Lesson Plan - Science Static Electricity

Harrison Jones
Westwood Hills Elementary School

Date Presented: 4/7/14 @ 1:30m
LESSON PLAN OUTLINE
J!" Elementary Ed#cation Pro$ram
%& TITLE: Static Electricity ' Shoc(in$) isn*t it+,
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
Static electricity is one o- the most commonly seen and reco$ni.a/le -orms o- electricity& 0 want my
st#dents to ha1e a deeer #nderstandin$ o- why and how static electricity occ#rs& 2his is an
aroriate acti1ity -or my st#dents at Westwood Hills at this time /eca#se electrical ener$y is at the
core -o#ndation o- 31
st
cent#ry ci1ili.ation) and it is imerati1e -or them to #nderstand /asic electricity
concets& %lso) many o- the st#dents are in the concrete oerational sta$e o- co$niti1e de1eloment)
and creati1e hands4on acti1ities are li(ely to most en$a$e and /ene-it these st#dents& 2his lesson -its
into the c#rric#l#m se5#ence o- #nderstandin$ di--erent -orms o- electricity and the way electricity
-lows& 2he intended $oal o- this lesson is -or st#dents to /ecome more ro-icient at #sin$ scienti-ic
in1esti$ation) reasonin$ and lo$ic& Pre4assessment has /een wo1en into this lesson thro#$h 1ario#s
disc#ssion 5#estions and rior (nowled$e acti1ation PowerPoint slides&
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT
GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)
6% S78 4&3c: 2he st#dent will in1esti$ate and #nderstand the characteristics o- electricity&
9ey concets incl#de static electricity&
:oncets: ;eed to (now a/o#t
o <Static= Electricity) %ttraction) >e#lsion) ?riction) 8i$htin$) 2h#nder
S(ills: @e a/le to do
o EAlain <static= electricity) desi$n an in1esti$ation) and descri/e rotons and
electrons&
;BSS:
PS3&%: Ener$y can /e mo1ed -rom lace to lace /y mo1in$ o/Cects or thro#$h
so#nd) li$ht) or electric c#rrents&
PS3&@: Ener$y can also /e trans-erred -rom lace to lace /y electric c#rrentsD
D. LEARNING OBJECTIVES
"nderstand ' what are the /road
$enerali.ations the st#dents sho#ld
/e$in to de1elo, E2hese are
tyically di--ic#lt to assess in one
lesson&F
9now ' what are the -acts) r#les)
seci-ic data the st#dents will $ain
thro#$h this lesson, E2hese G(nowsH
m#st /e assessed in yo#r lesson&F
Do ' what are the seci-ic thin(in$
/eha1iors st#dents will /e a/le to do
thro#$h this lesson, E2hese will also
/e assessed in yo#r lesson&F
42he st#dent will #nderstand
there are di--erent methods o-
creatin$ static electricity&
how static electricity occ#rs&
what li$htnin$ is) and its
di--erence -rom th#nder&
42he st#dent will (now static
electricity is an im/alance /etween
ositi1e and ne$ati1e char$es&
42he st#dent will (now what a
roton) electron) and ne#tron is&
42he st#dent will (now li$htnin$ is
a dischar$e o- static electricity in
the atmoshere&
42he st#dent will (now that th#nder
is a so#nd that accomanies a
42he st#dent will /e a/le to desi$n
and carry o#t an eAeriment #sin$
static electricity to attract or reel
o/Cects&
42he st#dent will /e a/le to
eAlain how static electricity
nat#rally occ#rs in nat#re&
Harrison Jones
li$htnin$ stri(e&
E. ASSESSING LEARNING
O!e"t#$e A%%e%%&ent Data C'((e"ted
42he st#dent will #nderstand there
are di--erent methods o- creatin$
static electricity&
?ill in the /lan( hando#t&
%cti1ity/recordin$ sheet&
%4@ con1ersations&
EAhi/itin$ 3 (inds o- en$a$ement&
0n-ormal oral -eed/ac(&
"sin$ correct descriti1e lan$#a$e
to descri/e static electricity as an
im/alance /etween ositi1e and
ne$ati1e char$es&
42he st#dent will #nderstand how
static electricity occ#rs&
%4@ con1ersations&
"sin$ the correct descriti1e
lan$#a$e to descri/e static
electricity: im/alances) electrons
C#min$) etc&
42he st#dent will #nderstand what
li$htnin$ is) and its di--erence
-rom th#nder&
%4@ con1ersations&
Hearin$ st#dents descri/e
li$htnin$ as static electricity in the
atmoshere) and th#nder /ein$ the
so#nd that accomanies it&
42he st#dent will (now static
electricity is an im/alance
/etween ositi1e and ne$ati1e
char$es&
%4@ con1ersations&
electricity /y statin$ that electrons
are s#ddenly C#min$ to rotons&
42he st#dent will (now what a
roton) electron) and ne#tron is&
Stand4# en$a$ement acti1ity&
St#dents will demonstrate d#rin$
the acti1ity the correct char$e
interacti1e /eha1iorI $ettin$
closer) mo1in$ away) or standin$
still&
42he st#dent will (now li$htnin$
is a dischar$e o- static electricity
in the atmoshere&
%4@ con1ersations&
0n-ormal oral -eed/ac(
&
8istenin$ in on the %4@
con1ersations -or (ey words: static
electricity in the atmoshere is
li$htnin$) and th#nder is the so#nd
that $oes with it&
42he st#dent will (now that
th#nder is a so#nd that
accomanies a li$htnin$ stri(e&
%4@ con1ersations&
St#dents sayin$ that th#nder is
only the so#nd that accomanies
li$htnin$ stri(es&
42he st#dent will /e a/le to desi$n
and carry o#t an eAeriment #sin$
static electricity to attract or reel
o/Cects&
%cti1ity recordin$ sheet&
6er/ally descri/e o/ser1ations&
EAhi/itin$ 3 (inds o- en$a$ement&
St#dents need to $i1e 5#ality
resonses -or the hyothesis)
eAeriment) and concl#sion
sections o- the static electricity
acti1ity wor(sheet& 2hey also need
to /e acti1ely en$a$ed in the
acti1ity&
42he st#dent will /e a/le to
eAlain how static electricity
nat#rally occ#rs in nat#re&
%4@ con1ersations&
electricity: im/alances) electrons
C#min$) etc&
Harrison Jones
F. )ATERIALS NEEDED
@alloons
?eathers
8oose tiss#e aer
>ecordin$ sheet
%l#min#m soda cans
G. )ISCONCEPTIONS '* ALTERNATIVE CONCEPTIONS
Le%%'n C'&+'nent )#%"'n"e+t#'n%,A(te*nat#$e C'n"e+t#'n%
How static electricity occ#rs in nat#re& 2he st#dents may /elie1e that o/Cects always ha1e a
c#rrent r#nnin$ thro#$h them) and it*s shoc(in$ to to#ch
said o/Cect Ec#rrent electricityF&
-F#*%t. (et/% de0#ne '1* ne2 te*&3 static. N't &'$#n4.
%t#((56
Protons) ne#trons) and electrons& St#dents mi$ht thin( that ne#trons are ne$ati1ely char$ed)
/y association o- /oth terms /e$innin$ with GnH&
-Ne1t*'n 7 Ne1t*a(6
8i$htnin$ and th#nder& (B#44e%t ant#"#+ated
&#%"'n"e+t#'n8)
St#dents mi$ht /elie1e that li$htnin$ and th#nder are
synonymo#s and interchan$ea/le terms&
L#4htn#n4 P'2e*P'#nt %(#de
EAeriment/acti1ity in1ol1in$ attraction J re#lsion& St#dents co#ld /elie1e that o/Cects always ha1e the same
(ind o- char$e) and in t#rn will always /eha1e the same
way&
Stat#" E(e"t*#"#t9 A"t#$#t9
Harrison Jones
H. PROCEDURE
Le%%'n E(e&ent
: T#&#n4
P*'"ed1*e ;tea"he*< O!e"t#$e,D'#n4 ;%t1dent<
K@E?7>EK
Set # the -o#r Gstations/centersH -or the
acti1ity& Each center will /e identicalI
this is simly to slit the st#dents and
$i1e them more time -or acti1ity
interaction& Each center will ha1e a
/alloon -or each st#dent) tiss#e aer)
-eathers) and al#min#m cans&
0 will cond#ct -ormati1e chec(s -or
#nderstandin$ thro#$ho#t lesson&
Ha1e my aer asser $i1e e1ery st#dent a
-ill4in4the4/lan( notes hando#t&
St#dents will ha1e eyes and ears oen) ready
to /e$in the lesson&
KD">0;BK
1:30m
@e$in
oweroint
0ntrod#ce today*s toic: Static
Electricity& @e$in PowerPoint slide with
a 5#ic( re1iew o- char$es: Bo thro#$h
that rotons ha1e ositi1e char$e)
electrons ha1e a ne$ati1e char$e) and
ne#trons ha1e a ne#tral char$e& !a(e the
connection o- ne1t*ons /ein$ ne1t*al&
S#lemented with -ill4in4the4/lan(
hando#ts -or st#dents&
%s( i- anyone needs any clarity so -ar&
!o1e on to the /asic concets slide&
Disc#ss what ma(es an o/Cect ositi1ely)
ne$ati1ely) or ne#trally char$ed&
St#dents will /e$in writin$ in (ey terms in
their -ill4in4the4/lan( wor(sheets&
=The %t1dent 2#(( >n'2 2hat a +*'t'n.
e(e"t*'n. and ne1t*'n #%.
1:40m
Poweroint
%4@ con1ersation a/o#t terminolo$y
:ontin#e to the char$e interactions slide&
4:o$niti1e/@eha1ioral En$a$ement4
St#dents will contin#e -illin$ in hando#t&
1:4Lm M#ic( roton) ne#tron) electron stand4#
acti1ity -or en$a$ement&
=The %t1dent 2#(( >n'2 h'2 %tat#"
e(e"t*#"#t9 '""1*%.
Harrison Jones
St#dents will air #) one st#dent will /e
N%* and one will /e N@*& 0 will assi$n
either//oth lettered st#dentEsF to /e a
roton) ne#tron) or electron& 0 will as(
them to aroach each other) stand still)
or t#rn way -rom one another the way
their two char$es wo#ld interact& 2his is
an acti1e demonstration -or attraction or
re#lsion&
Watch a /rie- @ill ;ye 1ideo a/o#t static
electricity&
4:o$niti1e/@eha1ioral/Emotional
En$a$ement4
1:L0m S#lement the 1ideo with the Ghow does
static electricity wor(,H PP2 slide&
:ontin#e to the li$htnin$ J th#nder
slide& 0 will emhasi.e that li$htnin$
itsel- is a dischar$e o- static electricity)
and that th#nder is only the so#nd that
always accomanies li$htnin$& 2hey are
related) /#t are two comletely di--erent
occ#rrences&
%4@ con1ersation a/o#t li$htnin$ J
th#nder
%s( -or any 5#estions # to this oint&
=The %t1dent 2#(( >n'2 2hat (#4htn#n4 #%.
and #t% d#00e*en"e 0*'& th1nde*.
=The %t1dent 2#(( >n'2 (#4htn#n4 #% a
d#%"ha*4e '0 %tat#" e(e"t*#"#t9 #n the
at&'%+he*e.
=The %t1dent 2#(( >n'2 that th1nde* #% a
%'1nd that a""'&+an#e% a (#4htn#n4 %t*#>e.
4:o$niti1e/@eha1ioral En$a$ement4
St#dents will comlete -illin$ in hando#t&
Ha1e my aer asser $i1e e1eryone an
acti1ity wor(sheet to s#lement the acti1ity&
K%?2E>K
1:LLm %:20602O:
Static Electricity EAeriment ' ha1e
st#dents n#m/er o-- /y -o#rs and $o to
that n#m/ered GstationH& >ead o1er the
directions to$ether as a class& 2hen) let
their wor(sheets $#ide them thro#$h the
eAeriment&
=The %t1dent 2#(( e a(e t' de%#4n and
"a**9 '1t an e?+e*#&ent 1%#n4 %tat#"
e(e"t*#"#t9 t' att*a"t '* *e+e( '!e"t%.
=The %t1dent 2#(( e a(e t' e?+(a#n h'2
%tat#" e(e"t*#"#t9 nat1*a((9 '""1*% #n
nat1*e.
4:o$niti1e/Emotional/@eha1ioral
En$a$ement4
3:10m 0 will $i1e 3 min#te) 1 min#te) and 10
second warnin$s&
:oncl#de) clean) J collect aers -rom
the st#dents&
Harrison Jones
I. DIFFERENTIATION
C'ntent P*'"e%% P*'d1"t
Inte*e%t
0n-ormation /ein$
resented in a dynamic
-ashion: PowerPoint) Peer
0nteractions)
EAerimentation) etc&
?ill4in4the4/lan(
hando#ts) %J@
con1ersations)
0nteracti1e/mo1in$
acti1ity) and the sel-4
aced eAeriment are
all meant to aeal to
the 1ario#s st#dent
learnin$ ro-iles&
:omleted -ill4in4the4
/lan( notes) eAeriment
answers and re-lections)
and the interacti1e acti1ity
$i1e st#dents m#ltile
ta(e4away eAeriences
-rom this lesson) /oth
tan$i/le and en$a$ement4
wise&
Read#ne%%
Presented in at
/asic/introd#ctory le1el)
(nowin$ my cooeratin$
teacher has made s#re the
st#dents are ready learn
static electricity&
2eachin$ #sin$ a
PowerPoint alon$
with a hando#t as a
st#dent $#ideI hels
-or my dea- st#dent to
ha1e a timeline&
Early -inishers will ha1e
disc#ssion 5#estions&
St#dents needin$ more
time will still ha1e ta(e4
away eAeriences&
J. WHAT COULD GO WRONG WITH THIS LESSON : WHAT WILL I DO ABOUT IT@
1& 2he -irst thin$ that co#ld $o wron$ with this lesson is losin$ the interest/attention o- the st#dents& 0- 0
notice that a st#dent*s eyes are wanderin$) or i- there are 1acant stares at the white/oard) then 0 will #se the
c#rrent slide 0 am on to ma(e an interaction with the class& %s(in$ 5#estions Ewhat i-s) oinions) etc&F
re5#ires the class to re-oc#s and en$a$e in the material 0 am 5#estionin$ -or them& 2he notes hando#t is
another $#ide -or their attention) as they will /e writin$ down (eywords and acti1ely en$a$in$ in the lesson&
!y $oal here is to ens#re /eha1ioral) co$niti1e) and emotional en$a$ement in the lesson&
3& St#dents may /ecome con-#sed with what words $o in the /lan() so 0 am ma(in$ s#re that 0 clearly sayin$
each sentence with aroriate acin$& %lso) (eywords that match # with the hando#t are in a di--erent
color so as to stand o#t to the st#dents& 2he %4@ con1ersations are meant to s#lement the learnin$ o- these
(ey words&
3& Sho#ld there /e /eha1ioral iss#es) 0 -eel com-orta/le contin#in$ to mana$e the classroom e--ecti1ely while
directly addressin$ the iss#e as soon as it haens to deter ne$ati1e /eha1ior and to reser1e the learnin$
en1ironment -or all st#dents&
4& 0n the #settin$ e1ent that the roCector does not wor( or technolo$y is -ailin$ in some way) 0 will
imro1ise the lesson /y doin$ a miAt#re o- class disc#ssion and #sin$ the white/oard to write down o#r
ideas) (nowled$e) and (ey terms&
Harrison Jones
Le%%'n I&+(e&entat#'n Re0(e"t#'n
I. H'2 d#d 9'1* a"t1a( tea"h#n4 '0 the (e%%'n d#00e* 0*'& 9'1* +(an%@ De%"*#e the "han4e% and e?+(a#n
2h9 9'1 &ade the&.
0n re-lection o- my lesson) 0 /elie1e that my act#al teachin$ o- my lesson stayed 1ery tr#e to my esta/lished lan&
?or a disclaimer) my static electricity science lesson was ta#$ht in isolation o- the c#rric#l#mI i&e& it was not within
a rele1ant conteAt to my st#dents* #nit Ethey will not start science as a #nit a$ain #ntil a-ter !ay S78sF& %lso) the
st#dents ha1e ne1er had any lessons a/o#t static electricity /e-ore) so there was 1ery little rior (nowled$e to ta
into /esides real4li-e eAeriences) o- which 0 made s#re to start the lesson o#t with and caitali.e on& 2o that e--ect)
howe1er) 0 still too( my lesson 1ery serio#sly and had -#n with my class& 2hey enCoyed the interacti1e molec#le
acti1ity and were 1ery eAcited a/o#t the eAeriment&
II. St1dent W'*> Sa&+(e Ana(9%#%3 Ba%ed 'n the a%%e%%&ent 9'1 "*eated. 2hat "an 9'1 "'n"(1de a'1t
9'1* #&+a"t 'n %t1dent (ea*n#n4@ D#d the9 (ea*n@ Wh' (ea*ned@ What d#d the9 (ea*n@ What
e$#den"e "an 9'1 '00e* that 9'1* "'n"(1%#'n% a*e $a(#d@
Bets it Has some $ood ideas) /#tD Does not $et it
St#dent % St#dent @ St#dent : St#dent D St#dent E St#dent ?
a&
"nderstandsD
2he way that
rotons)
ne#trons) and
electrons
/eha1e aro#nd
each other&
2hat static
electricity can
/e ca#sed /y
the C#min$ o-
electrons -rom
one o/Cect to
another&
2hat rotons
ha1e a ositi1e
char$e) /#t is
solidi-yin$
that ne#trons
are ne#tral) not
ne$ati1e&
2hat electrons
in-l#ence static
electricity) /#t
needs to
#nderstand that
they C#m&
2hat rotons
are a
ositi1ely
char$ed
molec#le&
;eeds more
ractice with
attraction
and
re#lsion
tyed
acti1ities&
/& :on-#sed
a/o#tD
;ot aarent& ;ot aarent& Ha1in$ more
rotons
ma(in$ an
o/Cect
ositi1ely
char$edD
Dand ha1in$
more electrons
ma(in$ an
o/Cect
ne$ati1ely
char$edD
;eeds to
#nderstand
that ne#trons
are ne#tral)
not ne$ati1e&
:allin$
attraction
G#llin$&H
c& M#estions to
as( to clari-y
what 0 (now
G:an yo# tell
me in yo#r
own words
how rotons)
ne#trons) and
electrons
/eha1e aro#nd
GWhat is one
way that static
electricity is
created, Hint:
2hin( a/o#t
char$es&H
GWhat are o#r
three main
char$e tyes,
%nd what
molec#le
associates with
that char$e,H
G:an yo#
descri/e to me
the mo1ement
o- electrons
-rom one o/Cect
to another,H
G:an yo# tell
me a strate$y
we can #se to
thin( o-
ne1t*ons as
ne1t*al,H
G8et*s thin(
a/o#t how
we descri/e
oles o- a
ma$net
comin$
to$etherDH
Harrison Jones
each other,H
d& 0deas to wor(
on neAt
!ore
eAamles o-
attraction and
re#lsion&
!ore
eAamles o-
attraction and
re#lsion&
!ore 1is#al
reresentation
s o- char$e
interactions&
!ore 1is#al and
hands4on
acti1ities&
6oca/#lary
re1iew and
eAtension
acti1ities&
6oca/#lary
re1iew and
eAtension
acti1ities&
a& What does each st#dent aear to #nderstand,
i& Each st#dent aears to ha1e a /asic #nderstandin$ o- what a roton) ne#tron) and electron is)
and how they /eha1e aro#nd each other& 2he st#dents also #nderstand that li$htnin$ itsel- is
static electricity) and that th#nder is simly a so#nd that accomanies it& !ost o- the st#dents
#nderstand how to descri/e their o/ser1ations thro#$h acc#rate terminolo$y Ei&e& attraction)
etc&F&
/& What does each st#dent aear to /e con-#sed a/o#t,
i& 2here does not seem to /e any clear4c#t con-#sion) C#st an need -or eAtension acti1ities and a
terminolo$y re1iew to $et st#dents thinking a/o#t the material&
c& What 5#estions mi$ht yo# want to as( each st#dent to clari-y what yo# (now a/o#t the st#dent*s
#nderstandin$,
i& 0 wo#ld as( -ollow # 5#estions a/o#t the lessons 1ario#s comonents) as 0 did with the static
electricity eAeriment& !y $oal was to ma(e st#dents thin(in$ 1isi/le and to $et them
racticin$ #sin$ the roer 1oca/#lary to answer 5#estions&
d& What ideas does each st#dent need to wor( on neAt,
i& Each st#dents needs more ractice #sin$ and alyin$ the new 1oca/#lary introd#ced to
enhance ro-iciency and com-orta/ility&
III. De%"*#e at (ea%t 'ne 2a9 9'1 "'1(d #n"'*+'*ate de$e('+&enta((9 a++*'+*#ate +*a"t#"e #n a ette* '*
&'*e th'*'14h 2a9 #0 9'1 2e*e t' tea"h th#% (e%%'n a4a#n.
a& Pro1idin$ more oort#nities -or st#dent interaction and dialo$#e wo#ld ma(e this lesson more
st#dent4centric& 0 /elie1e that my lesson already contained a $ood miAt#re o- this) howe1er& 2o the
/est o- my st#dents* a/ility d#rin$ a /rand new toic) they ea$erly articiated in %4@
con1ersations and the interacti1e char$e/artner acti1ity) as well as /ein$ attenti1e d#rin$ the
1ideo& 2he reason 0 #sed an assortment o- transitions in /etween PowerPoint slides was to $i1e a
1ery dynamic eAerience& !any st#dents ha1e re-erences to learnin$ in 1is#al) (inesthetic) and/or
a#ditory ways& %lso) the 1ariety in acti1ities heled to romote co$niti1e) emotional) and
/eha1ioral en$a$ement to hel with the -low o- classroom mana$ement&
IV. Ba%ed 'n the a%%e%%&ent data 9'1 "'((e"ted. 2hat 2'1(d 9'1 d',tea"h ne?t #0 9'1 2e*e the "(a%%*''&
tea"he*@
a& @ased on the assessment data) 0 wo#ld -ollow # with an eAtension lesson a/o#t static electricity
the neAt day with an emhasis on char$e interactions& 2his wo#ld $i1e st#dents the oort#nity to
ractice 1oca/#lary and terminolo$y a$ain to enhance their memory o- the new material& 2hen)
ro$ressi1ely mo1e on to ways o- char$in$ o/Cects) s#ch as cond#ction) ind#ction) etc&
V. A% a *e%1(t '0 +(ann#n4 and tea"h#n4 th#% (e%%'n. 2hat ha$e 9'1 (ea*ned '* had *e#n0'*"ed a'1t
9'1n4 "h#(d*en a% (ea*ne*%@
a& %s a res#lt o- lannin$ J teachin$ this lesson) which is my -inal lesson o- the semester) 0 ha1e had
rein-orced the idea that children are not /lan( slatesI they come to the class and into each lesson
with rior (nowled$e J reconcei1ed notions& 0t is the Co/ o- the teacher to ta into this rior
(nowled$e and sharen it into more concrete tho#$ht rocesses thro#$h critical thin(in$ and
$#ided instr#ction& 0n this case) my st#dents had a limited amo#nt o- rior (nowled$e) /#t 0 still
too( what they did ha1e and car1ed the lesson into an enCoya/le eAerience -or e1eryone&
Harrison Jones
VI. A% a *e%1(t '0 +(ann#n4 and tea"h#n4 th#% (e%%'n. 2hat ha$e 9'1 (ea*ned '* had *e#n0'*"ed a'1t
tea"h#n4@
a& %s a res#lt o- lannin$ J teachin$ this lesson) 0 ha1e had rein-orced the imortance o- ha1in$
lessons well lanned and tho#$ht o#t& Ha1in$ a stron$ lesson lan to $#ide me heled me to stay
calm) asserti1e) and con-ident as 0 ta#$ht& 2his lesson $a1e me in1al#a/le eAerience with #sin$
m#ltile styled acti1ities to en$a$e my st#dents in 1ario#s ways& 0 ha1e more con-idence (nowin$
that i- 0 $o into a lesson enth#siastically and ositi1ely) my st#dents will resond well to that&
VII. A% a *e%1(t '0 +(ann#n4 and tea"h#n4 th#% (e%%'n. 2hat ha$e 9'1 (ea*ned '* had *e#n0'*"ed a'1t
9'1*%e(0@
a& %s a res#lt o- lannin$ J teachin$ this lesson) 0 ha1e disco1ered that 0 can -eel assionate and
dri1en when teachin$ science lessons& 0 -o#nd this to /e 1ery reass#rin$ and enco#ra$in$ as 0
roceeded thro#$h the lesson with my st#dents& %lso) all o- the lessons that 0 ha1e ta#$ht this
semester ha1e /een incrementally $i1in$ me more co#ra$e in -ront o- the classroom& 0 am -indin$
that 0 am increasin$ly /ecomin$ more con-ident in my a/ility to create) imlement) and
tho#$ht-#lly re-lect on a lesson lan&

Lesson Plan - Science Static Electricity

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Lesson Plan - Science Static Electricity

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Harrison Jones

Westwood Hills Elementary School

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