• 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? (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 the letter M inside stands for… (a magnet / a meter / a motor / a mirror) → a motorPrompt: The letter is a clue.
3. In a circuit diagram, a long thin line next to a short thick line stands for… (a motor / a bulb / a switch / a cell) → a cellPrompt: The long line is the positive terminal.

• 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.

• 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.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. 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.
2. True or false? Adding bulbs to a series circuit makes each bulb dimmer. (True / False) → TruePrompt: Cells push; bulbs share the push.

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. True or false? Circuit diagrams use standard symbols. (True / False) → TruePrompt: Cells push; bulbs share the push.
2. Why might a bulb blow if you add too many cells? (Too much current makes the filament overheat and break. / The wires disappear. / Bulbs only work with one cell. / The cells get cold.) → Too much current makes the filament overheat and break.Prompt: Each bulb is designed for a certain voltage.

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