Teacher of the Lesson: Kelly Pelak
Grade Level: 5
Estimated Time: 30 minutes

OBJECTIVES:

• Students will develop a deeper understanding of static electricity by playing a game which reinforces and reviews static electricity concepts.

MATERIALS:

For each group (2-3 children), the teacher will need:

• "Balance Your Charge Account" game board
• 1 paper fastener
• 1 paper clip
• buttons for game pieces (one per player)
• crayons or markers
• Static Electricity handout from the Jumbo Science Yearbook
• List of Discussion Questions

PROCEDURES:

Introduction

1. Before the lesson begins, color and assemble each of the game boards for the children. Put all of the pieces required to play the game in a manila folder for each group. Laminate the game boards to make them last longer. Make a spinner using a paper fastener and a paper clip (see picture). Also include a set of directions for the game with each game board. Design the working groups ahead of time, with approximately 2-3 children in each group.
2. Have everything set up in the back of the room for each group before the lesson begins. Gather students at their desks and review concepts pertaining to static electricity as a whole class. These concepts include protons, neutrons, electrons, positive and negative charges, and the behavior of like and opposite charges. This game is designed as a review and should be played after the students have done several hands-on activities with static electricity.
3. Using a model game board, explain the procedures of the game to the whole class. Explain that each student will start the game with a balloon that is electrically balanced. (What does that mean?) As the game is played, negative charges will be gained or lost. If there are more negative charges than positive charges on the balloon, the balloon has a negative charge. It there are more positive charges than negative charges on the balloon, the balloon has a positive charge.
4. Continue the explanation of the game by discussing the rules. Each player begins with a balanced balloon, equal numbers of positive and negative charges. Place a negative charge on top of each positive charge. Put the extra charges in the middle of the game board. Each player chooses a button as a game piece and puts his/her piece on the word "GO." Students spin and the player with the highest number plays first. This player spins again, moves accordingly, reads the information on the space, and follows the directions. If the directions say that you lose negative charges, you remove them from your balloon and add them to the "pool" on the game board. If you have received extra charges, store them on your balloon.
5. Students will be given 15-20 minutes to play the game. When time is called, the person in each group with the most nearly balanced balloon is declared the winner.

 Sequence of Instruction

1. Review expectations of group work. Remind students that they will need to use "1 inch voices" to play the game and prepare an alternative assignment for students who choose to misbehave during that time.
2. Notify students of who is in each group, and have them find a place to work in the room. Once the groups have found a place, distribute one game board and playing pieces to each group. Let the children play the game for approximately 15-20 minutes and announce when time will be called.

Closure

1. Call "time" at the end of the game and give a reward to all of the groups who worked together nicely and followed directions. Have the students put all of the pieces back how they found them, and return their game boards to a specific spot in the room.
2. Give students ten seconds to get back to their desks, and gather them once again as a whole class. Review and discuss what they learned. What makes a balloon balanced electrically? What charge is on a balloon with more negative than positive charges? What charge is on a balloon with more positive than negative charges? What makes balloons gain or lose negative charges? Can you think of any other times, which are not mentioned on the game board, when this might occur with a balloon?
3. End the discussion and give each student a list of the questions above to answer independently.

EVIDENCE OF STUDENTS ACHIEVING OBJECTIVE:

1. Were students able to discuss what they learned about static electricity during and after the game? Were individual students able to explain these concepts on their own in their answers to the above questions? Were students able to play the game effectively in their small groups? Were they able to follow directions?

ADAPTATIONS:

1. Give students a blank game board and have them make up their own spaces.
2. Later, give students a chance to design their own game of any of the concepts learned in this unit.

REFLECTION:

1. How did the lesson go?
2. Did the students enjoy the game?
3. Was it a good review for static electricity concepts?