Component Power

Overview

Lesson 2 of 9 focuses on identifying essential electrical circuit components and describing how they work together to transfer electrical energy and transform it into useful energy (light). Students use a simple, repeatable circuit investigation to connect functions of batteries, wires and bulbs.

Learning intentions

WALT: Identify and describe the function of basic circuit components (batteries, wires, bulbs) in a working circuit. Students will:

• label circuit components on a diagram and explain what each does
• investigate how a circuit must be complete for electricity to flow and the bulb to light
• use fair testing to check what changes affect whether the bulb works

Success criteria

Students can:

• label the battery, wires and bulb correctly on a circuit diagram
• explain the role of each component using accurate science language
• identify what makes a circuit complete and predict what will happen when a part is changed (e.g., adding/removing a wire)

Curriculum links

• AC9S6U03: investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors
• AC9S6I01: pose investigable questions and make reasoned predictions about circuit function
• AC9S6I02: plan and conduct a repeatable investigation with controlled variables and safe equipment use
• AC9S6I04: use a circuit diagram representation to organise and interpret findings
• AC9S6I05: compare findings, recognise possible sources of error, and draw reasoned conclusions

Lesson structure (45 minutes)

1. 0–5 min · Hook question. Teacher shows two simple pictures: one complete circuit diagram and one broken circuit diagram, with a bulb shown in “on” and “off” positions. Students think-pair-share: “What part is missing or not connected?”
2. 5–12 min · Direct teach: components and functions. Teacher models a real circuit (battery + two wires + bulb) and traces the path of electricity with finger/marker on a labelled diagram. Students complete a short “component match” on paper: component → function word bank (battery provides energy, wires conduct electricity, bulb transforms electrical energy to light).
3. 12–20 min · Investigable question + predictions. Teacher states the class question: “What happens to the bulb when we change one connection while keeping other parts the same?” Students write one prediction for their group using sentence starters (e.g., “If we remove/replace one wire connection, then the bulb will…”).
4. 20–35 min · Hands-on investigation (repeatable). Teacher releases circuit kits (4 students rotate roles: builder, recorder, safety checker, reporter). Each group performs the same three trials in a controlled way:

• Trial A: complete circuit (bulb should light)
• Trial B: break the circuit by removing one wire connection
• Trial C: reconnect the circuit (restore the complete path) Students record observations (bulb lit/not lit) in a simple table and annotate their circuit diagram to show where the circuit is complete/incomplete.

5. 35–41 min · Evidence discussion. Teacher prompts comparison: “Which change affected the bulb most, and why?” Students use their recorded evidence to explain using component functions (battery, wires, bulb). Teacher checks for accurate language: “complete circuit,” “conductor,” and “energy transformation.”
6. 41–45 min · Exit ticket (diagram task). Students complete a quick labelled diagram: draw the battery, wires and bulb; then write one sentence explaining the function of each component.

Resources

• Year 6 circuit kits (battery holders, wires, bulbs with sockets, connectors as available)
• Printed circuit component diagram templates (for labelling and annotation)
• Observation table (Trial A/B/C: complete, break, reconnect)
• Safety reminders card (battery handling, no shorting terminals, careful wire placement)
• Clipboards or recording sheets
• Role cards for builder/recorder/safety checker/reporter
• Demonstration circuit model (teacher kit) and whiteboard/markers

Assessment

• Teacher formative check during modelling: students correctly match component to function
• Observation during investigation: students keep variables controlled (same battery, same bulb, same wire pieces; only one connection changes) and record accurately
• Exit ticket: labelled diagram with correct functions and explanation of a complete circuit

Differentiation

• Support:
• Provide a partially labelled diagram scaffold and a word bank for functions and sentence starters for predictions and explanations
• Assign a “safety checker” role with clear prompts for when to pause and ask for help
• Extension:
• Ask an additional question during sharing: “If the bulb didn’t light, what is the next thing you would check first?” (e.g., connection, battery orientation, correct circuit path)
• Learning needs (including diverse learners/EAL):
• Use picture prompts for each component and function (battery icon, wire path icon, bulb light icon)
• Allow verbal explanations to be recorded by the teacher or group recorder before writing final exit-ticket sentences
• Grouping:
• Keep roles explicit to ensure every student manipulates the circuit at least once across the three trials

Success criteria for this lesson (teacher-facing quick check)

• All students can label battery, wires and bulb on a circuit diagram
• Students can explain each component’s function in one or two sentences
• Students use evidence from Trials A/B/C to justify why the bulb lights only when the circuit is complete