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Introducing the resource
When you have introduced the topic of electricity, focus students' attention
on the resource using the following steps.
Look at cover
- Have students seated where they can all see the computer screen or
a copy of the printed resource. Look at the cover.
- Ask:
- What can you see in the illustration?
- What do you think you will be finding out about?
- What makes you think that?
- Do you think this resource will tell a made-up story or contain factual
information?
- What makes you think this?
Look at the contents page
- Read the information on the contents page:
- What information is on this page?
- Why do you think we need a contents page?
- Which chapters do you think sound the most interesting? Why?
- What will you learn about in this resource?
- Do you think it is a fiction or non-fiction resource? Why?
Talk about the resource
- Look through the resource and talk about the information that is provided
in the illustrations. Read some of the captions, labels and speech bubbles.
- How is information presented in this resource?
- How will the characters help us learn about using electricity safely?
Read the resource
- Read Living safely with electricity to the children. Point out features
as you read. Pause to allow children to comment and question throughout.
- Model using the glossary as you read to show the children how this
can help the reader find out more information.
- Talk about the resource:
- What did you think about Living safely with electricity?
- Do you think this is important information?
- Why do you think this?
- What did you already know about using electricity safely?
- What did you find out that was new?
- Who else should know this information about using electricity safely?
- What else would you like to learn about using electricity safely?
Work through each chapter
Chapter 1 - We all use electricity
- Brainstorm and locate all the ways electricity is used in the school.
- Classify the appliances in the school according to their use - heating,
cleaning, cooling, lighting, cooking, entertaining.
- Have the students collect information about electricity use at home.
Classify the appliances in the home as above.
- Talk about where electricity comes from:
- How does electricity come into the school?
- How does electricity come into your home?
- How do we get the electricity to make appliances work?
- Emphasise the importance of:
- switching appliances on to make them work.
- switching appliances off at the wall when they are finished
being used.
- Have students complete the activities in Chapter 1.
Chapter 2 - Water and electricity
- Brainstorm and locate places where water is used in the school.
- Find out what electricity is used there.
- Investigate if electricity is used safely in those situations.
- Discuss how the situations could be made safer.
- List and talk about appliances that are made especially for using
with water.
- Have the students collect information about the use of electricity
and water at home. An adult should supervise student observations at
home.
- Talk about the importance of always switching off electricity at the
wall.
- Have students complete the activities in Chapter 2.
Chapter 3 - Electrical powerlines and wires
- Investigate how and where electricity comes into the school.
- Locate the overhead wires and powerlines.
- Ask:
- Are there wires and power lines where children play?
- How can we make sure students in the playground are safe?
- What should we do in an emergency?
- Students could repeat the investigation at home and for play areas
near their home environment.
Chapter 4 - Cords, plugs and power points
- Observe cords, plugs, power points and switches that are in good condition
and safe to use.
- Role-play a safety inspection of the classroom locating and examining
the switches, cords, plugs and power points. Electricity should be switched
off before any physical inspection on is made.
- Discuss the results of the safety inspection.
- Extend the role-play to a safety inspection of other areas of the
school.
- Students could repeat this activity at home.
- Have students complete the activities in Chapter 4.
These activities should be closely supervised by adults.
Chapter 5 - Keeping everyone safe
- Talk about the rules for electrical safety.
- Investigate what safety precautions are taken in the school.
- Do we have a safety switch at school?
- What other safety precautions are taken?
- Complete the safety inventory at school and at home.
- Discuss the results.
- Action could be taken following the safety inventory. Students could
raise awareness of electrical safety through activities such as making
posters, talking to other classes or making displays for the library.
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