The document outlines a lesson plan that uses role play to teach students about static electricity and lightning conductors. The plan divides the lesson into phases where students first watch a video, then select roles for a play enacting how lightning conductors protect buildings. In the play, different buildings demonstrate how lightning conductors safely direct lightning discharges away from structures. After observing, students assess their understanding and the teacher reinforces the concepts. The role play technique engaged students in creatively learning about static electricity.
The document outlines a lesson plan that uses role play to teach students about static electricity and lightning conductors. The plan divides the lesson into phases where students first watch a video, then select roles for a play enacting how lightning conductors protect buildings. In the play, different buildings demonstrate how lightning conductors safely direct lightning discharges away from structures. After observing, students assess their understanding and the teacher reinforces the concepts. The role play technique engaged students in creatively learning about static electricity.
The document outlines a lesson plan that uses role play to teach students about static electricity and lightning conductors. The plan divides the lesson into phases where students first watch a video, then select roles for a play enacting how lightning conductors protect buildings. In the play, different buildings demonstrate how lightning conductors safely direct lightning discharges away from structures. After observing, students assess their understanding and the teacher reinforces the concepts. The role play technique engaged students in creatively learning about static electricity.
The document outlines a lesson plan that uses role play to teach students about static electricity and lightning conductors. The plan divides the lesson into phases where students first watch a video, then select roles for a play enacting how lightning conductors protect buildings. In the play, different buildings demonstrate how lightning conductors safely direct lightning discharges away from structures. After observing, students assess their understanding and the teacher reinforces the concepts. The role play technique engaged students in creatively learning about static electricity.
Life Skills/ values: Interpersonal skills. Previous Knowledge: Students should know about static electricity. Reference materials and Resources: Class 7 textbook, a/v aids Youtube link: https://www.youtube.com/watch?v=XKMdYbOfFzI
General objectives:To enable students
1.Knowledge:to acquire knowledge about static electricity 2.Understanding:to develop understanding about static electricity 3.Application:to apply his/her gained knowledge and understanding in day today life activities 4.Skill:to develop skills in drawing diagrams 5.Interest:to develop interest in static electricity 6.Creativity:to develop creativity in the minds of students
Specific objectives:The students will be able
1.Knowledge:to define lightning conductor. 2.Understanding:to explain working of lightning conductor To give reason for the use of lightning conductor 3.Application: to apply their knowledge on the use of lightning conductor To plan activities based on the importance of lightning conductor 4.Skill:to draw fairly accurate free hand figures. To draw neatly and correctly. 5.Interest:to do additional study in respective subject 6.Creativity:to create activities on uses of lightning conductor. To elaborate the importance of lightning conductor. .
Stages Teacher’s Activity Student’s Activity
Phase 1 Teacher enters the class and greets students. Students greets the teacher Warming Up Teacher tells the students that she is going to Students watch show a news headline video. The news headlines carefully. says that during lightning a tall building in the city has been damaged. But it is interesting that the other buildings nearer to it are safe.
How this happened. Why only one building was Students looked puzzled affected? What about the nearest building?
Teacher says that it is because during lightning, Students listen carefully
discharging occurs between building and the clouds. Today we are going to discuss the device used to protect the tall building from lightning.
Teacher tells the students that today they are Students seems to be going to see a new method in which the concept interested. will be explained through a play. They should properly observe the play and fill the answers in an activity sheet. Today we are going to see how buildings can be protected from lightning.
Phase 2 Teacher now selects 6 students for the play. 1st Students actively student is given the roll of a tall building, 2nd is participate in discussion Select short building, 3rd is building with lightning Participants conductor, 4th building without lightning conductor, 5th building with lightning conductor not properly earthen and the last one is cloud
Phase 3 Teacher selects one student among the observers Students actively as leader and asks him to manage the class. She participate Set the stage then takes the players outside and makes the play clear to them
Stage 4 Teacher now asks the other students to observe Students are ready with Prepare the the play carefully and while observing special the activity sheets observer attention has to be given to each situation. Then only you can find out how device correctly helps the buildings from lightning.
Teacher then divides the students into groups and
gives observation sheet to the students.
Activity sheet
1. If there is a chance to occur a discharge
between the cloud and the earth, it occurs through the________________ path. 2. To avoid the damage due to lightning ________ are used. 3. Lightning conductor consider of a metal rod with__________ pointed metal rod fixed at ________ part of building. 4. A lightning conductor which is not properly _______ causes more harm than good.
Phase 5 The play begins
Enacting the Scene 1
play A tall building and short building enters the stage. The tall building is very proud as he is tall compared to others.
Tall: Hey...you small building, keep distance from
me as i feel ashamed to see you beside me.
Small: Don’t hurt me ….after all we all are
buildings.
Tall: You.. Building?...(Laugh). Everyone first sees
me, then only you. So priority is always for me.
(Cloud with charge enters)
Cloud: Yes. You are right. For me you are the right choice to make a discharge. As i prefer the shortest path for my discharge to occur. Tall: Oh No. Don’t do this to me. Cloud: Sorry, as you are not protected so i am helpless.
(Cloude discharges through tall building and it gets
damaged)
Scene 2
Now a building with lightning conductor properly
earthen and a building without lightning conductor enters the stage.
building without lightning conductor: Hey
friend… what is on your top part? I have no such connection. Why is it connected? It looks interesting.
building with lightning conductor: Hey… it is
lightning conductor which helps me from the effect of lightning.
building without lightning conductor: Can you
tell me how it works?
building with lightning conductor: As cloud
induces an opposite charge on earth, plenty of damage is accumulated at the sharp pointed ends of a lightning conductor. Hence the air surrounding the lightning conductor gets ionised. The charges in the air particles similar to that develops at the pointed ends of the lightning conductor get repelled. These charges reach the cloud and neutralize the charge on the clouds. Thus the charge formed on the earth escapes through a lightning conductor, as it is properly earthed thus i will be safe.
(cloud enters)
building without lightning conductor: O no..
cloud is here for discharging. Oh what can i do?
building with lightning conductor: Don’t worry.
As i am large and protected, discharge will occur on me. It will be safe for you this time. building without lightning conductor: yes..next time i will also connect a lightning conductor properly to me for my safety.
(cloud discharge occurs through building with
a safe mode)
Scene 3
Two buildings enter the stage. One with a lightning
conductor properly earthen and other not properly earthend.
Lightning conductor properly earthen: hey why
are you not earthed properly? It’s more harm for you than good.
Lightning conductor not properly earthen: hey
don’t advice me ok. There is no importance in proper earthing.
Lightning conductor properly earthen: no my
friend you are wrong. If proper earthing is not done, then the discharge may take place through you. Because due to induction, charge will be more accumulated around you. It will cause danger to you.
(Cloud enters with charge)
Cloud: Yes you are right. I feel much comfort to
discharge through you( not properly earthed). Also you and me have the shortest distance...so sorry i cannot help you.
(Cloud discharges through the not properly
earthed building and move forward)
Play ends
Phase 6 Teacher congratulates the actors and asks the
opinion of the students. Discuss and Did you all understand the play? Yes. Working of lighting Evaluate What was the play about? conductor.
Phase 7 Then the teacher discusses the activity sheet
and correlates lightning conductor and its Share working experiences and Teacher then shows a chart to check how generalize much they understand the concept of lightning conductor.
FInd out the correct one.
1. Lightning conductor is placed above
tall building. 2. It has a broad tip. 3. It has a sharp tip. 4. Earthing of lightning conductor should be proper. 5. Discharge occurs through shortes path. 6. Discharge occurs through longest path.
Report on the role play.
The type of collaborative learning used in the above lesson plan is role play.
Role-play is an exciting and creative way to develop children’s science
ideas by allowing them to physically participate in their science learning, thereby making the experience more memorable.
The role play technique is used to make students understand what is discharging and lightning conductor which is a device that protects tall buildings, towers, chimneys etc from damage during lighting. The students were enthusiastic and have actively participated in this teaching learning technique. They learnt about lighting conductor in a playful manner which they are going to remember throughout their lives. From this students not only learnt about a device but also gained knowledge to analyze personal values and behaviour. They developed a feeling of empathy towards others. They came to know that there are different solutions to the problem. Lastly, the play also had activity sheet which allow us to evaluate the understanding of the students. Later we can tell students to list down the precautions to be adopted during lighting as a follow up activity.
