Planning Sheet for Single Lessons



Planning Sheet Static Electricity Lessons |Lesson Title: What is Electricity? |Cluster: 3

Grade: 9 | |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|Scientific Inquiry |Teacher begins with diagnostic tool to assess students’ | | |

|Initiating, Researching & Planning N/A |prior knowledge and preconceptions. Tell students to write| |blank paper |

| |their answers to these questions: | |periodic table |

|Implementing; Observing, Measuring & Recording |1. What is electricity? | | |

|Students record labelled diagram of atom. Students |2. Where does electricity come from? | |Questions to consider in your planning / delivery |

|work with group members. |3. How is static electricity made? |Students answer these questions one at a time, being given time|1.How long will each phase last? |

| | |to think and write a comprehensive answer. |- diagnostic 10 min. |

|Analyzing & Interpreting N/A |Begin with blank sheet. Students placed in pairs. Key | |- rest of the class |

| |questions (ESK i): What does an atom look like? If an atom| | |

|Concluding & Applying |was the size of this piece of paper, what would you see? | |2.How am I going to organize working groups? |

|Students draw conclusions between prior knowledge of | |Students, individually, draw an atom of their choosing from the|- students grouped in 4 or 5, these will be split for |

|atom (all matter made of atoms) and moving particles |Key questions (ESK ii): Which particles are fixed? Which |periodic table. Identify and label components of atom. |pair work |

|(e-) to electricity. |are moving? | | |

| | |Students label these on diagrams. Students then post all atoms |3.How will I organise and distribute equipment? |

|STSE Issues/ Design Process/ Decision Making N/A |Teacher-led discussion: What are the similarities between |on the wall. |- N/A |

| |all the atoms on the wall? Differences? Ask students to | | |

|C. Essential Science Knowledge |consider the electrons in the valence shells (ESK iii). | |4.Am I emphasizing specific skills and knowledge |

|i) all matter is made of atoms; atoms have a nucleus |Can valence e- leave the atom? Where would they go? Draw | |development? |

|consisting of protons and neutrons |to students to a clear understanding of how an atom and | |- purpose of working on atom for a whole class is to |

|ii) electrons spin around the nucleus creating shells |its particles act. | |prevent later errors in interpreting electricity |

|iii) outermost shell electrons can move | |Students are to consider and answer these questions in an | |

|iv) electricity is the movement of electrons |Teacher draws students to result of moving electrons: |attempt to clarify their conceptions of the atom, and to |5.Am I giving clear instructions and asking purposeful |

|v) electrons and protons have different charges, |electricity (ESK iv and v). What happens if these moving |prepare them for the role of the atom in electricity. |questions? |

|designated –ve and +ve |e- move from one atom to another? What happens to the 2 | |- students understand the questions, and come to an |

| |atoms? What are the charges of protons and electrons? What| |understanding of how they are linked to electricity. |

|What will you assess? |are the charges of the 2 atoms? | | |

|Students’ understanding of haw the atom looks, what its| | |6. What must I look for in monitoring student learning?|

|components are, and how the atom is involved in |Teacher asks one more question: |Students are to work in pairs to answer these questions. |- students are discussing questions |

|electricity. |How do you think all this is related to electricity? |Students then decide as a group on their final answers. |- students working as a group to consolidate knowledge.|

| | | | |

|How will you assess it? | |Students answer this individually. Then share as a group. One | |

|Students’ verbal answers to teacher. Students’ | |member writes the final answer on sheet paper, and posts on | |

|explanations to group members. Students hand in answers| |wall for entire class to read. Students spend time reading all | |

|to diagnostic questions. | |groups’ solutions. Is there a common answer? | |

|Planning Sheet Static Electricity Lessons|Lesson Title: Changing Models of Electricity |Cluster: 3 |

| | |Grade: 9 |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|A. Scientific Inquiry |Teacher demo: | |balloons |

|Initiating, Researching & Planning |a) place uncharged balloon near stream of water (nothing | |tap (water) |

|Students work cooperatively with group to carry out |happens) |Students are placed in groups of 3 to 4. One student is |paper on Charles Du Fay and the Two Fluid Model |

|plan. |b) rub a balloon on hair |designated recorder. One person is presenter. One person is |paper on Ben Franklin and the One Fluid Model |

| |c) use charged balloon to “bend” water |information coordinator. Fourth person can be ‘researcher’, | |

|Implementing; Observing, Measuring & Recording Students|Teacher reminds students of yesterday’s inquiries, and |sent to research other groups’ answers. Students, in groups, |Questions to consider in your planning / delivery |

|summarize and record information. |discoveries. |discuss what they believe is occurring to make these events |1.How long will each phase last? |

| |Teacher asks Key questions (ESK iv): What is causing the |happen. |- 30 min for demo and 30 min for models |

|Analyzing & Interpreting |water to move? Think about the atoms in the water, in the |Group must hypothesize answers to all these questions, and then| |

|Groups troubleshoot problems with hypotheses as they |balloon. Why did I rub it in my hair? What happened to the |may try the demo at their tables or at a back bench with tap. |2.How am I going to organize working groups? |

|arise. |balloon? What is it doing to the water? |They may take time now to “rethink” their answers. |- by tables |

| | |Students write answers on large sheet of papers, and post on | |

|Concluding & Applying |Teacher brings focus to differences in all the groups’ |the wall. |3.How will I organise and distribute equipment? |

|Students conclude that models of electricity can be |models of electricity. Discuss what scientists may have | |- as groups finish hypothesizing, they may tell me |

|varied. |thought about electricity 300 years ago. Hand out papers on| |their reasoning, then I will give them a balloon to try|

| |one- and two-fluid models. Discuss each model (ESK ii and | |the demo. |

|B. STSE Issues/ Design Process/ Decision Making |iii). | | |

|Students will realize that science is not static, but a| |Groups must rethink their hypotheses. Groups must be ready to |4.Am I emphasizing specific skills and knowledge |

|dynamic process of knowledge gathering |Now divide groups into 3 sections. |present new explanations to class (in brains of Franklin and Du|development? |

| |Ask students to rethink their model of the demo in terms of|Fay). Groups assigned to the particle theory must fine tune |- students will begin to develop their knowledge |

|C. Essential Science Knowledge |the scientist that they are assigned to. One section is |their explanation to include all knowledge from yesterday, and |through my demo and questions, and working in groups |

|i) changing models in science |Franklin, one is Du Fay, and one is the modern atomic |any insights from class discussion. These groups may “research”|trying to discover why. |

|ii) one-fluid model: “electric fluid” is what creates |model. |at the computer station or in texts. | |

|electricity. A neutral obj. has just enough; neg. obj. | |Group presenting Particle Model may be prompted with questions |5.Am I giving clear instructions and asking purposeful |

|has too much |Teacher picks one group to explain the demo in each model. |from teacher: What changed in the balloon after rubbing? What |questions? |

|iii) two-fluid model: “vitreous and resinous fluids” |At the end students are required to think about, given |charge did it have before? after? What did this charge do to |- questions are linked to ESK |

|instead of positive and negative. An object is neutral |current scientific knowledge, which of the 3 theories is |the atoms in the water? What was the charge of the atoms in the| |

|or vitreous or resinous. |most reasonable. |water? |6. What must I look for in monitoring student learning?|

|iv) modern particle model – current theory; the | | |- students are active and on task |

|discovery of atom changed old ways of thinking. Now |Teacher requests an exit slip: |Students must write an exit slip before leaving class. Students|- students are making reasonable hypotheses as to why |

|electricity is thought to be movement of electrons. |Question (ESK i and iv): Do you think that it is possible |will think about today’s class and put into perspective the |the water bends with the rubbed balloon. |

| |for our model of electricity to change in the future? |changing models. | |

|What will you assess? |Explain why. Discuss current knowledge of atom. Do we know | | |

|Students understanding of changing models in science. |it all? | | |

| | | | |

|How will you assess it? | | | |

|Hypotheses, and responses to questions. | | | |

|Planning Sheet Static Electricity Lessons|Lesson Title: The Particle Model – In-Depth |Cluster: 3 |

| | |Grade: 9 |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|A. Scientific Inquiry |Teacher will give students the task of researching earlier | |texts, books |

|Initiating, Researching & Planning |scientists’ roles in creating the particle model of electricity. | |Internet access |

|Students will select and integrate info. fr. variety of|Students will be assigned one of 3 scientists. There will be | |rods, cloths, pithballs |

|sources-texts, books, net. Work well w/ group. |resource books, textbooks and computers available for students. |Students research role of assigned scientist to particle model.|bits of paper |

| | |Students convene with other students researching same |electron and proton signs |

|Implementing; Observing, Measuring & Recording Students|Teacher brings together student presentations into a complete |scientist. Students confer, and pick a speaker. One speaker | |

|will summarize and record information. |understanding of the particle model (ESK i). Summary of Model: Two|from each group summarizes group finding. Everyone must record |Questions to consider in your planning / delivery |

| |types of charges – positive (protons) and negative (e-). Negative |important info. about each scientist. |1.How long will each phase last? |

|Analyzing & Interpreting Students will analyze material|obj. has excess of e-. Positive obj. has deficit of e-. Like | |- research (30 min) |

|for relevance to particle model. |charges repel. Unlike charges attract. Charge is shared by | |-attraction of neutral obj. (30 min) |

| |contact. Protons are fixed. E- are free to move. Charge is | | |

|Concluding & Applying |conserved. | |2.How am I going to organize working groups? |

|Students will apply info. from research to |These concepts will be studied in more detail in following | |- by assigned scientist |

|conceptualizing of particle model. Stud. will apply |lessons. | |- in pairs at tables |

|knowledge of particle model to explain attraction of |Teacher Demo: Bring a neutral rod close to a neutral pithball. | | |

|neutr. obj |Discuss what happens (nothing). Why? Charge a rod positively. | |3.How will I organise and distribute equipment? |

| |Bring it close to neutral pithball. Ask students to explain this |Students verbalize opinions with teacher. There may or may not |- research tools in room and computer area |

|B. STSE Issues/ Design/ N/A |attraction. Request volunteer role players to help explain. One |be agreement between students. This is alright and will be | |

| |student is the pithball and holds paper e- signs (neutral – |clarified in the role play. |4.Am I emphasizing specific skills & knowledge |

|Essential Science Knowledge |protons hanging on sign around neck). One student is rod (neutral | |development? |

|i) Contributions of Rutherford, Thomson and Millikan to|at first, with sign depicting protons around neck and holding | |- the role play is relevant and clearly explains the |

|particle model of electricity. Roles of these |equal # of e-). Teacher takes a towel and “rubs” rod taking away | |attraction of a neutral obj. using the particle model|

|scientists in the discovery of particles and charges in|e-, leaving it positive. | |5.Am I giving clear instructions and asking |

|an atom. |Teacher asks audience (ESK ii): What happens when we bring these 2| |purposeful questions? |

|ii) using the particle model to explain electricity |close together? What happens when they touch? What happens to the | |- do students understand what is expected of them |

|(specifically, the attraction of a neutral object to |e- in the pithball? Where do they go? Make sure students can | |when I introduce the role play scenario? |

|+ve and –ve objects) |describe this macroscopically (role players) and microscopically | |6. What must I look for in monitoring student |

| |(particle model). | |learning? |

|What will you assess? | | |- students actively researching |

|Students’ discoveries about scientists and the links |Teacher gives students time to try this at their desks in pairs. |Students are required to participate and encourage role players|- use of research in discussion of particle model |

|they find to particle model. Students’ ability to use |This time they will charge a rod negatively and use bits of paper |in their parts. Students will advise role players. Students |- active participation in role plays |

|particle model to explain electrostatic phenomena. |for the neutral obj. |will explain why using the particle model. | |

| | | | |

|How will you assess it? | |Students do experiment at their desks. They need to diagram | |

|Participation and suggestions in role plays. Students’| |each stage of the experiment to display their knowledge of the | |

|help in directing role players. | |phenomena using the particle model. | |

|Students’ diagrams of experiment at desks. | | | |

|Planning Sheet Static Electricity Lessons|Lesson Title: Electrostatics |Cluster: 3 |

| | |Grade: 9 |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|A. Scientific Inquiry |Discuss electrostatic electricity. Ask: What do you think are | |balloons |

|Initiating, Researching & Planning |examples of electrostatic electricity? Brainstorm as a table. | |various rods, objects and cloths for student inquiry |

|Propose experiment to test conserve. of charge. Work | |Students brainstorm examples of static electricity. | |

|well w/ group. State a testable hypothesis on |Teacher picks one (e.g. rubbing comb through hair). Ask students| |Questions to consider in your planning / delivery |

|attract./repuls. of like and unlike charges. |to explain what happens visually. Explain what happens | |1.How long will each phase last? |

| |microscopically. Teacher brings students to an understanding of | |- brainstorm (10 min) |

|Implementing; Observing, Measuring & Recording Record |how e- are transferred through the rubbing process (ESK i). | |- conservation of charge (20 min) |

|results from attr./repul. experiment. |Remind students of free movement of e-. |Students speak aloud their opinions, making sure (with |- law of attraction-repulsion (30 min) |

| | |prompting from teacher) that they explain themselves | |

|Analyzing & Interpreting Explain relationship betw. |Teacher initiates Key Question: What is conservation of charge? |microscopically. |2.How am I going to organize working groups? |

|results & particle model. | | |- groups by tables |

| |If I give you a balloon, how can you prove conservation of | | |

|Concluding & Applying Draw a conclusion that explains |charge to me? (Hint: you can use your body). |Students answer. |3.How will I organise and distribute equipment? |

|results – support or reject earlier hypotheses. |Teacher picks one group to explain macroscopically (rubbing | |- one balloon per table |

| |balloon on hair: balloon is –ve and hair is +ve). | |- supplies at the side where they help themselves to |

|B. STSE Issues/ Design Process/ Decision Making |Teacher picks another group to explain microscopically (use | |what they need |

|N/A |particle model) (ESK ii). | | |

| | | |4.Am I emphasizing specific skills and knowledge |

|C. Essential Science Knowledge |Teacher initiates discussion on law of attraction and repulsion.| |development? |

|i) electrostatics- charge on an obj. which is from |Ask: what does this mean to you right now? What would happen if | |- students are developing questioning skills, and |

|excess or lack of e-. This charge stays on the object |2 e- were brought together? Why? |Groups discuss. Experiment with balloon. Must come up with |proposing experiments |

|after transfer by rubbing, etc. | |explanation using particle model. Be ready to present either | |

|ii) conservation of charge – electric charge is neither|Teacher initiates student inquiry (ESK iii). What happens when 2|experiment or particle explanation. |5.Am I giving clear instructions and asking |

|lost nor destroyed, but moved around |like charges are brought together? E.g. 2 –ve, or 2 +ve. What | |purposeful questions? |

|iii) law of attraction and repulsion – like charge |happens when 2 unlike charges are brought together? E.g. 1 –ve | |- do students understand what they need to discover |

|objects repel each other; unlike charges attract. |and 1 +ve, or neutral + charged (remember yesterdays class). |Students respond orally. |and how the explain it |

| | | | |

|What will you assess? | | |6. What must I look for in monitoring student |

|Whether students have obtained a deep understanding of | |Students hypothesize answers to questions. |learning? |

|electricity and the particle model and can use this | |Students decide how they want to carry out the lab to find |- student participation in role plays |

|info. to explain static electricity. | |results to these questions. Students have a variety of | |

| | |materials they can use for charging and testing charge. They | |

|How will you assess it? | |must be able to describe visually what happened in each step, | |

|Responses to questions, and work handed in. | |and describe each phenomenon using the particle model. Results | |

| | |and answers to be handed in. | |

|Planning Sheet Static Electricity Lessons|Lesson Title: Conduction and Grounding |Cluster: 3 |

| | |Grade: 9 |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|A. Scientific Inquiry |Teacher initiates role play (same type as for Lesson3). Student | |electron and proton signs |

|Initiating, Researching & Planning |volunteers. 3 students play the role of the neutral rod. 3 students | |various materials for electrostatic studies |

|Work cooperatively with role players. Decide on how |are the negative rod. They hold extra electrons. (Charging of this | | |

|role players will act. Propose an experiment to show |rod can be re-enacted to review stud’s knowledge) Ask (ESK i): What | |Questions to consider in your planning / delivery |

|conduction and grounding. |will happen when the 2 rods touch? Where will the electrons go? What | |1.How long will each phase last? |

| |will be the new charges on both rods? Bring the –ve rod (students) so| |- role playing (30 min) |

|Implementing; Observing, Measuring & Recording |that it’s touching the neutral rod. Discuss this new concept of | |- experiment (30 min) |

|Observe role play. Practice conduction and grounding in|conduction. |Students play an active role while being players, and as | |

|an experiment. Record results in the form of diagrams | |the audience. They must help direct their classmates. They|2.How am I going to organize working groups? |

|depicting electron movement. |Teacher introduces new concept: Grounding. |must give microscopic reasonings. |- by tables |

| |Does anyone know what this is? If not, what does the word “grounding”| | |

|Analyzing & Interpreting |say to you? Teacher can then explain grounding (ESK ii). Check for | |3.How will I organise and distribute equipment? |

|Analyze role play and experiment for correctness and |student understanding by initiating another role play. 3 students are| |- as students volunteers, they receive |

|verification with particle model. |a negative rod. Ask: How would you ground this rod, and what will | |electrons/protons |

| |happen to the electrons. Students decide what to do. | |- other materials are at side of room |

|Concluding & Applying | |Students are involved with answering questions. It is | |

|Apply particle model to explain role plays, and |Teacher initiates student inquiry: How can you show the concepts of |entirely the students’ responsibility to decide how to |4.Am I emphasizing specific skills and knowledge |

|experimental results. |conduction and grounding using the various rods of glass, plastic, |ground the rod. |development? |

| |metal, and cloths? Design an experiment to show conduction and | |- students are able to use particle model to continue to|

|B. STSE Issues/ Design Process/ Decision Making |grounding. Explain what you did in writing. Include diagrams of each | |explain electrostatics |

|N/A |step to show electron movement. | | |

| | | |5.Am I giving clear instructions and asking purposeful |

|C. Essential Science Knowledge |Teacher: Draw together conduction and grounding to the particle model|Students design and implement experiment showing |questions? |

|i) conduction – the transfer of electrons from one |of electricity. Make sure students are able to explain both to you |conduction and grounding. Results must be handed in and |- students understand what role play is about |

|object to another by touching them together. Results in|using macro and micro views. |show diagrams of electron movements. | |

|transfer of charge. | | |6. What must I look for in monitoring student learning? |

|ii) grounding – earth is a large reservoir able to give| | |- active participation |

|or take e- from charged objects easily and without an | | |- reflection and use of particle model as proofs |

|observable change in charge of the earth. But object’s | | | |

|charge is changed. | | | |

| | | | |

|What will you assess? | | | |

|Students’ ability to explain conduction and grounding | | | |

|using particle model of electricity. | | | |

| | | | |

|How will you assess it?By participation level and oral| | | |

|discussion. Experiment write-up and diagrams. | | | |

|Planning Sheet Static Electricity Lessons|Lesson Title: Induction – Temporary and Permanent |Cluster: 3 |

| | |Grade: 9 |

|Learning Outcomes/Goal Focus |Teacher Reminders |Learner’s Tasks |Gear Required |

|A. Scientific Inquiry |Teacher initiates role play (same type as for previous lesson).| | |

|Initiating, Researching & Planning |Students volunteer. 3 students play the role of the neutral | |electron and proton signs |

|Work cooperatively with role players. Decide on how role players |rod. 3 students are the negative rod. They hold extra | |various materials for electrostatic studies |

|will act. Propose an experiment to show induction (perm. And |electrons. (Charging of this rod can be re-enacted to review | | |

|temp.) |stud’s knowledge) Bring the –ve rod (students) near the neutral| |Questions to consider in your planning / delivery |

| |rod. Ask (ESK i): What will happen when the 2 rods come near | |1.How long will each phase last? |

|Implementing; Observing, Measuring & Recording Observe role |each other? Where will the electrons move to? What will happen | |- role playing (30 min) |

|play. Practice induction in an experiment. Record results in the |when we take the charged rod away? Discuss the concept of |Students play an active role while being players, and as |- experiment (30 min) |

|form of diagrams depicting electron movement. |temporary induction (ESK ii). |the audience. They must help direct their classmates. They| |

| | |must give microscopic reasonings. |2.How am I going to organize working groups? |

|Analyzing & Interpreting |Teacher introduces new concept: Can we induct this rod with a | |- by tables |

|Analyze role play and experiment for correctness and verification |charge and make it permanent? How can this be possible? Ask | | |

|with particle model. |students to come up with suggestions on how to get rid of the | |3.How will I organise and distribute equipment? |

| |excess electrons on one side of the rod which has been inducted| |- as students volunteers, they receive |

|Concluding & Applying |with a charge. Students decide what to do, but may need some | |electrons/protons |

|Apply particle model to explain role plays, and experimental |prompting (Hint: What did we learn yesterday? Grounding.) | |- other materials at the side of room |

|results. | | | |

| |Teacher initiates student inquiry: How can you show the | |4.Am I emphasizing specific skills and knowledge |

|B. STSE Issues/ Design Process/ Decision Making N/A |concepts temporary and permanent induction using the various | |development? |

| |rods of glass, plastic, metal, and cloths? Design an experiment|Students are involved with answering questions. It is the |- students are able to use particle model to |

|C. Essential Science Knowledge |to show the 2 types of induction. Explain what you did in |students’ responsibility to decide how to permanently and |continue to explain electrostatics |

|i) induction – the process of charge transfer by bringing a |writing. Include diagrams of each step to show electron |temporarily induce a charge on the rod. | |

|charged object nearby a neutral object. |movement. | |5.Am I giving clear instructions and asking |

|ii) temporary induction – inducting a charge on a neutral obj. | | |purposeful questions? |

|with a charged object then taking away this charged obj. leaving |Teacher: Draw together induction to the particle model of | |- students understand what role play is about |

|the original object in its original condition (neutral) |electricity. Make sure students are able to explain induction | | |

|iii) permanent induction – inducting a charge on a neutral object,|(both temporary and permanent) to you using macro and micro | |6. What must I look for in monitoring student |

|then grounding it, then taking away the charging object, to leave |views. |Students design and implement experiment showing both |learning? |

|the original object with a new condition (charged) | |methods of induction. Results must be handed in and show |- active participation |

| | |diagrams of electron movements. |- reflection and use of particle model as proofs |

|What will you assess? | | | |

|Students’ ability to explain conduction and grounding using | | | |

|particle model of electricity. | | | |

| | | | |

|How will you assess it?By participation level and oral | | | |

|discussion. Experiment write-up and diagrams | | | |

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