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Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Simple circuits

Electricity and magnetism

CCSS NGSS.4-PS3-2CCSS NGSS.4-PS3-4England: KS2 Y4 Electricity

Objective and success criteria

Students will: Simple circuits.

  • 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: no earlier skill in the map; start from what students know.

Leads to: Electrical conductors and insulators; Circuit symbols, cells and voltage; Electromagnets

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: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why should you never poke anything into a mains socket? (Sockets have no electricity / It might break the toy / It is not dangerous / Mains electricity can give a dangerous, even deadly, electric shock) → Mains electricity can give a dangerous, even deadly, electric shockPrompt: Mains voltage is much higher than a battery's.
  2. Circuits: which statement is NOT true? (Adding more cells makes a bulb brighter. / A cell (battery) pushes the current around a circuit. / A bulb lights with just one wire to the cell. / An open switch stops the current.) → A bulb lights with just one wire to the cell.Prompt: Does current get used up in a series circuit?
  3. What happens if you add a second bulb in series with the first (same cell)? (Only one lights / Both bulbs are dimmer / The cell gets stronger / Both bulbs are brighter) → Both bulbs are dimmerPrompt: The same push must now go through two bulbs.

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Simple circuits. 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: What happens if you add a second bulb in series with the first (same cell)?
  • Step 1: Two bulbs in series share the voltage, so each is dimmer.
  • Step 2: So the answer is: Both bulbs are dimmer
  • Answer: Both bulbs are dimmer
  • 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. Which circuit needs to be complete for a bulb to light? (an unbroken loop from the cell through the bulb and back / two cells with no wires / a bulb on its own / one wire from the cell to the bulb) → an unbroken loop from the cell through the bulb and backPrompt: Electricity needs a complete path.
  2. Circuits: which statement is NOT true? (A circuit must be complete for current to flow. / Adding more cells makes a bulb brighter. / Batteries are safe to put in your mouth. / A cell (battery) pushes the current around a circuit.) → Batteries are safe to put in your mouth.Prompt: Does current get used up in a series circuit?

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. Circuits: which statement is NOT true? (Electricity is used up as it goes round a circuit, so less comes back. / A circuit must be complete for current to flow. / Adding more cells makes a bulb brighter. / An open switch stops the current.) → Electricity is used up as it goes round a circuit, so less comes back.Prompt: Does current get used up in a series circuit?
  2. What happens if you add a second bulb in series with the first (same cell)? (Both bulbs are brighter / The cell gets stronger / Both bulbs are dimmer / Only one lights) → Both bulbs are dimmerPrompt: The same push must now go through two bulbs.

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

  • 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

  • Move on to: Electrical conductors and insulators; Circuit symbols, cells and voltage; Electromagnets.
  • 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-3.

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

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Simple circuits

Name

Date

Score/ 6

  1. Question 1

    What does a switch do in a circuit?

    • A. It changes the battery
    • B. It stores electricity
    • C. It makes the bulb brighter
    • D. It opens or closes a gap, turning the circuit off or on

  2. Question 2

    Look at the circuit. Will the bulb light?

    1.5 V1.5 Vgap
    • A. yes
    • B. no

  3. Question 3

    Circuits: which statement is NOT true?

    • A. Adding more cells makes a bulb brighter.
    • B. A circuit must be complete for current to flow.
    • C. Electricity is used up as it goes round a circuit, so less comes back.
    • D. An open switch stops the current.

  4. Question 4

    What happens if you add a second bulb in series with the first (same cell)?

    • A. The cell gets stronger
    • B. Both bulbs are brighter
    • C. Only one lights
    • D. Both bulbs are dimmer

  5. Question 5

    Which circuit needs to be complete for a bulb to light?

    • A. a bulb on its own
    • B. one wire from the cell to the bulb
    • C. two cells with no wires
    • D. an unbroken loop from the cell through the bulb and back

  6. Question 6

    Why should you never poke anything into a mains socket?

    • A. It might break the toy
    • B. It is not dangerous
    • C. Sockets have no electricity
    • D. Mains electricity can give a dangerous, even deadly, electric shock

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Answer key: Simple circuits

  1. 1. D. It opens or closes a gap, turning the circuit off or on

  2. 2. B. no

  3. 3. C. Electricity is used up as it goes round a circuit, so less comes back.

  4. 4. D. Both bulbs are dimmer

  5. 5. D. an unbroken loop from the cell through the bulb and back

  6. 6. D. Mains electricity can give a dangerous, even deadly, electric shock