to discover and how the
unlike charges attract. What happens when 2 like charges are Students decide how they want to carry out explain it
brought together? E.g. 2 –ve, or 2 +ve. What the lab to find results to these questions.
What will you assess? happens when 2 unlike charges are brought Students have a variety of materials they can 6. What must I look for in monitoring
Whether students have obtained a deep together? E.g. 1 –ve and 1 +ve, or neutral + use for charging and testing charge. They student learning?
understanding of electricity and the charged (remember yesterdays class). must be able to describe visually what - student participation in role plays
particle model and can use this info. to happened in each step, and describe each
explain static electricity. phenomenon using the particle model.
Results and answers to be handed in.
How will you assess it?
Responses to questions, and work
handed in.
Cluster: 3
Planning Sheet Static
Lesson Title: Conduction and Grounding Grade: 9
Electricity Lessons

Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required


A. Scientific Inquiry Teacher initiates role play (same type as for - electron and proton signs
Initiating, Researching & Planning Lesson3). Student volunteers. 3 - various materials for
Work cooperatively with role players. students play the role of the electrostatic studies
Decide on how role players will act. neutral rod. 3 students are the
Propose an experiment to show negative rod. They hold extra Questions to consider in your planning
conduction and grounding. electrons. (Charging of this rod / delivery
can be re-enacted to review stud’s 1.How long will each phase last?
Implementing; Observing, Measuring knowledge) Ask (ESK i): What Students play an active role while being - role playing (30 min)
& Recording Observe role play. will happen when the 2 rods players, and as the audience. They must - experiment (30 min)
Practice conduction and grounding in touch? Where will the electrons help direct their classmates. They must
an experiment. Record results in the go? What will be the new charges give microscopic reasonings. 2.How am I going to organize working
form of diagrams depicting electron on both rods? Bring the –ve rod groups?
movement. (students) so that it’s touching the - by tables
neutral rod. Discuss this new
Analyzing & Interpreting concept of conduction. 3.How will I organise and distribute
Analyze role play and experiment for equipment?
correctness and verification with Teacher introduces new concept: Grounding. Students are involved with answering - as students volunteers, they receive
particle model. Does anyone know what this is? If not, what does questions. It is entirely the students’ electrons/protons
Concluding & Applying the word “grounding” say to you? Teacher can responsibility to decide how to ground - other materials are at side of room
Apply particle model to explain role then explain grounding (ESK ii). Check for the rod.
plays, and experimental results.
student understanding by initiating another role 4.Am I emphasizing specific skills and
B. STSE Issues/ Design Process/ play. 3 students are a negative rod. Ask: How knowledge development?
Decision Making N/A would you ground this rod, and what will happen - students are able to use particle model
to the electrons. Students decide what to do. to continue to explain
C. Essential Science Knowledge Students design and implement electrostatics
i) conduction – the transfer of electrons Teacher initiates student inquiry: How can you experiment showing conduction and
from one object to another by touching show the concepts of conduction and grounding grounding. Results must be handed in 5.Am I giving clear instructions and
them together. Results in transfer of using the various rods of glass, plastic, metal, and and show diagrams of electron asking purposeful questions?
charge. cloths? Design an experiment to show conduction movements. - students understand what role play is
ii) grounding – earth is a large reservoir and grounding. Explain what you did in writing. about
able to give or take e- from charged Include diagrams of each step to show electron
objects easily and without an movement. 6. What must I look for in monitoring
observable change in charge of the student learning?
earth. But object’s charge is changed. Teacher: Draw together conduction and - active participation
grounding to the particle model of electricity. - reflection and use of particle model as
What will you assess? Make sure students are able to explain both to you proofs
Students’ ability to explain conduction using macro and micro views.
and grounding using particle model of
electricity.
How will you assess it?By participation
level and oral discussion. Experiment
write-up and diagrams.
Cluster: 3
Planning Sheet Static
Lesson Title: Induction – Temporary and Permanent Grade: 9
Electricity Lessons
Learning Outcomes/Goal Focus Teacher Reminders Learner’s Tasks Gear Required
A. Scientific Inquiry Teacher initiates role play (same type as for
Initiating, Researching & Planning previous lesson). Students - electron and proton signs
Work cooperatively with role players. Decide volunteer. 3 students play the - various materials for
on how role players will act. Propose an role of the neutral rod. 3 electrostatic studies
experiment to show induction (perm. And students are the negative rod.
temp.) They hold extra electrons. Questions to consider in your
(Charging of this rod can be planning / delivery
Implementing; Observing, Measuring & re-enacted to review stud’s Students play an active role while being 1.How long will each phase last?
Recording Observe role play. Practice knowledge) Bring the –ve rod players, and as the audience. They must - role playing (30 min)
induction in an experiment. Record results in (students) near the neutral help direct their classmates. They must - experiment (30 min)
the form of diagrams depicting electron rod. Ask (ESK i): What will give microscopic reasonings.
movement. happen when the 2 rods come 2.How am I going to organize
near each other? Where will working groups?
Analyzing & Interpreting the electrons move to? What - by tables
Analyze role play and experiment for will happen when we take
correctness and verification with particle model. the charged rod away? 3.How will I organise and distribute
Concluding & Applying Discuss the concept of equipment?
Apply particle model to explain role plays, and temporary induction (ESK ii). - as students volunteers, they
experimental results.
receive electrons/protons
B. STSE Issues/ Design Process/ Decision Teacher introduces new concept: Can we - other materials at the side of room
Making N/A induct this rod with a charge and make it Students are involved with answering
permanent? How can this be possible? Ask questions. It is the students’ responsibility 4.Am I emphasizing specific skills
C. Essential Science Knowledge students to come up with suggestions on how to decide how to permanently and and knowledge
i) induction – the process of charge transfer by to get rid of the excess electrons on one side of temporarily induce a charge on the rod. development?
bringing a charged object nearby a neutral the rod which has been inducted with a - students are able to use particle
object. charge. Students decide what to do, but may model to continue to
ii) temporary induction – inducting a charge on need some prompting (Hint: What did we explain electrostatics
a neutral obj. with a charged object then taking learn yesterday? Grounding.)
away this charged obj. leaving the original 5.Am I giving clear instructions and
object in its original condition (neutral) Teacher initiates student inquiry: How can Students design and implement asking purposeful
iii) permanent induction – inducting a charge you show the concepts temporary and experiment showing both methods of questions?
on a neutral object, then grounding it, then permanent induction using the various rods induction. Results must be handed in and - students understand what role
taking away the charging object, to leave the of glass, plastic, metal, and cloths? Design an show diagrams of electron movements. play is about
original object with a new condition (charged) experiment to show the 2 types of induction.
Explain what you did in writing. Include 6. What must I look for in
What will you assess? diagrams of each step to show electron monitoring student
Students’ ability to explain conduction and movement. learning?
grounding using particle model of electricity.
- active participation
How will you assess it?By participation level Teacher: Draw together induction to the - reflection and use of particle
and oral discussion. Experiment write-up and particle model of electricity. model as proofs
diagrams Make sure students are able
to explain induction (both
temporary and permanent) to
you using macro and micro
views.