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Grade 4 Science: Static Electricity

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Grade 4 Science: Static Electricity Grade 4 Science: Static Electricity Lesson adapted from “We Energies” online site https://www.we-energies.com/educators/classroom/static_elec_lesson.pdf Next Generation PS3.A: Definitions of Energy Science Standards The faster a given object is moving, the more energy it possesses. (4-PS3-1) Energy can be moved from place to place by moving objects or through sound, light, or electric currents. (4-PS3-2),(4-PS3-3) PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4-PS3-2),(4-PS3- 3) Light also transfers energy from place to place. (4-PS3-2) Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. (4- PS3-2),(4-PS3-4) ELA Common Core Standard Connections 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. (4-PS3-1) 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. NGSS Science and Planning and Carrying out Investigations Engineering Make observations and/or measurements to produce data to serve Practices as the basis for evidence for an explanation of a phenomenon or test a design solution. Specific Learning Students will conduct an experiment to observe static electricity in a real Objectives life situation. Students will be able to explain what static electricity is and how it occurs. Materials • Balloons (1 per student) • Snack sized zip lock bags filled with air and tissue paper confetti (1 per student) • Wool cloth (more than one is ideal but students can also use their shirts) • Paper plates (1 per student) • Crushed Fruit Loop cereal (enough so that each student can have some on their plate) • Pencils (1 per student) • Worksheets (1 per student) Lesson Plan Teacher asks/says/does: Student asks/says/does: Engage 1. Tell story about static 1. Students will share stories electricity event during a cold about static electricity. Some, if Concept/Learning evening: “I went to grab my not most, will know what it is Goal: nice fuzzy blanket out of the called. dryer while in my nice fuzzy Students begin to socks over my nice fuzzy 2. Students will share with their think about static carpet and my blanket shocked partner what they think causes electricity using me! When I pulled my blanket static electricity. Volunteers prior knowledge around me, it made my hair will share ideas with the whole during this portion of stand up!” class. the lesson. 2. Ask students about times they have experienced similar events and if they know what might have caused them to be shocked. 3. Once enough students have mentioned static electricity, ask students what they think causes static electricity. First, ask students to share their thinking with a partner before asking volunteers to share with the class. Record their thinking on the white board to revisit at the end of the lesson. Instructional The discussion will build a connection between the lesson and the real Strategies Used world experiences of the students. Making this connection will help all (with rationale): students to participate and feel like they have an important role in the lesson. How is student Pair-Share participation Whole Class Discussion ensured? Questions and Have you experienced something Students will have to recall Levels of similar to the story I just told? experiences that are similar to the Questioning teacher’s experience. (Blooms) Used: What do you think is happening when you experience something like Students will have to make that? predictions about what they think is happening when they notice static electricity in their everyday lives. Explore 1. Provide each student group 1. Before students begin, they will with the following materials: make a prediction about what Concept/Learning • 1 balloon will happen to the confetti. Goal: • 1 zip lock baggie filled with tissue paper confetti 2. Students will perform the Students will • 1 piece of wool experiment with the other observe static • Handout to record members in their group. After electricity in an observations they have conducted the experiment. experiment, students will draw 2. Instruct students to place the what happened and record in paper confetti on their desk. words what happened. Then Explain to them that they will they will write down what they rub the balloon on the piece of think caused the confetti to wool and then hold the balloon move. over the confetti for five minutes. 3. Before students begin the experiment ask students to record what they think might happen to the confetti. 4. Ask students to observe what happens and record their thinking on the handout. Then ask students to explain what they think might be causing the confetti to move. Instructional The students are in charge of their own learning. The teacher acts only as a Strategies Used facilitator, keeping students on task and answering questions as they arise. (with rationale): How is student Group Activity participation ensured? Questions and What do you notice happening Students must observe what is Levels of between the balloon and the happening in the experiment and questioning confetti? make predictions about what is (Blooms) used: causing the confetti to move. Why is this happening? Explain 1. Bring students back together as 1. Students give input about what a class. Ask students to discuss they saw and how it might relate what they have seen and how it to static electricity. Concept/Learning might relate to static electricity. Goal: 2. Students will return to their 2. Elaborate on the basics of static drawings from the experiment. Students will electricity, focusing on the fact They will label the charge of the understand how that every object has a charge objects. Students will explain to electrons in an object due to the electrons in it. If the a partner how the transfer of cause static charges of two objects are electrons occurred in their electricity. opposite, they will attract each experiment. other. If they are the same they will repel each other. 3. Refer back to the tissue paper/balloon experiment. Ask students if they can apply what they just learned to explain what happened in the experiment. Explain to them that the balloon carries a negative charge. The confetti carries a positive charge and so is pulled towards the balloon. Overtime the confetti gains the negative charge from the balloon, and thus falls off because they two objects now have the same charge. 4. Explain to students that different objects have different charges, positive or negative. The charge of an object can change because electrons jump from one object to another and this causes an imbalance of electrons in both objects. This imbalance is static electricity. Instructional This portion of the lesson is taught through direct instruction. Once Strategies Used students are given the relevant content and vocabulary they will be able to (with rationale): apply it to their previous experiment. How is student Partner Share participation Whole Class Discussion ensured? Questions and What can en electron do? Students will have to apply their Levels of new learning about electrons to the Questioning What happens when we rub a experiment. They have to analyze (Blooms) Used: balloon on something? what happened in the experiment to determine the charge of the confetti. What happens when that balloon is held over the tissue paper? What was the charge of the confetti during the experiment? Elaborate 1. Provide students with plates of 1. Students will conduct a similar crushed Fruit Loops. Have experiment to that which they Concept/Learning students repeat the experiment conducted in the explore Goal: with the balloon replacing the portion of the lesson. Students confetti for Fruit Loops. will complete a worksheet Students will identical to the one used in the conduct a second 2. Monitor students as they make previous experiment. experiment to a prediction about what will solidify concepts happen, observe the 2. Students will draw and write they learned in the experiment, and record their about what happened. They previous portion of observations. will use the vocabulary learned the lesson. in this lesson in their writing. 3. Ask students to record the transfer of electrons on their drawing and to identify the charge of the objects throughout the process. Instructional This portion of the lesson uses student-guided learning. The students are Strategies Used leading their own learning, relying on the teacher only when they need (with rationale): clarification or need to be reminded to stay on task. How is student Group Activity participation Individual Recording of Observations/Notes ensured? Questions and What is happening? Students will have to apply their Levels of learning to a new experiment. They Questioning Why is this happening? need to analyze what they observe (Blooms) Used: to explain how the transfer of How is this similar or different to electrons occurs in the experiment. the previous experiment? What is the charge of the balloon? What is the charge of the Fruit Loops? Is it the same throughout the entire experiment? Evaluate 1. To evaluate student learning, 1. Students will work in pairs to ask students to work with a come up with a definition of Concept/Learning partner to come up with a static electricity and a Goal: definition of static electricity.
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