• 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. 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.
2. Circuits: which statement is NOT true? (Adding more cells makes a bulb brighter. / Electricity is used up as it goes round a circuit, so less comes back. / A circuit must be complete for current to flow. / 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. Which circuit needs to be complete for a bulb to light? (one wire from the cell to the bulb / a bulb on its own / two cells with no wires / an unbroken loop from the cell through the bulb and back) → an unbroken loop from the cell through the bulb and backPrompt: Electricity needs a complete path.

• 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 switch / a motor / a bulb / a cell) → a cellPrompt: The long line is the positive terminal.
2. 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.

• 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 a cross inside it stands for… (a cell / a lamp (bulb) / a buzzer / a resistor) → a lamp (bulb)Prompt: It looks like a glowing filament.
2. Why do scientists draw circuits with symbols instead of pictures? (Symbols are prettier / Symbols make circuits work better / Pictures are not allowed / Symbols are quick to draw and understood everywhere) → Symbols are quick to draw and understood everywherePrompt: Think about sharing a plan with someone in another country.

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