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• A spark of static electricity can measure thousands of volts, but has very little current and only lasts for a short period of time. This means it has little power or energy.
• Lightning is a powerful and dangerous example of static electricity.
• As dangerous as lightning is, around 70% of people struck by lightning survive.
• Temperatures in a lightning bolt can hit 50,000 degrees F.
• Static electricity will build up faster on a dry non-humid day.
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Teach With Fergy

Education Through Engagement and Application

Day-By-Day Classroom Breakdown – Electricity – Current and Static

Electricity – Current and Static Day-By-Day Walkthrough

Any word that is blue links to a specific resource. Simply click it to be taken to the file.

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Click below to visit the different units I’ve posted.

Introduction Unit

Introductory Chemistry

Electricity  

__________________________________________________

Electricity Unit – Current and Static

Class starter – A minds-on fun science video to get them focused and thinking science –  Amazing Energy Facts .  What I do and find effective, is while they are watching the video, I ask them to write down anything that really stands out to them. If needed, I will show it again. Once the video is done, we discuss what they found interesting.

– I followed my discussion with a quick introduction on my  Electricity Unit. Click here to have a look at what I’ll be covering.

– We then started  Lesson 1 – Electricity and Current

–  Homework:  No homework

Class starter – A minds-on fun science video to get them focused and thinking science –  Why Do Paper Cuts Hurt So Much?  

– We then completed  Lesson 1 – Electricity and Current

–  Homework:  Two items.

1) To ensure my class comprehends Lesson 1 before we move onto the more difficult circuit diagrams, I will give them a quiz next day on the lesson.

2) The last slide of the lesson asks the students to find 3 particular items around their home, write the name of the item down and bring it to class next day for discussion.

We started today’s class with a quiz on lesson 1.

– We then completed  Lesson 2 – Solving Circuit Diagrams

–  Homework:  No homework for tonight.

Today I started by giving out Electricity Production Summative Assignment  In it, students work in groups to research a certain electricity production system (nuclear, fossil fuels, solar, etc.) and showcase it via a presentation. 

After I gave out the project we spent our time building circuits and solving circuit diagrams. Both worksheets can be found in Lesson 2 – Solving Circuit Diagrams .   

–  Homework:  Students were to finish solving their circuit diagram questions and start thinking about their  Electricity Production Summative Assignment .

Today was all about the Lab Stations. Over the last while, I’ve been putting together these lab station activities to create more engagement for my students. They move from one station to another for the entire period and they love it. Today’s Lab Station Activity was on Current Electricity and Circuit Diagrams .

–  Homework:  Students should be working on their  Electricity Production Summative Assignment .

Class starter – A minds-on fun science video to get them focused and thinking science –  Can we have star wars lightsabers in real life?  

– We then completed  Lesson 3 – Resistance

–  Homework:   Ohm’s Law Worksheet

Class starter – A minds-on fun science video to get them focused and thinking science –  What is a GMO – Jimmy Kimmel Live

– Today we were working on more complicated circuit diagrams. The PowerPoint can be downloaded by clicking here –>  Solving Electrical Circuits .

–  Homework:  Finish the  Solving Electrical Circuits .

Class starter – A minds-on fun science video to get them focused and thinking science –  Science STYLE Cover – Taylor Swift Acapella Parody

– Today we started by reviewing the solving Circuit Diagram PowerPoint from yesterday –>  Solving Electrical Circuits .

–  We then moved into Lesson 5 – Power, Electrical Energy and Efficiency .

–  Homework:  Finish their  Electricity Production Summative Assignment .

– No Video today as we started with a quiz on Lessons 1, 2, 3 and 5

–  We then moved into Lesson 6 – Electrical Safety in the Home

–  Homework:  

Human Response to Electric Shock Worksheet

Home Electricity Worksheet

Finish their  Electricity Production Summative Assignment .

Class starter – A minds-on fun science video to get them focused and thinking science –  ASAP Science Wars .

Today was presentation day 1 for their  Electricity Production Summative Assignment .

I never let them present for the entire period because I feel the audience loses interest and therefore, doesn’t take in as much as they would otherwise. To combat this, I started on Lesson 8 – Static Electricity .

Today was similar to yesterday although today I didn’t do a class starter video as I wanted to jump right into the  Electricity Production Presentations and complete a little more of  Lesson 8 – Static Electricity .

As I did yesterday, I allowed for 3 presentations and then jumped into the lesson. 

Today was all about the Lab Stations. Over the last while, I’ve been putting together these lab station activities to create more engagement for my students. They move from one station to another for the entire period and they love it. Today’s Lab Station Activity was on Static Electricity. CLICK HERE for more details.

–  Homework:  Study for the test tomorrow.

Test Day. The test I use along with the answer key can be found in my   Electricity Unit. CLICK HERE for more information.

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Static Electricity Review

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Review Session Home - Topic Listing Static Electricity - Home || Printable Version  ||  Questions with Links Answers to Questions:   All  ||  #1-16  ||  #17-32  ||  #33-43

[ #1 | #2 | #3 | #4 | #5 | #6 | #7 | #8 | #9 | #10 | #11 | #12 | #13 | #14 | #15 | #16 | #17 | #18 | #19 | #20 | #21 | #22 | #23 | #24 | #25 | #26 | #27 | #28 | #29 | #30 | #31 | #32 | #33 | #34 | #35 | #36 | #37 | #38 | #39 | #40 | #41 | #42 | #43 ]

Part A: Multiple Choice

1. Which of the following are true of static charges? Choose all that apply.

• Like charges repel.
• Like charges attract.
• Opposite charges repel.
• Opposite charges attract.
• A positively charged object has lost electrons.
• A positively charged object has gained protons.
• A negatively charged object has lost protons.
• A negatively charged object has gained electrons.

2. Identify the following objects as being either

a. positive b. negative c. neutral If there is no conclusive evidence, then select all that could be true. Description of Object a, b, or c? i. An object possesses more protons than electrons.   ii. An object possesses more neutrons than electrons.   iii. A formerly neutral object that just lost some electrons.   iv. A formerly neutral object that just gained some electrons.   v. An object which attracts a negatively-charged balloon.   vi. An object which attracts neutral paper bits and attracts a negatively-charged balloon.   vii. An object which attracts neutral attracts paper bits and repels a negatively-charged balloon.   viii. An object which attracts a negatively-charged balloon and attracts a positively-charged balloon.   ix. An object which attracts a charged balloon (balloon A) which is attracted to a negatively-charged balloon (balloon B).   x. An object which attracts a balloon (balloon C) which is repelled by a negatively-charged balloon (balloon D).   xi. An object which repels a balloon (balloon E) which is repelled by a positively-charged balloon (balloon F).   xii. An object around which the electric field vector is directed inwards.   xiii. An object around which the electric field vector is directed outwards.  

3. Consider the following statements given below and determine if the charge of Object A is:

Description of Charging Method a, b, or c? i. Object A is charged by friction using animal fur. Animal fur has a greater electron affinity than object A.   ii. Object A is charged by contact using a negatively charged object.   iii. Object A is charged by induction using a positively charged object.   iv. Object A is used to charge an aluminum plate by the method of induction. The aluminum plate acquires a positive charge.   v. Object A is used to charge an aluminum plate by the method of induction. The aluminum plate acquires a negative charge.   vi. A rubber rod has a greater electron affinity than animal fur. The rubber rod is charged by friction with animal fur. The rubber rod is then used to charge Object A by the method of contact.   vii. A rubber rod has a greater electron affinity than animal fur. The rubber rod is charged by friction with animal fur. The rubber rod is then used to charge Object A by the method of induction.   viii. A rubber rod has a greater electron affinity than animal fur. The rubber rod is charged by friction with animal fur. The rubber rod is then used to charge an aluminum pop can by the process of induction. The pop can is then contacted to object A.  

4. A neutral plastic strip is rubbed with cotton and acquires a positive charge. Which of the following statements are true of the positively-charged strip?

• It lost some electrons to the cotton during the charging process.
• It lost all of its electrons to the cotton during the charging process.
• It has the opposite charge as the cotton.
• It would now be repelled by the piece of cotton which was used to charge it.
• It gained protons during the rubbing process.
• As a material, plastic has a greater affinity for electrons than cotton.
• It could exert either a repulsive or attractive influence upon neutral paper bits.
• It has an excess of protons compared to the number of electrons.
• It could be used to charge an electroscope negatively by the process of induction.
• It lost negative electrons and gained positive electrons during the charging process.
• It lost neutrons during the charging process (or at the very least, its neutrons became ineffective).

5. A positively-charged glass rod is touched to the plate of a neutral electroscope. Upon contact, the electroscope becomes charged and the needle deflects. Which of the following statements are true of the charged electroscope?

• The electroscope is now charged positively.
• The electroscope and the glass rod now have the same type of charge.
• The electroscope was charged by the method of induction.
• The electroscope gained protons during the charging process.
• The electroscope gained electrons during the charging process.
• The electroscope lost all of its electrons during the charging process.
• During the charging process, some electrons left the electroscope and entered the glass rod.
• The number of electrons present in the electroscope is less than the number of protons.
• The electroscope needle will deflect even more if the glass rod is brought near it again.
• The electroscope needle would slowly approach the neutral position if a negatively-charged balloon is brought near.

6. A negatively-charged balloon is brought near to (without touching) a neutral electroscope. With the negatively-charged balloon held near, the electroscope is momentarily touched by a hand ( ground ). The balloon is then removed and the needle deflects, thus showing a charge. Which of the following statements are true of the charged electroscope?

• The charge on the electroscope is the same type of the charge on the balloon.
• The electroscope has more protons than electrons.
• The electroscope lost some electrons during the charging process.
• During the charging process, protons moved from the electroscope to the balloon.
• During the charging process, electrons moved from the electroscope to the balloon.
• During the charging process, electrons moved from the electroscope to the hand (ground).
• During the charging process, electrons moved from the hand (ground) to the electroscope.

7. The outer shell electrons in metals are not tightly bound to the nuclei of their atoms. They are free to roam throughout the material, moving from atom to atom. These materials are good ____.

• for nothing

8. The charge on the metal sphere will end up ___.

9. The sphere acquires this charge because ____.

• electrons move from the rubber rod to the sphere
• electrons move from the sphere to the rubber rod
• protons move from the rubber rod to the sphere
• protons move from the sphere to the rubber rod
• the rubber rod creates a charge on the sphere

10. If a positively charged plate is brought near the top of a positively-charged electroscope, then the deflected needle will ____.

• not move at all
• be deflected more
• be deflected less

11. If an electroscope, charged up with excess negative charge, is touched and grounded, then it will end up with ___ charge.

12. A negatively charged balloon is brought near a metal can that rests on a wood table. The side of the can opposite the balloon is momentarily touched. The can is then _______.

• positively charged
• negatively charged

13. Charge carriers in a metal are electrons rather than protons. This is due to the fact that electrons are __________.

• loosely bound
• far from a nucleus
• all of the above
• none of the above

14. Two like charges ________.

• attract each other
• repel each other
• neutralize each other
• have no effect on each other
• must be neutrons

15. If you comb your hair and the comb becomes positively charged, then your hair becomes _______.

• uncharged  

16. Which of the following charging methods can result in charging an object with a negative charge? Choose all that apply.

17. Which of the following charging methods work without ever touching the object to be charged to the object used to charge it? Choose all that apply.

18. Which of the following charging methods result in charging an object opposite to the charge on the object used to charge it? Choose all that apply.

19. Which of the following statements are true statements about electric force? Choose all that apply.  

• Electric force is a contact force.
• Electric forces can only act between charged objects - either like-charged or oppositely-charged.
• Electric forces between two charged objects increases with increasing separation distance.
• Electric forces between two charged objects increases with increasing quantity of charge on the objects.
• If object A attracts object B with an electric force, then the attractive force must be mutual - i.e., object B also attracts object A with the same force.
• A doubling of the quantity of charge on one of the objects results in a doubling of the electric force.
• A tripling of the quantity of charge on both of the objects results in an increase in the electric force by a factor of 6.
• A doubling of the separation distance between two point charges results in a quadrupling of the electric force.
• A tripling of the separation distance between two point charges results in an electric force which is one-sixth of the original value.

20. Which of the following statements are true statements about electric field? Choose all that apply.

• The electric field strength created by object A is dependent upon the separation distance from object A.
• The electric field strength created by object A is dependent upon the charge on object A.
• The electric field strength created by object A is dependent upon the charge of the test object used to measure the strength of the field.
• The electric field strength about charged Object A is the force per charge experienced by a test charge placed at some location about Object A.
• As the distance from Object A is doubled, the electric field strength created by object A increases by a factor of 4.
• As the charge of Object A is doubled, the electric field strength created by object A increases by a factor of 2.
• As the charge of Object A is doubled and the distance from object A is doubled, the electric field strength created by object A decreases by a factor of 2.
• Object B is used to test the electric field strength about Object A; as the charge of Object B is doubled, the force which it experiences is doubled but the electric field strength remains the same.
• Object B is used to test the electric field strength about Object A; as the separation distance between Object A and Object B is doubled, the force which it experiences decreases by a factor of 4 but the electric field strength remains the same.
• The electric field strength inside of a closed conducting object (e.g., inside the sphere of the Van de Graaff generator) is zero.
• For irregularly shaped objects, the electric field strength is greatest around points of highest curvature.
• The electric field is a vector which points in the direction which a positive test charge would be accelerated.
• Electric fields are directed inwards in regions around negatively-charged objects and outwards in regions around positively-charged objects.
• Units on electric field are Newtons/Coulomb (N/C). 

21. Which of the following statements are true statements about lightning rods? Choose all that apply.

• Lightning rods are placed on homes to reduce the risk of lightning damage to a home.
• Any metallic object which is placed on the roof of a home and grounded by an appropriate conducting pathway can serve as a lightning rod.
• Most lightning rods are pointed as a decorative feature.
• To be totally effective, a lightning rod must stretch high into the sky and draw charge from the lowest clouds by the method of contact.
• Lightning rods are capable of reducing the excess charge buildup in clouds, a characteristic of dangerous thunderstorms.
• Charge is incapable of passing from clouds to a lightning rods since the air between the clouds and the lightning rod has an insulating effect.
• The electric field strength about the points of lightning rods are very high.

22. Charged balloons are used to induce a charge upon neutral metal pop cans. Identify the type of excess charge which would be present on cans G, H, I, J, K, L, M, N and P as shown in the diagrams below.

a. positive b. negative c. neutral

23. In diagram IV of Question #22 , the pop can acquires the charge that it does because ___.

• electrons move from the balloon to the pop can
• electrons move from the pop can to the balloon
• protons move from the balloon to the pop can
• protons move from the pop can to the balloon
• electrons move from the pop can to the hand ( ground )
• electrons move from the hand ( ground ) to the pop can
• protons move from the pop can to the hand ( ground )
• protons move from the hand ( ground ) to the pop can

24. A negatively charged balloon will be attracted to a neutral wooden cabinet due to polarization. Which one of the following diagrams best depict why this occurs? 

For Questions #25 - #27 , identify the type of charge on objects A-D based on the electric field lines shown for each configuration of charges.

Part B: Diagramming and Analysis

28. A neutral conducting sphere is charged by induction using a positively-charged balloon. What will be the charge of the following sphere in step e if steps a - d are followed? _________

Explain how the object acquires this charge. Show the type and location of excess charge on the conducting sphere in each step of the diagram (where appropriate).

a. Draw the location and type of excess charges on the "polarized" neutral electroscope.

b. Explain how the balloon has induced the temporary charge upon the electroscope (i.e., describe the direction of electron movement).

​[  #1 | #2 | #3 | #4 | #5 | #6 | #7 | #8 | #9 | #10 | #11 | #12 | #13 | #14 | #15 | #16 | #17 | #18 | #19 | #20 | #21 | #22 | #23 | #24 | #25 | #26 | #27 | #28 | #29 | #30 | #31 | #32 | #33 | #34 | #35 | #36 | #37 | #38 | #39 | #40 | #41 | #42 | #43 ]

30. Construct electric field lines around the following configuration of charges. Include at least six lines per charge.

31. Use an unbroken arrow to show the direction of electron movement in the following situation. The arrow should extend from the source of the electrons to the final destination of the electrons.

32. A negatively-charged object creates an electric field which can be measured at various locations in the region about it. An electric field vector is drawn for point X. Use your understanding of the electric field - distance relationship to draw E vectors for points A - E. (The length of the arrow should be indicative of the relative strength of the E vector.)

Part C: Short Computations

33. The charge of one electron is -1.6 X 10 -19 Coulombs. If a neutral object loses 1.5x10 6 electrons, then what will be its charge?

34. Express your understanding of Coulomb's law by filling in the following table.

35. Charged object A ( Q A ) creates an electric field ( E ). A positively-charged test charge ( q B ) is used to measure the electric force ( F ) at various distances ( d ) from object A. Express your understanding of electric field strength and electric force by filling in the following table. (Note that the units on charge are fictitious units. Since the value of k is not known in these units, you will have to use your qualitative understanding to answer this question.  That is, you will have to think about relationships - the effect that doubling or quadrupling or halving ... the d or the Q has upon the force and the field strength.)

36. The following questions check your qualitative understanding of the variables effecting electric field and electric force. Use your understanding to fill in the blanks.

• At a separation distance of 0.500-m, two like-charged balloons experience a repulsive force of 0.320 N. If the distance is doubled, then the repulsive force would be ______ N. 
• At a separation distance of 0.500-m, two like-charged balloons experience a repulsive force of 0.320 N. If the distance is halved, then the repulsive force would be ______ N.
• At a separation distance of 0.500-m, two like-charged balloons experience a repulsive force of 0.320 N. If the distance is is decreased by a factor of 3 and the charge on one of the balloons is doubled, then the repulsive force would be ______ N. 
• At a separation distance of 0.500-m, two like-charged balloons experience a repulsive force of 0.320 N. If the distance is is increased by a factor of 3 and the charge on both of the balloons is doubled, then the repulsive force would be ______ N.
• At a location of 0.200 m from object A, the electric field strength is 0.0500 N/C. If the electric field strength were measured at a location of 0.40 m from object A, then the field strength would be _______ N/C.
• At a location of 0.200 m from object A, the electric field strength is 0.0500 N/C. If the electric field strength were measured at a location of 1.000 m from object A, then the field strength would be _______ N/C
• At a location of 0.200 m from object A, the electric field strength is 0.0500 N/C. If the electric field strength were measured using a test charge with twice the charge at a location of 0.200 m from object A, then the field strength would be _______ N/C
• At a location of 0.200 m from object A, the electric field strength is 0.0500 N/C. If the electric field strength were measured using a test charge with twice the charge at a location of 0.100 m from object A, then the field strength would be _______ N/C.

Part D: Problem-Solving

37. Two objects are located along the y-axis. Object A has a charge of +25 µC and is located at the origin. Object B has a charge of -16 µC and is located a distance of 62 cm above object A. Determine the y-coordinate location where the electric field is zero.

38. Three objects are located along the x-axis. Object A with a charge of +5.6 µC is located at the origin. Object B has a charge of -4.2 µC and is located at the -1.2 m location. Object C has a charge of +7.7 µC and is located at the +2.4 m location. Determine the magnitude and direction of the net electric force acting upon object A.

39. Object A has a x-y coordinate position of (+5.0, 0.0). Object B has a x-y coordinate location of (0.0, +4.0). If object A has a charge of -5.8 µC and object B has a charge of +8.9 µC, then what is the resultant electric field strength at the origin.

40. For the situation described in Question #39 , what would be the magnitude of the net electric force upon a +1.3 µC charge if placed at the origin.

41. Alpha particles (i.e., Helium nucleus) have a molar mass of 4.002 g/mol and consist of two protons and two neutrons.

• Determine the charge of one alpha particle in units of Coulombs and the mass of one alpha particle in units of kg.
• Suppose that Ernie Rufferthord (not to be confused with the scientist of gold foil fame) wishes to suspend an alpha particle in midair by attracting it to a bundle of electrons held a distance of 1.00-m above the alpha particle. How many electrons would Ernie need in his bundle to accomplish such an amazing feat? 

42. A 1.19-gram charged balloon hangs from a 1.99-m string which is attached to the ceiling. A Van de Graaff generator is located directly below the location where the string attaches to the ceiling and is at the same height as the balloon. The string is deflected at an angle of 32.0 degrees from the vertical due to the presence of the electric field. Determine the charge on the Van de Graaff generator if the charge on the balloon is 2.27x10 -12 C.

43. Ignoring trace elements, a typical elemental composition (by mass) of the human body is as follows:

• Use these percentages, the molar mass values, Avogadro's number, and the atomic numbers to determine the total number of electrons (and protons) in a 73-kg human body (160 pounds).
• If these electrons and protons were placed 100 m apart (the distance of approximately one football field), then what would be the force of electrical attraction between them. 

Review Session Home - Topic Listing Static Electricity - Home || Printable Version  ||  Questions with Links Answers to Questions:   All  ||  #1-16  ||  #17-32  ||  #33-43  

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Static Electricity

Lesson on static electricity. Predominantly practical and inquiry based, focuses on the key elements of static electricity while advancing practical skills.

Van de Graaff Generator

Quality Assured Category: Science Publisher: National STEM Learning Centre and Network

Starter demonstration.

Following on from static electricity discussion with a demonstration of a van de graaff generator. Two student volunteers can be used for this.  After this brief explanation of what is happening and the scientific basis behind static electricity. This video can be used (however we would much prefer making the lesson as organic as possible and explaining this ourselves).

Electricity (Book 9) and Magnetism (Book 10)

Quality Assured Category: Science Publisher: Blackie Chambers

Main portion of lesson and plenary.

Use the static electricity practical in this book. Static using balloons and different materials to check for electricity. Also using the practical relating to rods made of different materials and how they effect water. Examples of materials : polythene rods, wood, different things to charge them with. After the experiment students would create or fill in (depending on the ability level) a table commenting on results. 

After this question and answer consolidating the key information learned, and quick group discussion on how static electricity could be dangerous (stretch and challenge).

Lesson beginning.

Use right at the start, just to get the students thinking about why this happens. Ask 'if this has ever happened to anybody' and get them thinking about what might make it happen more frequently, I.e. Clothing, the flooring. After this discussion (5 minutes) go through aims and objectives. 

Quiz ten mark quiz which goes over all the key information from the lesson. Also the students will follow on from plenary discussion and find out about dangers of static electricity. 

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Static electricity lesson.

A no-prep, everything-you-need lesson that helps students study static electricity and how charged objects interact with other charged or neutral objects. Printable and digital resources with editable components included.

The video preview provides an overview of what is included with a lesson. 

Description

• This download includes resources needed for one 45-minute science lesson. No prep needed! • The resources are re-bundled from my Magnets and Electricity Unit Bundle . • Purchase materials for the topic(s) pertinent to your classroom – not an entire unit! • Files in this download are optimized for use with Adobe and Microsoft Office Products.

This lesson includes: • A Bell Ringer or Exit Slip tiered to Bloom’s Taxonomy (key included) • EDITABLE PowerPoint Slides, Scaffolded Notes and Modified Notes • One Page of INB Input Notes and an INB Activity (key included) • A 4-5 Question Quiz (key included) • A Two-Part Reflection Exercise • A Homework Assignment (key included) • A Reading Passage with Text-Dependent Comprehension Questions (key included) • Digital Versions of all Activities for Electronic Distribution and Collection

*******************************************************************************************************************************************************

DISTANCE LEARNING – DIGITAL ASSIGNMENTS

This resource includes modified files that facilitate online – distance learning: • Fillable slides designed to work with Google Slides and Microsoft PowerPoint • Interactive Notebook Quiz made with Google Forms. Google Classrooms not required.

Important Notes about Fillable Slides: • Bell Ringers, Homework, Reading Passages & Digital INBs are available as fillable slides. • Digital assignments CANNOT be edited. Only the text boxes or forms can be manipulated. • Each assignment is saved as an individual file with the key removed for easy distribution. • Digital assignments work in both Microsoft PowerPoint and Google Slides

All Digital resources can be shared via platforms that are password-protected or accessible only to students.

Learning Objective Describe static electricity and explain how static electricity causes charged objects to interact with other charged or neutral objects.

Next Generation Science Standards This lesson enriches NGSS but does not support a specific standard.

POWERPOINT & NOTES This download includes PowerPoint slides, scaffolded notes and modified notes. These resources are 100% EDITABLE in Microsoft PowerPoint and Microsoft Word.

INB LESSON This download includes one INB lesson. The INB lesson consists of an overview with a photo of the completed INB activity, one page of input notes (differentiated when necessary), at least one INB activity, a 4-5 question mini assessment and a two-part reflection exercise. A digital INB lesson is included with EDITABLE notes, a digital INB activity, digital reflection exercise and Google Form quiz. Key included.

BELL RINGER This download includes one tiered 3-part activity designed to “warmup” students at the beginning of a lesson. It can also be used as an exit slip at the end of a lesson. Full and half page printing options and key included. Fillable slide that can be used with Google Classrooms and Microsoft Teams included.

HOMEWORK ASSIGNMENT This download includes one tiered 3-part homework assignment that probes low, mid and high order thinking. The assignment is designed to be completed in 15-20 minutes and can be used as a formative or summative assessment. Key included. Fillable slide that can be used with Google Classrooms and Microsoft Teams included.

READING PASSAGE This download includes a one-page reading passage with text-dependent reading comprehension questions that probe low, mid and high order thinking. Key included. Fillable slide that can be used with Google Classrooms and Microsoft Teams included. Immersive Reader compatible passage included.

IMMERSIVE READER This resource includes reading passages that can be read to a student with Microsoft’s Immersive Reader. Immersive-Reader compatible passages are read-only word documents accessed in a web browser. Internet access required. Students are provided links to the Immersive Reader compatible passages in the printable and digital versions of each activity.

Immersive Reader is a FREE Microsoft educational tool. You do NOT need a Microsoft account to access this tool in a web browser. Learn more about Immersive Reader  HERE .

Immersive Reader can: • Read the entire passage to a student • Help pronounce individual words in a passage as a student reads • Translate the entire passage or individual words in the passage for ESL students • Change the font, text color and background color for students with visual impairments

Additional Notes • Written and video instructions for students are included:  http://safesha.re/ppk • Download a FREE unit of Immersive Reader compatible reading passages  HERE .

STUDENT FILES without Answer Keys This download includes files designed to be directly distributed to students. PDF files of the bell ringer, INB lesson (which includes the INB input notes, INB activity, quiz and reflection), homework and reading passage are included WITHOUT the answer key.

SHARING FILES for Distance Learning, Homeschooling or At-Home Tutoring Teachers can share all files in this lesson with students via email, password-protected websites (ex. Google Classrooms or Blackboard) or secure file sharing platforms (ex. Google Drive or DropBox). You CAN use these online resources to share with your students – and ONLY your students – as long as the general public cannot access the files.

TERMS OF USE • All rights reserved by Stephanie Elkowitz. • This product is to be used by the original purchaser only. • Intended for classroom and personal use only. • Copying for more than one teacher, classroom, department, school, or school system is prohibited. • This product may not be distributed or displayed digitally for public view. • Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

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Static Electricity

Homework Zone: Teacher Aldo explains what static electricity is and how it works.

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