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Grade
Unit Strand
Subtopic
Lesson
9 Academic
Physics: The
Characteristics of
Electricity
Static Electricity
Introduction to Static
Electricity
Specific expectations
E2.
E3.
E2.1
E2.2
E2.4
6. Explain and write out on the board, the three very important laws of what happens when two
charged objects are brought together: (5 Mins)
A. Like charges will repel
B. Unlike charges will attract
C. Charged objects will attract neutral objects
7. The balloon became charged and the wall was neutral, hence why the balloon stuck to the wall (C).
8. Briefly introduce Conductors (Materials that allow charges to move freely) and Insulators
(Materials that do NOT allow charges to move freely). Also explain that in the example at the start
of class, your hair was a conductor of electricity for the balloon, hence the balloon stuck to the wall
in this case. (5 Mins)
9. First have them think by themselves some examples of conductors and insulators. Then have them
share with the person next to them. Finally, in their small groups have them brainstorm on their
whiteboards examples of conductors and insulators. Maybe to give them a hint, ask them what they
shouldnt be holding in a lightning storm? (8 Mins)
10. Take up these ideas as a class, creating a list of both conductors and insulators. Make sure you keep
these words, definitions, and examples up in the classroom as this will be expanded on in the next
lesson and will help them understand what happens in steps 11 and 12. (7 Mins)
11. Now in their groups of 4, have them do an experiment. Hand out a plastic comb, glass rod, ebonite
rod, along with a piece of fur, wool, and polyethylene. Have the students rub the plastic comb with
the wool, rub the glass with the polyethylene, and rub the ebonite with the fur. Have them bring the
objects together, i.e. the glass to the comb, then the comb with ebonite, and then the ebonite with the
glass. Make sure they make the objects charged again before they bring them in contact with the
other objects. Finally also have the students bring the charged objects to a neutral piece of paper.
Have the students record what happens when they do all of these on their whiteboard. (15 Mins)
12. Take this up as a class to explain that the glass rod rubbed with polyethylene is positive, plastic
comb rubbed with wool is negative, and ebonite rod rubbed with fur is negative. This would have
demonstrated the 3 laws as the comb and glass should attract the glass and repel the ebonite along
with the other observations. This will also help explain what objects were conductors and which
ones were insulators. (5 Mins)
Conclusion / Reflection (5 Mins)
1. Once all the materials are returned to their proper place (either to the teacher or in a specific area in
the classroom) hand out to the students an Exit Card, that will look like:
3 Things I Learned Today
What Did The Teacher Do Well OR Not Well Today
Questions I Still Have
2. Have the students hand their Exit Cards in as they are leaving the class once the bell has wrung.
Teacher Notes:
Make sure you have all the materials ready for the class
Get the poll ready for the text in answers
Accommodations:
Students will sit in groups of 4 with their desks organized in a way that allows them to face
each other, interact, and bounce ideas off one another
For students who don't have a cell phone number to text in their answers, provide an iPad taken
out from the library
Have students grouped so that any students struggling or possibly ESL are with stronger
science students
Reflection:
Notice how the students respond continue to respond to the voting poll, i.e. were they texting in
their answers and then continuing to text all of their friends
Continue to monitor how the students behave and react to each other when talking about the
various exercises and concepts
Did the students seem to understand the purpose of the exercise the exercise?
What did the students say in their exit cards? What did the students say they didn't understand
and why do you think that is?
If there is a common theme in what the students do not understand then make sure you take that
up to start the next class to clarify the understanding of the content
Wolfe, Elgin. "Sections 9.1-9.2." Sciencepower 9: Science, Technology, Society, Environment.
Toronto: McGraw-Hill Ryerson, 1999. 296-302. Print.
WadeShasky
Grade
UnitStrand
Subtopic
Lesson
9Academic
Physics:The
Characteristicsof
Electricity
StaticElectricity
Introductionto
StaticElectricity
BigIdeas:
Inthislesson,studentswillbeintroducedtostaticelectricity.Theywill
investigatehowthepresenceandintroductionoffrictionandcontactforces
movementofelectrons
LearningGoals:
OverallExpectations
SpecificExpectations
E.2
E.3
E.2.1
E.2.2
E.2.4
SuccessCriteria:
IWILLbeabletounderstandthethreelawsofchargedobjects
IWILLunderstandhowelectronsmoveandmakeobjectspositiveornegatively
charged
PriorKnowledge
Thebasicconstructionofanatompreviouslytaughtinthiscourse
Identifythechargesofanelectron,neutron,andprotonpreviouslytaughtinthis
course
BasicpriorknowledgeofelectricitytaughtinGrade6
AssessmentTasksandTools:
Formative(for)assessmentusinganecdotalobservationsduringthelesson
Formative(as)assessmentusingExitCardstodeterminehowmuchknowledgewas
gainedfromthislesson
Accommodations:
Studentswillsitingroupsof4withtheirdesksorganizedinawaythatallowsthemto
faceeachother,interact,andbounceideasoffoneanother
Forstudentswhodon'thaveacellphonenumbertotextintheiranswers,providean
iPadtakenoutfromthelibrary
HavestudentsgroupedsothatanystudentsstrugglingorpossiblyESLarewith
strongersciencestudents
WadeShasky
Introduction(MindsOn):(20Minutes)
1. Tellstudentsyouareplanningapartyforyouryoungersiblingturning6.Youhaveall
thedetailssortedoutlikeguestsandactivities,suchasaclown,bouncycastleand
balloons.
2. Thepartyistonightandeverythingisdoneexcepttheballoonsarenotblownupso
havetwostudentsblowupsomeballoonsyoubroughttoclass.
3. However,yousoonrealizethatyouforgotstringtokeeptheballoonsafloatandoff
theground.Youneedtothinkofsomethingquickasyoudonthavetimetogetitand
youdon'twantballoonsjustalloverthehouseonthefloorbeingkickedaround.
4. Haveoneofthestudentstrytostickaballoontothewallandyourealizethisisn't
goingtowork.
5. Nowhavetheotherstudentthinkaboutanideaandastheyaredoingthis,theyrub
theballoonagainsttheirhair.Theyarejustabouttogiveupwhentheynowputthe
balloonupagainstthewallanditstartstostick!
6. Havestudentssitdownandpullouttheirphonesbecausetheyaregoingtoanswera
questionthroughtext(Theyhavedonethisbeforeandhaveanaccountalreadysetup
throughPollsEverywhere).Askthefollowingquestions:
A.Whydidtheballoonsticktothewallafteritwasrubbedagainstthestudent'shair?
Magic
TransferofProtons
TransferofElectrons
Amountofproductinthestudentshair
B.Iftheballoonwasrubbedonanothermaterial,wouldwehaveproducedadifferent
result?
Yes
No
7.Explaintostudentstheconceptoftransferringelectronsanddrawadiagramtobetter
illustratethis.
BodyofLesson:(55Minutes)
1. Havethestudentsbeingroupsof4andonaminiwhiteboardprovidedtothem,have
themingroupsdrawandlabelthepartsofanatom,recallinginformationtheywould
havepreviouslylearnedinclass.(3Mins)
2. Askthegroupstotellyouwhattheydrewandlabelledandyouwilldrawwhatthey
explainontheboard,drawinganatomwithanucleusinthemiddlecontaining
protonsandneutronsandanoutercirclewithelectronsattached.(2Mins)
3. Explaintothem,essentiallyabriefrecapoftheknowledgeofanatomtheywould
havepreviouslylearned,thatelectronsarenegativelycharged,smallandtravelalong
theoutsideringswiththeabilitytomovetootheratomsduetothelackofbond,as
longasthereisroomintheouterelectronshell.(2Mins)
4. InRed,writeoutthatthefirstruleofElectricityhastodowiththemotionsof
Electrons(Answeringthefirstquestionof6.intheIntroduction).(2Mins)
WadeShasky
5. Explaintheballoonandthestudentshairwereoriginallyintheirneutralstate.Once
theballoonwasrubbedonthehair,thehairtransferredsomeitselectronstothe
balloon.makingtheballoonnegativelychargedastheiraremoreelectronsthan
protonsnowandviceversawiththehair.(1Min)
6. Nowintheirgroupsof4,havethemdoanexperiment.Handoutaplasticcomb,glass
rod,eboniterod,alongwithapieceoffur,wool,andpolyethylene.Havethestudents
rubtheplasticcombwiththewool,rubtheglasswiththepolyethylene,andrubthe
ebonitewiththefur.Havethembringtheobjectstogether,i.e.theglasstothecomb,
thenthecombwithebonite,andthentheebonitewiththeglass.Makesuretheymake
theobjectschargedagainbeforetheybringthemincontactwiththeotherobjects.
Finallyalsohavethestudentsbringthechargedobjectstoaneutralpieceofpaper.
Havethestudentsrecordwhathappenswhentheydoalloftheseontheirwhiteboard.
(25Mins)
7. Takethisupasaclasstoexplainthattheglassrodrubbedwithpolyethyleneis
positive,plasticcombrubbedwithwoolisnegative,andeboniterodrubbedwithfur
isnegative.Thiswouldhavedemonstratedthe3lawsasthecombandglassshould
attracttheglassandrepeltheebonitealongwiththeotherobservations.Thiswillalso
helpexplainwhatobjectswereconductorsandwhichoneswereinsulators.(10Mins)
8. Atthispointmakesureyoushowthelistofelectrostaticseriestoshowwhatismore
likelytopickupelectrons.(5Mins)
9. Explainandwriteoutontheboard,thethreeveryimportantlawsofwhathappens
whentwochargedobjectsarebroughttogether:(5Mins)
A.Likechargeswillrepel
B.Unlikechargeswillattract
C.Chargedobjectswillattractneutralobjects.
Conclusion,Review,WrapUpofLesson(Consolidation):(10Minutes)
1. Onceallthematerialsarereturnedtotheirproperplace(eithertotheteacherorina
specificareaintheclassroom)handouttothestudentsanExitCard,thatwilllook
like:
3ThingsILearnedToday...
WhatWentWellForYourLearning?WhatDidntGoWell?
QuestionsIStillHave...
2. HavethestudentshandtheirExitCardsinastheyareleavingtheclassoncethebell
hasrung.
WadeShasky
ClassroomReadyMaterials
(Intro35)Balloons
(Intro6)TextPoll
(1,6,7)Whiteboardswithmarkers
(67)PlasticComb,GlassRod,andEboniteRod
(67)PieceofFur,Wool,andPolyethylene
(Conclusion1)ExitCardHandout
Reflection:
Noticehowthestudentsrespondcontinuetorespondtothevotingpoll,i.e.werethey
textingintheiranswersandthencontinuingtotextalloftheirfriends
Continuetomonitorhowthestudentsbehaveandreacttoeachotherwhentalking
aboutthevariousexercisesandconcepts
Didthestudentsseemtounderstandthepurposeoftheexercisetheexercise?
Whatdidthestudentssayintheirexitcards?Whatdidthestudentssaytheydidn't
understandandwhydoyouthinkthatis?
Ifthereisacommonthemeinwhatthestudentsdonotunderstandthenmakesure
youtakethatuptostartthenextclasstoclarifytheunderstandingofthecontent
Resources
Wolfe,Elgin."Sections9.19.2."Sciencepower9:Science,Technology,Society,
Environment.Toronto:McGrawHillRyerson,1999.296302.Print.