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2026–27 • Labs & wellness

Static Electricity

Make paper leaves move without touching, then compare static attraction with an adult-led fruit or potato battery demonstration.

Classroom lesson: Static Electricity

Today I can…

compare tissue movement before and after rubbing

Words to know

Words for this lesson

COMBFABRICTISSUESTRIPSTAND

Follow along

What we will do

  1. 1

    Find the gap

    Look at the gap between the comb and attached tissue.

  2. 2

    Watch before rubbing

    Choose MOVED or STILL during the first comb test.

  3. 3

    Watch rubbing

    Watch an adult rub the comb with dry fabric.

  4. 4

    Compare after rubbing

    Choose MOVED or STILL during the second test.

  5. 5

    Predict distance

    Choose whether a nearer comb might change the movement.

  6. 6

    Watch the test

    Compare the nearer and farther comb tests.

  7. 7

    Watch a different kind

    Watch the adult show a battery reading. This uses a circuit, not static cling.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

MOVEDSTILLNEARHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Large plastic comb; dry fabric; broad tissue strip firmly attached to stable stand; teacher-controlled tray; advance-tested demonstration recording; existing AAC. No balloons, latex, loose tissue pieces or body rubbing.
  • Optional adult-only demonstration: screened fruit or potato, copper and zinc electrodes, secured wires and a digital multimeter; no flashing lights.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Adults control a large comb, fabric and broad tissue firmly attached to a stable stand. Keep materials away from bodies, medical equipment and electronics. No balloons, latex, loose tissue, body rubbing or mains electricity. Compare before/after at the same distance without contact; then vary distance. Humidity may prevent a visible effect; report actual results or use an advance-tested recording. Keep the optional low-voltage fruit/potato circuit separate from the static display. Adults control pointed electrodes and wires; do not eat used produce. Screen ingredients for allergies; use photos if the demonstration is unsuitable. Do not use flashing equipment.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Select MOVED or STILL.

Level 2

Compare before rubbing and after rubbing.

Level 3

Ask or predict how distance affects attraction.

Skill focus: Cause-and-effect, prediction, observation, basic physical science

30-minute teaching sequence

Introduce · 5 min

5 min: Show a large plastic comb and a tissue strip securely attached to a stand. Ask, "Can this move without touching?" Explain that static electric forces can pull some lightweight objects. Offer MOVED/STILL and LOOK/BREAK.

I do · 10 min

I do 10 min: Test the comb near the attached tissue without touching it. Rub the comb with dry fabric, then repeat at the same distance. Keep the tissue attached. Describe the actual result; use a recording prepared before class if humidity prevents a visible effect. Briefly revisit the fruit/potato battery using a digital multimeter without flashing effects; label it CURRENT IN A CIRCUIT, distinct from STATIC ATTRACTION.

We do · 10 min

We do 10 min: L1 selects MOVED/STILL. L2 compares before/after rubbing. L3 predicts distance effects; teacher tests nearer/farther without contact. Keep materials away from bodies, medical equipment and electronics. Report actual results.

Exit choice · 5 min

L1: Moved or still? L2: What changed after rubbing? L3: How did distance affect movement? Accept AAC, gaze, gesture or speech. Record support.

Science note: Static attraction involves an imbalance of electric charge. A fruit/potato cell uses two different metals and an electrolyte to support an electrochemical reaction and current in a closed circuit; the produce is not a store of ready-made electricity. The paper-leaf model offers a simple connection to pollen attraction, not a complete model of bee pollination.

Curriculum connection: NGSS 3-PS2-3 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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