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Science lesson plan · 6th grade (Year 7 in England) · 30 minutes

Static electricity and charges

Electricity and magnetism

CCSS NGSS.MS-PS2-3CCSS NGSS.MS-PS2-5England: KS3 Physics: Electricity and electromagnetism (static electricity)

Objective and success criteria

Students will: Static electricity and charges.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Magnets and magnetic materials

Leads to: Coulomb's law: force between charges

Materials: Circuit kits (cells, wires, bulbs), Circuit symbol cards, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Magnets and magnetic materials). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. The north pole of one magnet is brought near the north pole of another. Do they attract or repel? (attract / repel) → repelPrompt: Like poles repel; unlike (opposite) poles attract.
  2. Is an iron nail attracted to a magnet? (magnetic / not magnetic) → magneticPrompt: Only a few metals are attracted to magnets.
  3. How could you test which of two magnets is stronger? (count how many paper clips each can hold in a chain / see which is shinier / see which is longer / see which is heavier) → count how many paper clips each can hold in a chainPrompt: A stronger magnet can hold more.

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Static electricity and charges. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: An object with a − charge is brought near an object with a + charge. Do they attract or repel?
  • Step 1: The charges are opposite.
  • Step 2: So the answer is: attract
  • Answer: attract
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. An object with a + charge is brought near an object with a + charge. Do they attract or repel? (attract / repel) → repelPrompt: Like charges repel; opposite charges attract.
  2. Your hair stands up after you pull off a woolly hat. Why? (The hairs lose their mass / Cold air lifts them / The hairs gain the same charge and repel each other / The hairs become magnetic) → The hairs gain the same charge and repel each otherPrompt: Like charges repel.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. An object with a + charge is brought near an object with a − charge. Do they attract or repel? (attract / repel) → attractPrompt: Like charges repel; opposite charges attract.
  2. Your hair stands up after you pull off a woolly hat. Why? (The hairs gain the same charge and repel each other / The hairs become magnetic / The hairs lose their mass / Cold air lifts them) → The hairs gain the same charge and repel each otherPrompt: Like charges repel.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Magnets and magnetic materials.
  • Use concrete materials: circuit kits (cells, wires, bulbs).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Coulomb's law: force between charges.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.

Free lesson plan from eurekami.com/lesson-plan-builder

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Static electricity and charges

Name

Date

Score/ 6

  1. Question 1

    Static electricity: which statement is NOT true?

    • A. Opposite charges attract.
    • B. Rubbing creates new charge.
    • C. Insulators can hold static charge.
    • D. Like charges repel.

  2. Question 2

    An object with a + charge is brought near an object with a − charge. Do they attract or repel?

    • A. attract
    • B. repel

  3. Question 3

    Your hair stands up after you pull off a woolly hat. Why?

    • A. The hairs gain the same charge and repel each other
    • B. Cold air lifts them
    • C. The hairs lose their mass
    • D. The hairs become magnetic

  4. Question 4

    An object with a − charge is brought near an object with a + charge. Do they attract or repel?

    • A. attract
    • B. repel

  5. Question 5

    Why does a charged balloon stick to a wall?

    • A. The wall is sticky
    • B. The balloon is magnetic
    • C. Gravity pulls it sideways
    • D. It attracts opposite charges in the wall's surface

  6. Question 6

    An object with a − charge is brought near an object with a − charge. Do they attract or repel?

    • A. attract
    • B. repel

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Answer key: Static electricity and charges

  1. 1. B. Rubbing creates new charge.

  2. 2. A. attract

  3. 3. A. The hairs gain the same charge and repel each other

  4. 4. A. attract

  5. 5. D. It attracts opposite charges in the wall's surface

  6. 6. B. repel