Grade Level:

5th Grade LESSON PLAN TEMPLATE FOR

Curriculum Area: Curriculum Area: MATHEMATICS AND SCIENCE
Rilie Edenfield (Mathematics Strand or Science Disciplinary Core Content) TEACHER CANDIDATES
Science Disciplinary Core Content
Lesson Title or Topic: Time Required: (for example: 30 minutes, 60 minutes, 90 minutes;
In this section below, identify which
Phenomena of Static Electricity two 55-minute sessions)
 Science and Engineering Practices
40 minutes  Standards of Mathematical
Instructional Groupings: Are you using whole group, small group, partners, Practice and
quads, homogeneous, heterogeneous?
 Cross Cutting Concepts
Whole group and small group
Standards: List the GSE that are the target of student learning and are key to this lesson. Include the number and the text of each of the GPS/GSE
that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
are applicable in this lesson.

S5P2. Obtain, evaluate, and communicate information to investigate electricity. Science and Engineering Practices:
a. Obtain and combine information from multiple sources to explain the difference between - Ask questions about the
naturally occurring electricity (static) and human-harnessed electricity. phenomenon
- Planning and carrying out
investigations
- Constructing explanations and
designing solutions
- Engaging in argument from
evidence
- Obtaining, evaluating, and
communicating information
Cross Cutting Concepts:
- Cause and Effect
- Energy and Matter
- Stability and Change

As a result of this lesson students will…

Learning Objectives: (Objectives are aligned with the standards and are stated in measurable/observable terms. These should reflect the
thinking and skills appropriate to the specific content (The Standards of Mathematical Practice and/or the Science and Engineering Practices and
Crosscutting Concepts. These objectives are what you will assess.)
Students should be able to describe static electricity and how it affects different objects.
Students should be able to describe how static electricity occurs naturally through the movement
of electrons.
Essential Question(s) As a result of this lesson, students will build understanding that leads to developing an answer for this question.
What is static electricity?
How is static electricity produced?
What happens when static electricity occurs?
How is static electricity created through the transfer of electrons?
Support for Academic Language Demands and Vocabulary: What Academic Language will be taught or developed? Identify the key
vocabulary and/or symbols specific to the content area. These may be derived from the standards) How will you provide support for using this
academic language and vocabulary?

Static Electricity Electricity Charge Proton Electron Neutron Transfer

Assessment Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above. Each learning objective
should be assessed. (DO NOT restate the learning objective.) How will students demonstrate the targeted skill and/or understanding of the lesson’s
objective es? What type of assessment will be used? Think in terms of balanced assessment-.
Pre-assessment, formative and summative, employing multiple means of assessment. How will you provide feedback for the students?
Assessment Strategy/Strategies:
The students will participate in an activity within their groups where they will perform their own experiment and
create static electricity. A formative assessment will be given where the students will write their predictions, results,
and explain why the phenomenon occurred in their experiment. Feedback will be given at the end of the experiment
where we will discuss what occurred as a class and clear up any misconceptions about static electricity.

Steps in the Lesson Complete the following sections to Include the activating strategy or the hook for the lesson; the introduction; the lesson Identify the inquiry components: Not all
procedures including strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities. of the Es will be in every lesson, but
engage, explore, and explain form the
Do not write in this gray area.)
backbone of the science lesson. These can
also apply to mathematics lessons. Only
enter the components applicable to this
lesson.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the goals and Engage, Explore
objectives of the lesson, tap into prior knowledge/experiences, and develop student interest Attention should be given to students’ academic, social,
and cultural characteristics to promote connections and engagement.)
For the introduction, I will give the students a handout over static electricity to provide an overview and
explain the purpose the phenomenon of static electricity. The handout will contain a story about static
electricity to introduce the topic. We will do a popcorn reading of the story to develop ideas and bring up
existing ideas that the students may have over static electricity.
Activate learning (Hook): (State how you will begin the lesson to engage the students. Engage, Explore
To start the lesson, I will ask for a volunteer to come up to the front and help demonstrate static electricity.
Then, I will ask everyone to watch as I rub a balloon on the student’s head and discuss how their hair is
sticking to the balloon as I lift it from their head.

Work Session (Body of Lesson) Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the Explore, Explain
lesson – what the teacher will do as well as what the student will do. Describe the strategies that will be used to support students’ learning.
Knowledge of students’ cognitive, social, emotional, and physical development along with their cultural backgrounds should be evident.)
For the work session, we will go over a power point that will discuss static electricity and how it occurs. The
lesson will include that static electricity is a phenomenon that occurs from the jumping of electrons from
one object to another, giving the two objects an imbalance of charges.
 The class will conduct an experiment including cheerios, balloons, dryer sheets, yarn, and tape.
 They will tape up a string of cheerios and hang them off the desk.
 Then, they will write their predictions about what happens when you rub a dryer sheet on a balloon and
bring it closely to the string of cheerios. After, they will write down their results when they conduct this
experiment.
 Next, they will predict what will happen after they rub a balloon on their head and bring it closely to the
balloon, and they will conduct the experiment, then write down their results.
 After everyone is done, they will write down what they think happened as a result of the experiments,
and we will then discuss it as a class.
Closure/Summarizing/Wrap up: (Describe how the students will process and show what they know and /or can to as a result of the Explain, Evaluate
standards addressed in the lesson. What process or strategy will be used?
To wrap up the lesson, we will come together as a group and discuss our predictions before we start the
experiment. Then, we will talk about the results we got and how they think what they saw happened. I will
ask more open-ended questions that opens the floor for more discussion to clear any confusions up, such as
“Does anyone know the purpose of dryer sheets?” because dryer sheets are supposed to reduce static in
the dryer. Through this we can discuss how different materials reduce static will other materials produce
static more easily. I also will answer any questions that the students might have. Last, we will use an index
card to write down three things they learned, two questions they had, and one thing they liked about the
lesson. The teacher will collect this to inform her future instruction over static electricity.
Modifications/Differentiation: Describe how the lesson is modified or differentiated to meet the needs of individual students.
I can modify my lesson by making it cater to different learning styles. I can meet the needs of visual
learners by providing a PowerPoint of the topic they are learning, and the auditory part is me
talking to the students about static electricity. My kinesthetic part of the lesson will be the activity
because the students who are more hands-on learners will get to experiment themselves and see
how static electricity works.
Instructional Supports
Resources and Materials Used to Engage Students in Learning (Provide citations for all resources that you did not create. Attach key
instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and interactive
white board images.)
Class handout over experiment
PowerPoint over static electricity
Class handout that discusses static electricity
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content: (List any
websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://www.teachengineering.org/lessons/view/cub_electricity_lesson02
https://www.teachengineering.org/activities/view/cub_electricity_lesson02_activity1
https://www.teachengineering.org/lessons/view/cub_electricity_lesson01
https://www.teachengineering.org/activities/view/cub_electricity_lesson01_activity1
https://www.youtube.com/watch?v=yc2-363MIQs

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development:

Connections to Technology and/or the Arts:

We will use a PowerPoint to look at pictures of the phenomenon.