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
a class. Ask students to discuss
what they have seen and how it
Concept/Learning might relate to static electricity.
Goal:
2. Elaborate on the basics of static
Students will electricity, focusing on the fact
understand how that every object has a charge
electrons in an object due to the electrons in it. If the
cause static charges of two objects are
electricity. opposite, they will attract each
other. If they are the same they
will repel each other.
1. Students give input about what
they saw and how it might relate
to static electricity.
2. Students will return to their
drawings from the experiment.
They will label the charge of the
objects. Students will explain to
a partner how the transfer of
electrons occurred in their
experiment.

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?
Levels of
Questioning What happens when we rub a
(Blooms) Used: balloon on something?
What happens when that balloon is
held over the tissue paper?
Students will have to apply their
new learning about electrons to the
experiment. They have to analyze
what happened in the experiment to
determine the charge of the confetti.

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
Concept/Learning students repeat the experiment
Goal: with the balloon replacing the
confetti for Fruit Loops.
Students will
conduct a second 2. Monitor students as they make
experiment to a prediction about what will
solidify concepts happen, observe the
they learned in the experiment, and record their
previous portion of observations.
the lesson.
3. Ask students to record the
transfer of electrons on their
drawing and to identify the
charge of the objects
throughout the process.
experiment to that which they
conducted in the explore
portion of the lesson. Students
will complete a worksheet
identical to the one used in the
previous experiment.
2. Students will draw and write
about what happened. They
will use the vocabulary learned
in this lesson in their writing.

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
Concept/Learning partner to come up with a
Goal: definition of static electricity.
2. Ask students to share their
Students will definition with the class.
synthesize their
learning throughout 3. As a class, decide upon a
the lesson. definition for static electricity
and a description of how it
works.
4. Write the definition on the board
and compare to what students
thought at the beginning of the
lesson.
come up with a definition of
static electricity and a
description of how static
electricity works. They will then
share these with the class. They
will work as a class to come up
with a class definition and
description.
2. Students will work on a
worksheet that contains multiple
levels of questions that will
evaluate what they have learned.

5. Pass out a worksheet with

questions about the main
concepts taught in the lesson.

Instructional Students will synthesize the main ideas of the lesson by writing a definition
Strategies Used for static electricity.
(with rationale):

How is student Partner Share

participation Whole Class Discussion
ensured?

Questions and What is a definition of static Students must synthesize their

Levels of electricity? learning to write a definition for
Questioning static electricity. Students must
(Blooms) Used: Describe static electricity. apply their learning to a new
situation.
Given a set of objects with only one
object filled in with a charge and an
arrow showing either attraction or
repulsion, fill in the charge of the
other object.

If you have three balloons and two

are attracted to each other and the
other is just floating free of
attraction or repulsion, what are the
charges of the balloons?

Draw a diagram that shows static

electricity at work in your everyday
life.