• 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. Which circuit needs to be complete for a bulb to light? (one wire from the cell to the bulb / two cells with no wires / an unbroken loop from the cell through the bulb and back / a bulb on its own) → an unbroken loop from the cell through the bulb and backPrompt: Electricity needs a complete path.
2. Circuits: which statement is NOT true? (Adding more cells makes a bulb brighter. / A circuit must be complete for current to flow. / Electricity is used up as it goes round a circuit, so less comes back. / A cell (battery) pushes the current around a circuit.) → Electricity is used up as it goes round a circuit, so less comes back.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)? (The cell gets stronger / Only one lights / Both bulbs are dimmer / Both bulbs are brighter) → Both bulbs are dimmerPrompt: The same push must now go through two bulbs.

• 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.

• 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.

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

1. In a circuit diagram, a long thin line next to a short thick line stands for… (a cell / a motor / a bulb / a switch) → a cellPrompt: The long line is the positive terminal.
2. A circle with a cross inside it stands for… (a lamp (bulb) / a buzzer / a cell / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.

• 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.

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

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

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