Electricity and Magnetism

Overview

This first lesson of an electricity unit introduces how electrical circuits transfer energy when current flows, and links electricity to magnetism through evidence-based observations using simple models. Students begin forming scientific questions, predictions and hypotheses that will guide investigations in later lessons.

Learning intentions

• Students will explain that electrical circuits transfer energy when current flows.
• Students will describe how voltage is needed for current to flow in a complete circuit.
• Students will link magnetism to electricity using observable effects (magnets and electromagnets).
• Students will develop an investigable question and a reasoned prediction for a simple circuit-based investigation.

Success criteria

• I can describe what must be true for current to flow in a circuit.
• I can predict what will happen to a magnet when a current flows in a coil.
• I can use data/observations to support or refute my prediction and suggest improvements.
• I can use science inquiry language (question, prediction, variables, evidence).

Curriculum links

• Science Understanding: electrical circuits transfer energy when current flows and circuit operation can be explained using voltage and other key concepts.
• Science Inquiry: investigable questions, reasoned predictions and hypotheses guide investigations to identify patterns and test relationships.
• Science Inquiry: planning reproducible investigations by identifying independent, dependent and controlled variables.
• Science Inquiry: processing information using representations such as tables or models to analyse evidence.

Lesson structure (55 minutes)

1. 0–5 min · Hook (discussion + prompt). Teacher introduces the concept of electricity and magnetism by showing images of circuits and magnets, then asks: “What do you think electricity might do to magnetism?” Students write a one-sentence idea in their science journal.

2. 5–15 min · Direct teach (voltage, current, and circuits). Teacher explains that current flows only in a closed circuit and that voltage provides the energy “push” for current; uses detailed diagrams to show open vs closed circuits. Students annotate a circuit diagram with terms: source, switch, conductor, load (bulb/LED) and add a quick “because” statement for why it doesn’t work when open.

3. 15–25 min · Concept discussion (electromagnetism principles). Teacher presents diagrams and animations illustrating how electric current in a coil creates a magnetic field. Students discuss in pairs how electricity and magnetism are linked, guided by key principles.

4. 25–35 min · Variables and method planning (theoretical investigation). Teacher guides students to identify variables that would affect electromagnet strength (e.g., current, number of coil turns) and discuss how these could be tested in a practical investigation. Students complete a planning table in their workbook, focusing on theoretical understanding.

5. 35–45 min · Case studies and real-world examples. Teacher presents examples of electromagnets in real life (e.g., electric motors, maglev trains) with diagrams and videos. Students analyze how the principles apply and discuss potential variables influencing performance.

6. 45–50 min · Whole-class sense-making (concept synthesis). Teacher leads a discussion to summarize how current creates magnetic effects, linking back to diagrams and examples. Students write a cause-and-effect statement: “When current flows, the coil behaves like an electromagnet because…”

7. 50–55 min · Exit ticket (assessment for learning). Students answer:

• “What must be true for current to flow in a circuit?”
• “Write one sentence linking electricity to magnetism using today’s evidence.”

Resources

• Circuit diagram handouts (open vs closed)
• Diagrams and animations illustrating electromagnetism principles
• Images and videos of electromagnets and real-world applications (e.g., electric motors, maglev trains)
• Science journals or notebooks
• Observation recording sheets with planning tables
• Teacher-prepared discussion prompts and concept questions

Assessment

• Formative checks during planning: teacher reviews each pair’s theoretical investigation plan and understanding of variables.
• During discussions: teacher listens for accurate use of key concepts and reasoning linking electricity and magnetism.
• Exit ticket: assesses understanding of closed circuits/voltage and the electricity–magnetism link using evidence and conceptual explanations.

Differentiation

• Support: provide sentence starters for prediction and explanation (e.g., “If…, then…”; “The evidence shows…”), and offer a partially filled variables table for some students.
• Support: offer a simplified dependent variable option (“attracted/not attracted”) for students who struggle with measurement.
• Extension: for fast finishers, challenge them to test a second independent variable (e.g., changing number of coil turns) while keeping all other variables controlled.
• EAL/SEN considerations: use visual labels on diagrams; allow drawing diagrams of their setup and results; use pair roles (recorder, equipment manager, results checker).