Science lesson plan · 4th grade (Year 5 in England) · 60 minutes
Will the bulb light? Switches, gaps and complete circuits
Electricity and magnetism
CCSS NGSS.4-PS3-2CCSS NGSS.4-PS3-4England: KS2 Y4 Electricity
Objective and success criteria
Students will: Will the bulb light? Switches, gaps and complete circuits.
- 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: 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 · 6 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 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?
- Circuits: which statement is NOT true? (An open switch stops the current. / Electricity is used up as it goes round a circuit, so less comes back. / A circuit must be complete for current to flow. / Adding more cells makes a bulb brighter.) → 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? (Mains electricity can give a dangerous, even deadly, electric shock / It might break the toy / Sockets have no electricity / It is not dangerous) → Mains electricity can give a dangerous, even deadly, electric shockPrompt: Mains voltage is much higher than a battery's.
Hook · 6 min
- Show a circuit with a gap and ask why the bulb doesn't light.
- Share the objective: Will the bulb light? Switches, gaps and complete circuits. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What does a switch do in a circuit?
- Step 1: A switch breaks or completes the loop.
- Step 2: So the answer is: It opens or closes a gap to stop or start the current.
- Answer: It opens or closes a gap to stop or start the current.
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 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 bulb in a complete circuit does not light. Which is the most likely fault? (The bulb has blown or the battery is flat. / The wires are too colourful. / The table is wooden. / It is daytime.) → The bulb has blown or the battery is flat.Prompt: If the loop is complete, check the parts.
- True or false? A plastic ruler can be used to close a circuit. (True / False) → FalsePrompt: Is there a complete loop of conductors?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Why is a metal paperclip often used to make a simple homemade switch? (Metal is an insulator. / It looks nicer. / Paperclips store energy. / Metal is an electrical conductor, so it can complete the circuit.) → Metal is an electrical conductor, so it can complete the circuit.Prompt: Will current flow through plastic?
- True or false? A bulb lights even if a wire is disconnected. (True / False) → FalsePrompt: Is there a complete loop of conductors?
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: 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-4.
Free lesson plan from eurekami.com/lesson-plan-builder