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Indirect Instruction Lesson Plan Template Remote Control Roller Central Focus/Big Idea: Energy Subject of this Lesson:

How energy is related to static electricity and how protons and electrons can attract each other. 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-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

21st Century Skills: Creativity and innovation, critical thinking and problem solving, communication Academic Language Demand: Language Function: students are expected to explain why the balloon repelled the can, and summarize and analyze how the electrons and protons were the cause of the repulsion. Argue Predict Categorize Question Compare/Contrast Describe Retell Summarize Explain

Analyze Interpret

Scientific Vocabulary: electrically charged, positive, negative, atoms, neutrons, protons, attract, repel, electrons, friction, static electricity

Instructional Objective: Students will be able to explain that static electricity is when there is an imbalance between negative and positive charges in objects. Static electricity can be identified also as electricity that builds up until it can be released. They will be able to also summarize that all physical things are made up of atoms, which incorporate and include electrons, protons, and neutrons. They will be able to identify the charge of each and explain which charges attract or repel other charges. Prior Knowledge (student): Matter is all around us. Students should also know that energy is all around us.

Content Knowledge (teacher): Static electricity works when there is an imbalance between negative and positive charges in objects. All physical objects are made up of atoms. You cant see atoms, but you know they are there. These atoms are made up of protons, neutrons and electrons. Protons are positively charged while electrons are negatively charged. Therefore, all things are made up of charges. Opposite charges attract each other (a negative to a positive, a proton to an election) and like charges repel each other (positive to positive, or negative to negative). If an object has more protons than electrons, it is positive and vice versa. Accommodations for special needs: Students with learning disabilities will be partner up with someone without disabilities to aid them in their research. I will also be able to walk around and aid these students as well as pull them aside later in the week after grading their assessments in order to re-engage them in anything they might not have understood. Materials and Technology requirements: 10-15 balloons (bring 30 just in case) 10-20 empty soda cans (one for each partner) K-W-L Chart

Total Estimated Time: 60 minutes Source of Lesson: Safety Considerations: Advise students to not put any of the materials in their mouth (only the one student should be blowing up the balloon).

Content and Strategies (Procedure) Engage: Explain to the students that we are going to be scientists today, but that I have to make sure they are prepared for the experiment. What do they know about energy? Encourage the students to turn to a partner or two and tell their peer what they remember about energy. After about two minutes, come back as a group and share with the whole class. Explain that we know that energy is all around us and comes in a variety of different forms. Today we are going to explore static electricity and how protons and electrons can attract or repel one another.

Explore: Split the students up into investigating teams. They should sit at their normal seat and pick a partner (across from them) to help them explore. Ask the students before they begin the experiment:

What do you think will happen when I blow up this balloon and place it near the can? Why do you think that will happen? What do you think would happen if we were to rub the balloon back and forth on our heads really fast then hold it next to the balloon?

Have the students write a K-W-L chart. What do they already know? Record their data down on their sheets. What do they WANT to know? Record that down on their sheets. Then instruct the students to start investigating. Pass out balloons and one can to each of the partners (the cans should be empty and cleaned out). Pass out the instruction sheets. 1. Put the can on its side on a table or the floor anyplace thats flat and smooth. Hold it with your finger until it stays still. 2. Rub the balloon back and forth on your hair really fast! 3. Hold the balloon about an inch in front of the can What happens to the can?! Record your data. (The can will start to roll, even though youre not touching it! ) 4. Now, move the balloon away from the can slowly and what does the can do? Record your data. (The can will follow the balloon!) 5. If you move the balloon to the other side of the can, what will happen? Record your data. (The can will roll in the other direction!) 6. How fast will the can roll? How far can you roll it before the can stops? Will it roll uphill? Explanation: Discuss what happened in each of the instructional scenarios. Allow the students to share their findings with the entire class. After sharing openly with the class, explain to the students how this is energy. Our experiment is an example of static electricity. Static electricity works when there is an imbalance between negative and positive charges in objects. All physical objects are made up of atoms. You cant see atoms, but you know they are there. These atoms are made up of protons, neutrons and electrons. Protons are positively charged while electrons are negatively charged. Therefore, all things are made up of charges. Opposite charges attract each other (a negative to a positive, a proton to an election) and like charges repel each other (positive to positive, or negative to negative). If an object has more protons than electrons, it is positive and vice versa. Rubbing the balloon caused your balloon to attract and collect extra electrons. They CLING to that balloon until they are released. So, when you

put the balloon by the can, was it attracted to the can or did it repel the can? So did both the can and the balloon have negative charges, or electrons? Record what you now know in your KW-L chart under what you have learned!

Elaborate: What other things do you think would attract or repel the balloon? What things do you think would stick to the balloon? Explain that things such as their face and the walls of the room, even the TV, will attract the balloon after having been rubbed on their head. Allow the students to explore this. Have fun with this part! Evaluate: Have the students fill out the worksheet below. Allow them to use their notes. Collect the students papers after they are finished. If they have all 10 correct they have mastered the concept. After we have taken them up, go over the answers with the class! Formative assessment: As I walk around the classroom I will observe the students working together, aiding in their research, and glancing to see if they have the correct materials and are understanding the concept. Summative assessment: I will take up their assessment and they should have 100% correct.

Closure: Finish the lesson with a final discussion of the three parts to an atom (proton, neutron, electron) and why things attract or repel each other (based on their positive or negative charge). Allow students at this time to tell you what they have learned and to finish filling out the L section of their K-W-L chart! Allow them to keep this chart for notes.

Static Electricity
Directions: Fill in the blanks using the word bank.

Word Bank electrically charged positive atoms neutrons protons attract repel friction electrons no charge static electricity negative

1. Matter is made up of particles called atoms.

2. The three basic parts of an atom are protons, neutrons and electrons. 3. Electrons have a negative charge.

4. Protons have a positive charge.

5. Neutrons have no charge.

6. Objects can gain or lose electrons through friction, or rubbing two things together.

7. When objects gain or lose electrons, they become electrically charged.

8. Two negatively charged objects or two positively charge objects will repel each other.

9. A negatively charged object will attract a positively charged object.

10. Electricity that builds up until it can be released static electricity.

To be complete after the lesson is taught as appropriate Assessment Results of all objectives/skills: Reflection on lesson: The entire class, with the exception of five students, understood the concept. The school doesnt allot time for science education so the students were new to the concept of types of energy. It took a little more explaining and we had to resort to the entire class filling out the worksheet together off of the projection screen. It was difficult to explain all items to them because they had never heard of these concepts before, and being given less than 20-30 minutes made it hard to force understanding on the students. Overall it was a fun lesson, and the students really enjoyed it!

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