Science lesson plan · 5th grade (Year 6 in England) · 45 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 · 5 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.
- 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.
- Circuits: which statement is NOT true? (A circuit must be complete for current to flow. / A bulb lights with just one wire to the cell. / Adding more cells makes a bulb brighter. / 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?
- What does a switch do in a circuit? (It opens or closes a gap, turning the circuit off or on / It makes the bulb brighter / It changes the battery / It stores electricity) → It opens or closes a gap, turning the circuit off or onPrompt: When you switch off a light, what happens to the circuit?
Hook · 5 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 · 10 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 · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Why do scientists draw circuits with symbols instead of pictures? (Symbols are prettier / Symbols make circuits work better / 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.
- In a circuit diagram, a long thin line next to a short thick line stands for… (a switch / a bulb / a cell / a motor) → a cellPrompt: The long line is the positive terminal.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A circle with a cross inside it stands for… (a lamp (bulb) / a cell / a buzzer / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.
- A circle with the letter M inside stands for… (a mirror / a motor / a magnet / 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