METHOD-BASED
LESSON PLAN
(PROBLEM-SOLVING METHOD)
Presented By :
Shreya Choubey (2211110)
[Link]. [Link]. IVth Year
LESSON PLAN
Date : 06/10/25 Subject : General Science Class : VI
Topic : Electric Circuit – Duration : 40 Mins
Controlling a Bulb
from Two Different
Points
Previous Knowledge :
Students already know that :
• A bulb glows when current flows through a closed circuit.
• The function of a switch — it helps to open and close the circuit.
• An electric current flows from the positive to negative terminal of the
cell.
• The symbol and simple diagram of a bulb, cell, and switch.
Teaching Aids / ISM :
Battery, bulb, connecting wires, one-way and two-way switches, chart
showing circuit diagram.
Teaching Method : Problem Solving Method
Instructional Objectives :
Knowledge :
• Students will be able to recall the definition of an electric circuit.
• Students will be able to recognize and name basic components of a
circuit.
• Students will be able to recall the function of each component in a
simple circuit.
Understanding :
• Students will be able to explain the working of a switch in a circuit.
• Students will be able to differentiate between a one-way and a two-way switch.
• Students will be able to describe the necessity of a closed circuit for current to
flow.
Application :
• Students will be able to design a circuit that controls one bulb from two different
points.
• Students will be able to relate this concept to real-life situations like staircase
lighting or bedroom lamps.
Skill :
• Students will be able to manipulate and connect circuit materials safely.
• Students will be able to test their circuit setup.
• Students will be able to interpret results to determine which setup works correctly.
INTRODUCTION (BY GIVING A SITUATION)
Sr. No. Students’ Teacher Activity Student Activity
1. Teacher greets the class and begins a short Students say it glows.
recap on what they learned earlier about
circuits.
Teacher shows a bulb connected to a
battery and asks: “What do you observe?”
2. Teacher asks, “What will happen if I Students say bulb will
remove one wire?” stop glowing.
3. Teacher explains briefly that electricity Students observe, recall
flows through a complete path called a and respond to questions.
circuit and switches help in controlling the
flow.
4. Teacher shows one-way switch and They understand the role
demonstrates how it works to turn bulb of a switch in a circuit.
ON/OFF.
5. Problematic Situation Students try to think and
Then teacher asks, “Can we always control a give answers, but most
bulb only from one point?” cannot explain the
Teacher adds: “In your staircase, you might arrangement.
have noticed you can turn the light ON at
the bottom and OFF at the top. How do you
think this is possible?”
Statement of Aim : So today we will study about how we can control a
single bulb from two different points using switches.
PRESENTATION
Sr. Teaching Point Teacher Activity Student Activity BB Work /
No. ISM
1. Sensing the Teacher distributes materials Students identify BB: Problem:
Problem (battery, bulb, wires, switches) the problem and How to
and asks: “Can we make a start thinking of control one
circuit so that two switches can possible bulb from two
control one bulb?” arrangements. points?
ISM: Actual
materials —
battery, bulb,
wires,
switches.
Sr. Teaching Point Teacher Activity Student Activity BB Work /
No. ISM
2. Analyzing the Teacher asks students to recall Students recall, ISM: Working
Situation how a simple circuit works. observe and demo of one-
Demonstrates one-way switch respond that cannot way switch.
setup and asks if it can solve be controlled from
the problem. two points.
3. Organizing Teacher lists the materials Students arrange BB: Materials:
Information required and asks students to and note down Battery, bulb,
note them down before trying. materials. wires,
switches.
4. Framing Teacher guides students to Students make
Possible connect two switches in different setups,
Solutions / different arrangements and test and observe
Hypothesis test them. bulb’s response.
Sr. Teaching Point Teacher Activity Student Activity BB Work /
No. ISM
5. Eliminating Teacher asks students to Students compare BB: Cross out
Wrong identify which setups worked or and eliminate wrong
Solutions failed. incorrect circuits. arrange-
ments. (✗).
6. Verification / Teacher demonstrates correct Students verify and ISM: Final
Testing circuit using two-way switches confirm that now parallel circuit
connected in parallel, showing the bulb can be with two-way
that either switch can turn the controlled from switches.
bulb ON or OFF. both switches.
Sr. Teaching Point Teacher Activity Student Activity BB Work / ISM
No.
7. Drawing Teacher helps students Students write down BB: Conclusion:
Inference conclude: “To control a bulb the conclusion. A bulb can be
from two different points, controlled from
we use a parallel circuit and two points by
two-way switches.” using two-way
switches in
parallel circuit.
CLOSURE
SUMMARY
1. In a one-way switch, the bulb can be controlled only from one point.
2. To control a bulb from two different points, we use two-way situations.
3. The switches are connected in a parallel circuit.
4. Either of the two switches can complete or break the circuit, turning the
bulb ON or OFF.
EVALUATION
Multiple Choice Questions :
1. Which of the following is necessary for current to flow in a circuit?
a) Open path b) Closed path c) Both directions d) None
2. In an electric circuit, current flows from –
a) Negative to positive b) Positive to negative
c) Both directions d) None
3. Which component helps to open or close a circuit?
a) Bulb b) Switch c) Cell d) Wire
HOMEWORK
At home, observe any one electric circuit in daily life (like a torch, doorbell
or bulb connection). Draw its rough diagram in your notebook with proper
labeling. Write a short note explaining how current flows through it ad
what happens when the circuit is open or closed.
FUTURE STATEMENT
In the next class we will study about electric conductors and insulators.