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.
- Which circuit needs to be complete for a bulb to light? (an unbroken loop from the cell through the bulb and back / a bulb on its own / one wire from the cell to the bulb / two cells with no wires) → an unbroken loop from the cell through the bulb and backPrompt: Electricity needs a complete path.
- Circuits: which statement is NOT true? (A cell (battery) pushes the current around a circuit. / A circuit must be complete for current to flow. / Electricity is used up as it goes round a circuit, so less comes back. / 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?
- Why should you never poke anything into a mains socket? (It is not dangerous / Mains electricity can give a dangerous, even deadly, electric shock / Sockets have no electricity / It might break the toy) → Mains electricity can give a dangerous, even deadly, electric shockPrompt: Mains voltage is much higher than a battery's.
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.
- A gap in a line with a small hinged line (lifted up) stands for… (a closed switch / an open switch / a bulb / a cell) → an open switchPrompt: The gap means the circuit is broken.
- Why do scientists draw circuits with symbols instead of pictures? (Symbols are quick to draw and understood everywhere / Symbols are prettier / Pictures are not allowed / Symbols make circuits work better) → Symbols are quick to draw and understood everywherePrompt: Think about sharing a plan with someone in another country.
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 the letter M inside stands for… (a mirror / a meter / a motor / a magnet) → a motorPrompt: The letter is a clue.
- A gap in a line with a small hinged line (lifted up) stands for… (an open switch / a closed switch / a bulb / a cell) → an open switchPrompt: The gap means the circuit is broken.
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