Name: Dominiqui Royster

Class: ELED 3223

Date: October 29, 2014
edTPA Indirect Instruction Lesson Plan Template
Static Electricity
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Central Focus/Big Idea: Static Electricity
Subject of this lesson: Static Electricity
Grade Level: 3rd
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):
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.]
21st Century Skills: Using the 21st Century Skills Map-Science available on Moodle, choose
the two or three skills that apply to your lesson. Explain why you chose these.
Academic Language Demand
Language Function: In the table below highlight the one most important language
function for your lesson. Explain why you chose these.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: Static Electricity, Protons, Electrons, negative , positive, repel,

attract

Instructional Objective: Students will conduct an experiment based on the instructions given in
their stations. Students must answer all the questions in their stations and write them in their
science notebooks.
Prior Knowledge (student): Based on the North Carolina Essential standard, 1.P.1.2, for science,
students should be able to explain how some forces (pushes and pulls) can be used to make
things move without touching them, such as magnets.
Content Knowledge (teacher): The Teacher should have and understanding of Static electricity
and how it works. The teacher should become familiar with protons and electrons and how they
work to attract or repel against each other.
Accommodations for special needs (individual and/or small group): For ELLs/ESLs I will
print the station instructions in their native language if needed. I will also choose another video
to show during engage that has a lot of demonstrations that students could get a sense of
understanding even if there was no sound.
Materials and Technology requirements: Smart board, video (http://vimeo.com/19675006) 10
balloons, 6 wool cloths, 6 pieces of string
Total Estimated Time: 40 min
Source of lesson: Classroom Teacher, http://sciencenetlinks.com/lessons/static-electricity-2/

Safety considerations: Before students are off to their stations I will provide students with set
rules that will be listed on the smart board for them to see at all times. The following rules
include:
I will also make sure all materials are at the stations so that there isnt a lot of traffic.
Throughout the lesson, me and the CT will be walking around the room monitoring each of the
stations.

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: I will start my lesson with a video http://vimeo.com/19675006. After the video I will
ask students what happened when he rubbed the balloon against her hair? Why do you think it
did that? Have you ever had this happen to you?

Explore: There will four stations set up across the room. In each station students will be able to
engage in an activity that helps them explore static electricity first hand by creating it. Students
will have to answer questions that go along with each station and write it in their science
notebooks.
Station 1
Blow up 2 balloons and tie knots in them so they stay inflated. Ties a piece of string to each
balloon and hold both balloons above your desk. Slowly bring the balloons closer together, but
do not let them touch. What do you observe? Take only one balloon and rub it very quickly with
a strip of cloth. What do you observe? Rub both balloons with the strip of cloth. Repeate step 3.
What do you observe?
Station 2
Blow up 2 balloons and tie the knots in them so they stay inflated. Rub the balloons with a strip
of cloth and take the balloons to the wall. Hold them against the wall and then slowly let them go.
What do you observe? Rub the balloons again and take them to the door. What happens? Rub the
balloons again and take them to the window. Describe what happens? Rub the balloons again and
take to a metal object like the door knob or trim around the board? Explain what happens?
Station 3
Blow up one balloon and tie knots in them so they stay inflated. Rub the balloons with a strip of
cloth and hold them against your thigh. What happens? Rub the balloons again and hold them
against your chest. What happens? Rub the balloons again and hold them against your shoe.
Describe what happens? Take a step and observe what happens? Rub the balloons again and
move them back and forth above your bare arm? Explain what happens? Rub the balloons again
and move them near your head. What happens to your hair?
Station 4
Blow up one balloon and tie knots in them so they stay inflated. Tie the string to the balloon and
tape it to your desk so that the balloon hangs down toward the floor. Rub the balloons with the
cloth. Hold your pencil near the balloon. Slowly move the pencil. What happens? Repeat the
process and hold your pen near the balloon. What happens? Repeat the process and hold your
book near the balloon. What happens?
Once students have completed their stations they will rotate to the next station and once they
have had a chance to complete each station they will return to their desk and share what they
learned in each station.

Explanation: Based on their conclusions after the experiments I will ask students to share.
Students should be able to say something along the lines of when I rubbed the balloon with the
cloth the balloon stuck to the wall, or made my hair stand up. When I didnt rub the balloons
with cloth they stayed still and didnt touch each other.
From their responses I will explain to students that what they just experienced was static
electricity. Protons carry a positive charge (+), and electrons carry a negative charge (-). The
number of electrons in an atomranging from one up to about 100matches the number of
charged particles, or protons, in the nucleus, and determines how the atom will link to other
atoms to form molecules. When two different materials come into close contact, for example, felt
rubbing against a balloon or two air masses in a storm cloud, electrons may be transferred from
one material to the other. When this happens, one material ends up with an excess of electrons
and becomes negatively charged, while the other ends up with a deficiency of electrons and
becomes positively charged. This accumulation of imbalanced charges on objects results in the
phenomena we commonly refer to as static electricity. (http://sciencenetlinks.com/lessons/staticelectricity-2/). (-) and (+) attract each other while (-)(-) and (+)(+) repel against each other. In
this case, OPPOSITES ATTRACT!!!
Elaborate: Students will be given a list of items and a negatively charged balloon. Students will
test each of these objects to see if they attract or repel.
Evaluate: Formative: I will walk around the room checking for understanding while students
are talking in their groups and stations. I will look at students notes that they took while at their
stations and after the experiment I will lead a class discussion and listen to students responses to
check for understanding.