KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

STANDARD: RI.3.1 Ask questions to determine cause and effect relationships of electric or
magnetic interactions between two objects not in contact with each other. 3-PS2-3

I. Performance Objectives:
A. Third-grade students will be able to identify the difference between electrons and
neutrons.

B. Third-grade students will be able to determine what charges are with experimenting
with static electricity.

II. Evaluation of Students

A. Formative Assessment
1. Informal

Assessment: Documentation Tool: (e.g. rating Scale:

(e.g. product, quick response, scale, rubric, checklist, (performance levels)
interview) anecdotal notes)
1. Students will be Anecdotal notes, observation on The teacher will ask the
assessed on their the student recreation, and a student to explain each
recreation of the rubric. step they take to make
hovering plate the plate hover. This will
experiment. Each be graded on a rubric
student is responsible (below)
to demonstrate the
experiment by
themselves to the
teacher.
 B. Summative Assessment - none

III. Instructional Materials (with quantity)

A. 2 balloons
B. 30 Cloths
C. 30 science Journals
D. 35 Papers for Journal
E. 35 Pencil
F. 60 Styrofoam plates
G. Wool (Optional)
IV. Subject Matter
A. Prerequisites
1. Basic knowledge of static
2. Basic knowledge of cause and effect relationships
B. Key Vocabulary
1. Protons: a positively charged atomic particle
2. Neutrons: a negatively charged atomic particle
3. Electrons: a neutrally charged atomic particle
4. Charge: a property of particles that defines their interactions with other
particles
5. Static Electricity: stationary electric charge usually produced by friction
C. Big Idea –
1. Identifying the charges that electrons, protons, and neutrons all have and
know how they interact with one another.
D. New Content
1. Static Electricity
a. Charges
1) Electrons and neutrons
2) Opposites attract
i. Positively charged items only attract negatively charged
items
ii. Negatively charged items only attract positively
charged items
3) Like repels
i. North/positive
1. Protons inclusion
2. Will repel any positively charged item
ii. South/negative
1. Electron inclusion
2. Will repel any negatively charged item
V. Implementation

A. Introduction
1. Boys and girls yesterday we talked about the different charges, can someone
tell me what positive and negative charges are?

a. The students are to respond with, positive charges repel where a

negative and positive charge attract.

2. Today we are going to add on to that knowledge and talk about static
electricity.
 a. Who here has heard of static electricity?

B. Development
1. The students will be sitting at their desks, and the smart board will show the
video on static electricity.

a. https://www.youtube.com/watch?v=EzmJ5j6StC0

2. While watching the video I will pause the video and I will follow the
directions that they are telling me to do and demonstrate with two balloons
as they showed in the video.

3. After the video and the demonstration that is happening concurrently, we

will move into creating a hover plate.

4. Each student will take two plates and the cloth from the pile on the front
table and go back to their desk.

5. I will then play a short snippet of the video below

a. https://www.youtube.com/watch?v=ViZNgU-Yt-Y

1) (0:09- 0:33)

6. The students are supposed to work individually on this experiment and not
talk to their peers while completing the experiment.

7. The students will then complete the experiment and once they get the
experiment to work they will call the teacher over and share their findings.

C. Closure
1. Once the students have shared their findings with the teacher, the teacher
will then prompt them to record what they did in their science journals on
their recording sheet and then go sit on the carpet with their journals.

2. Once all the students are then sitting on the carpet, 3 students will share
what they wrote in their science journals.

D. Accommodations
1. Students will be able to work in a partnership for the experiment if needed
and will have access to any additional accommodations required.

VI. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives
 B. Personal Reflection
1.
VII. Resources (APA)

A. brusspup. (2017, January 10). 9 Awesome Science Tricks Using Static Electricity!
YouTube. https://www.youtube.com/watch?v=ViZNgU-Yt-Y.

B. YouTube. (2019, December 2). Charge It! All About Electron Attraction and
Repulsion. YouTube. https://www.youtube.com/watch?v=EzmJ5j6StC0.

1. (Inquiry-Based Activity)