Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 5th grade (Year 6 in England) · 30 minutes

Brighter or dimmer? Changing cells and bulbs

Electricity and magnetism

CCSS NGSS.4-PS3-2England: KS2 Y6 Electricity

Objective and success criteria

Students will: Brighter or dimmer? Changing cells and bulbs.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Circuit symbols, cells and voltage; Will the bulb light? Switches, gaps and complete circuits

Leads to: the next skill in this area.

Materials: Circuit kits (cells, wires, bulbs), Circuit symbol cards, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Circuit symbols, cells and voltage; Will the bulb light? Switches, gaps and complete circuits). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why do scientists draw circuits with symbols instead of pictures? (Symbols make circuits work better / Symbols are prettier / Symbols are quick to draw and understood everywhere / Pictures are not allowed) → Symbols are quick to draw and understood everywherePrompt: Think about sharing a plan with someone in another country.
  2. A circle with a cross inside it stands for… (a cell / a lamp (bulb) / a buzzer / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.
  3. A circle with the letter M inside stands for… (a meter / a motor / a mirror / a magnet) → a motorPrompt: The letter is a clue.

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Brighter or dimmer? Changing cells and bulbs. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Two cells are used instead of one, but they are put in facing opposite ways. What happens to the bulb?
  • Step 1: Cells facing opposite ways cancel out their push.
  • Step 2: So the answer is: It does not light, because the cells push against each other.
  • Answer: It does not light, because the cells push against each other.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Why might a bulb blow if you add too many cells? (Too much current makes the filament overheat and break. / The cells get cold. / The wires disappear. / Bulbs only work with one cell.) → Too much current makes the filament overheat and break.Prompt: Each bulb is designed for a certain voltage.
  2. True or false? Adding more bulbs in series makes them all brighter. (True / False) → FalsePrompt: Cells push; bulbs share the push.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. True or false? The number of cells makes no difference to brightness. (True / False) → FalsePrompt: Cells push; bulbs share the push.
  2. A buzzer is too quiet. What change to the circuit will make it louder? (Add another cell. / Open the switch. / Add another buzzer. / Use longer wires.) → Add another cell.Prompt: What makes a bulb brighter also makes a buzzer louder.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Circuit symbols, cells and voltage.
  • Use concrete materials: circuit kits (cells, wires, bulbs).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Brighter or dimmer? Changing cells and bulbs

Name

Date

Score/ 6

  1. Question 1

    True or false? Adding bulbs to a series circuit makes each bulb dimmer.

    • A. True
    • B. False

  2. Question 2

    Two cells are used instead of one, but they are put in facing opposite ways. What happens to the bulb?

    • A. It changes colour.
    • B. It does not light, because the cells push against each other.
    • C. It explodes.
    • D. It is twice as bright.

  3. Question 3

    A series circuit has 3 cells and 1 bulb. It is changed to 2 cells and 1 bulb (all the same type). How bright is each bulb now?

    • A. brighter than before
    • B. the same as before
    • C. dimmer than before

  4. Question 4

    Which circuit symbol shows a cell?

    • A. a long thin line next to a short thick line
    • B. a zigzag line
    • C. a circle with a cross inside
    • D. a straight line with a gap and a hinge

  5. Question 5

    A series circuit has 2 cells and 1 bulb. It is changed to 4 cells and 2 bulbs (all the same type). How bright is each bulb now?

    • A. brighter than before
    • B. the same as before
    • C. dimmer than before

  6. Question 6

    True or false? Circuit diagrams use standard symbols.

    • A. True
    • B. False

Free from eurekami.com

for the adult only

Answer key: Brighter or dimmer? Changing cells and bulbs

  1. 1. A. True

  2. 2. B. It does not light, because the cells push against each other.

  3. 3. C. dimmer than before

  4. 4. A. a long thin line next to a short thick line

  5. 5. B. the same as before

  6. 6. A. True