Part I: Lesson Setup
The unit goal for this topic is to enable pupils to understand about the concepts of conductors and non-conductors of electricity. With respect to learning objectives: a) differentiate between conductors and non-conductors of electricity, b) name at least 3 examples of conductor materials and 3 examples of non-conductor materials.

An experiment can be carried out to test for conductors and non-conductors of electricity. At the end, the teacher can explain about the usefulness of conductors and non-conductors/insulators in electrical appliances.

Part II: Set Induction or “The Hook”
Switch of all the lights in the Science lab. Then ask the pupils on the following; e.g. “What is needed to switch ON the light?” etc. It is expected that they would answer as ‘to switch on the lights’. In the previous lesson, the pupils have learnt about circuits, switch, bulbs, wire and cells. The teacher can recap the previous lesson, and relate to the set induction; e.g. “In order for electricity to flow, the switch must be closed” etc . Then explain to pupils that the switch has to be a “conductor” so that electrical current can flow throughout the circuit. At this point, we could already introduce the new topic: ‘Conductors and Non-Conductors of Electricity’.

Part III: Exploration Activities
There are various exploration and investigative activities that can integrated in the lesson. A particular activity that can be carried out is through group practical experiment, for example investigating a list of materials for conductors and non-conductors. Each group will be given the following materials: circuit board, batteries, wires, bulb, materials (packed in a plastic bag) and investigative form. Each group’s task is to test the materials given and classify whether they are conductors and non-conductors and report their findings in their investigation form. At the end, each group’s representative will present their findings to the whole-class. During the presentation, the teacher can look for learning misconceptions and correct them, and discuss with the whole-class.

By Angela Jossela, Norayati Masilin @ Morsilin and Md Hamdani Mustapa.