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Name: Wade Shasky

Grade

Unit Strand

Subtopic

Lesson

9 Academic

Physics: The
Characteristics of
Electricity

Static Electricity

Introduction to Static
Electricity

Overview, Expectations and Rationale


Big Ideas:
In this lesson, students will be introduced to static electricity. They will investigate how the
presence and introduction of friction and contact forces movement of electrons.
Ministry Expectations:
Overall expectations

Specific expectations

E2.
E3.

E2.1
E2.2
E2.4

Student Learning Goals:


By the end of this lesson, students should
Be able to understand the three laws of charged objects
Define and know examples of Conductors and Insulators
Understand how electrons move and make objects positive or negatively charged
Prior Knowledge:
The basic construction of an atom previously taught in this course
Identify the charges of an electron, neutron, and proton previously taught in this course
Basic prior knowledge of electricity taught in Grade 6
Assessment Strategies:
Ask the students materials that are conductors and insulators
Have the students explain what happened when we did our experiment like positive objects repel
The Exit Card the students hand in should have 3 things they learned today, ideally the 3 laws,
what conductors and insulators are made of, and electrons transfer to give objects a charge

Teaching / Learning Strategies:


Introduction / Motivational Hook (10 Mins)
1. Tell students you are planning a party for your younger sibling turning 6. You have all the details
sorted out like guests and activities, such as a clown, bouncy castle and balloons.
2. The party is tonight and everything is done except the balloons are not blown up so have two
students blow up some balloons you brought to class.
3. However, you soon realize that you forgot string to keep the balloons afloat and off the ground. You
need to think of something quick as you dont have time to get it and you don't want balloons just all
over the house on the floor being kicked around.
4. Have one of the students try to stick a balloon to the wall and you realize this isn't going to work.
5. Now have the other student think about an idea and as they are doing this, they rub the balloon
against their hair. They are just about to give up when they now put the balloon up against the wall
and it starts to stick!
6. Have students sit down and pull out their phones because they are going to answer a question
through text (They have done this before and have an account already set up through Polls
Everywhere). Ask the following questions:
A. Why did the balloon stick to the wall after it was rubbed against the students hair?
- Magic
- Transfer of Protons
- Transfer of Electrons
- Amount of product in the students hair
B. If the balloon was rubbed on another material, would we have produced a different result?
- Yes
- No
Middle / Teaching of New Concepts (60 Mins)
1. Have the students be in groups of 4 and on a mini whiteboard provided to them, have them in
groups draw and label the parts of an atom, recalling information they would have previously
learned in class. (5 Mins)
2. Ask the groups to tell you what they drew and labelled and you will
draw what they explain on the board, drawing an atom with a nucleus
in the middle containing protons and neutrons and an outer circle with
electrons attached. (3 Mins)
3. Explain to them, essentially a brief re-cap of the knowledge of an atom
they would have previously learned, that electrons are negatively
charged, small and travel along the outside rings with the ability to
move to other atoms due to the lack of bond, as long as there is room in the outer electron shell.
(2Mins)
4. In Red, write out that the first rule of Electricity has to do with the motions of Electrons (Answering
the first question of 6. in the Introduction). (3 Mins)
5. Explain the balloon and the students hair were originally in their neutral state. Once the balloon was
rubbed on the hair, the hair transferred some its electrons to the balloon. making the balloon
negatively charged as their are more electrons than protons now and vice-versa with the hair. (2
Mins)

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.

Student "Chalkboard" Notes:


On the Board AND In the Students Workbooks
- (6) 3 Laws of Charged Objects
- (8-9) Definitions and Examples of Conductors and Insulators
- (11-12) Observations from the Experiment
On a Whiteboard
- (2) Diagram and labels of an atom
- (8-9) Definitions and Examples of Conductors and Insulators
Classroom Ready Materials:

(Intro 3-5) Balloons


(Intro 6) Text Poll
(1, 9, 11, & 12) Whiteboards with markers
(11-12) Plastic Comb, Glass Rod, and Ebonite Rod
(11-12) Piece of Fur, Wool, and Polyethylene
(Conclusion 1) Exit Card Handout

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.

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