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

Circuit symbols, cells and voltage

Electricity and magnetism

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

Objective and success criteria

Students will: Circuit symbols, cells and voltage.

  • 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: Simple circuits

Leads to: Current, voltage and resistance (V = IR); Brighter or dimmer? Changing cells and bulbs

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 (Simple circuits). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What happens if you add a second bulb in series with the first (same cell)? (The cell gets stronger / Both bulbs are dimmer / Both bulbs are brighter / Only one lights) → Both bulbs are dimmerPrompt: The same push must now go through two bulbs.
  2. Circuits: which statement is NOT true? (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 circuit must be complete for current to flow.) → A bulb lights with just one wire to the cell.Prompt: Does current get used up in a series circuit?
  3. What does a switch do in a circuit? (It stores electricity / It makes the bulb brighter / It changes the battery / It opens or closes a gap, turning the circuit off or on) → It opens or closes a gap, turning the circuit off or onPrompt: When you switch off a light, what happens to the circuit?

Hook · 3 min

  • Show a circuit with a gap and ask why the bulb doesn't light.
  • Share the objective: Circuit symbols, cells and voltage. 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: A gap in a line with a small hinged line (lifted up) stands for…
  • Step 1: An open switch is drawn as a lifted line leaving a gap.
  • Step 2: So the answer is: an open switch
  • Answer: an open switch
  • 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 do scientists draw circuits with symbols instead of pictures? (Pictures are not allowed / Symbols are quick to draw and understood everywhere / Symbols make circuits work better / Symbols are prettier) → 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 buzzer / a lamp (bulb) / a cell / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.

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. A circle with a cross inside it stands for… (a lamp (bulb) / a resistor / a buzzer / a cell) → a lamp (bulb)Prompt: It looks like a glowing filament.
  2. A circle with the letter M inside stands for… (a mirror / a magnet / a motor / a meter) → a motorPrompt: The letter is a clue.

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: Simple circuits.
  • 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: Current, voltage and resistance (V = IR); Brighter or dimmer? Changing cells and bulbs.
  • 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

Circuit symbols, cells and voltage

Name

Date

Score/ 6

  1. Question 1

    A circle with the letter M inside stands for…

    • A. a meter
    • B. a motor
    • C. a mirror
    • D. a magnet

  2. Question 2

    Each cell gives 1.5 V. A battery is made of 2 cells joined end to end (in series). What is its total voltage, in volts?

    AnswerV

  3. Question 3

    How many lamps (bulbs) are in this circuit diagram?

    Answer

  4. Question 4

    Why do scientists draw circuits with symbols instead of pictures?

    • A. Symbols are prettier
    • B. Pictures are not allowed
    • C. Symbols make circuits work better
    • D. Symbols are quick to draw and understood everywhere

  5. Question 5

    Each cell gives 1.5 V. A battery is made of 1 cells joined end to end (in series). What is its total voltage, in volts?

    AnswerV

  6. Question 6

    How many cells are in this circuit diagram?

    Answer

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Answer key: Circuit symbols, cells and voltage

  1. 1. B. a motor

  2. 2. 3 V

  3. 3. 3

  4. 4. D. Symbols are quick to draw and understood everywhere

  5. 5. 1.5 V

  6. 6. 2