Reading the resource

Introducing the resource

When you have introduced the topic of electricity, focus students' attention on the resource using the following steps.

Look at the 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

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?

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.

Last updated 22 July 2009