Creating a Simple Circuit

Overview

This is Lesson 3 of 9 in “Energizing Circuit Explorations”. Students use their prior understanding of electrical energy and circuit parts to construct a simple series circuit and test whether a bulb lights, focusing on how components, conductors and insulators affect energy transfer.

Learning intentions

WALT: Construct a simple series circuit to test if electricity flows through a complete path. WALT: Identify the role of each component (battery/energy source, wires, bulb, switch) in allowing the circuit to work. WALT: Use fair-testing steps to compare what happens when the circuit is not complete or when a conductor/insulator interrupts the path. WALT: Record observations using a simple circuit representation.

Success criteria

• I can build a series circuit using a battery, bulb, and wires so the bulb lights.
• I can describe why the circuit must be a complete loop for electricity to transfer energy.
• I can use correct circuit symbols or a clear labelled diagram to show my circuit.
• I can explain at least one safety rule for handling batteries and exposed wire.

Curriculum links

• AC9S6U03 investigates transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I02 plan and conduct repeatable investigations, including deciding variables to change and control, and describing risks for safe equipment use.
• AC9S6I01 pose investigable questions and make reasoned predictions about circuit function based on diagrams.
• AC9S6I04 construct and use representations (tables/diagrams) to organise and process observations and describe patterns.

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Complete or not?” Teacher shows two quick circuit diagrams: one complete series loop and one broken loop, both with a bulb shown. Students predict in pairs: “Will it light?” and share one reason.

2. 5–12 min · Direct teach: series circuit and parts Teacher demonstrates a series circuit briefly (using one station circuit) and points out: energy source (battery), conducting path (wires), load (bulb), and how a break stops the flow. Students annotate a class “What we need” checklist for the build.

3. 12–22 min · Plan the test (fair & safe) Teacher guides students to choose one variable to test: “Does the bulb light when the circuit is complete?” They keep other variables the same: same battery, same bulb, same wire set, same bulb placement. Students complete a quick plan: predicted result, what they will keep constant, and how they will record results.

4. 22–36 min · Build and investigate (hands-on) Teacher circulates while students build in their groups of four at one or two circuits. Students connect components in a series loop, test using the switch (or careful connection), and record: Bulb ON / Bulb OFF, and a one-sentence observation about what changed (e.g., “When the wire was disconnected, the bulb did not light.”).

5. 36–42 min · Represent and explain Teacher asks each group to draw a labelled series-circuit diagram using accepted conventions taught in the unit (e.g., battery, switch, bulb, connecting wires). Students write a “because” explanation using evidence from their build.

6. 42–45 min · Exit ticket Each student completes a short prompt: “A series circuit lights only when ___, because electricity needs a ___ path.” Teacher collects for quick formative assessment.

Resources

• Student circuit kits: battery holder (with battery), bulb holder, bulb, wires/leads, and switch (where available)
• Pre-cut wire segments and connectors (for support groups)
• Insulator/conductor sample strip set (e.g., metal foil vs plastic/wood offcuts) for quick troubleshooting prompts
• Circuit diagram card templates (battery, switch, bulb, wires)
• Observation recording sheet (table with “Test”, “Prediction”, “Result”, “Reason”)
• Safety signage cards: “Don’t short battery”, “Use dry hands”, “Disconnect before changing parts”
• Whiteboard markers and student pencils

Assessment

• Formative checks: teacher listens for correct vocabulary (complete loop, series, components) during hook and build time.
• Formative checks: observation sheets show whether students can record what happened and link it to a complete path.
• Exit ticket: verifies understanding that a complete circuit is required for the bulb to light.

Differentiation

• Provide pre-cut materials for students needing support, including wires already stripped/ready to connect and connector tips so the main focus is circuit reasoning.
• Sentence starters for explanation writing: “The bulb lights when the circuit is ___.” “We kept ___ the same because…” “It didn’t light when…”
• Extension (for confident builders within the same task): challenge them to predict and test what happens when they add a deliberate break (disconnect one wire) without changing any other component.
• Manage roles in the group: Builder, Tester, Recorder, Safety Checker, rotating after the first test to reduce off-task behaviour and support collaborative learning.