Reflecting and Redesigning

Overview

This final lesson in the unit focuses on reflecting on students’ electrical circuit designs and proposing realistic improvements. Students use their investigation results and circuit representations to explain what allowed electricity to flow, what energy transformation happened, and what they would redesign next.

Learning intentions

• WALT reflect on the design process used to build and test an electric circuit.
• WALT identify which components and connections supported electricity flow and which did not.
• WALT pose and answer “what if” questions to guide redesigns (e.g., changing a conductor/insulator, adding/removing a switch).
• WALT write a clear reflection describing learnings and a possible redesign.

Success criteria

• I can describe what worked in my circuit and explain why (based on testing).
• I can identify at least one problem or limitation in my circuit (e.g., loose connection, switch not working, incorrect component choice).
• I can suggest a redesign with a reason and predict what will happen if I change something.
• I can write a reflection using sentence starters, key circuit terms, and evidence from testing.

Curriculum links

• AC9S6U03: investigate transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors.
• AC9S6I01: pose investigable questions, identify patterns/relationships, and make reasoned predictions about circuit function.
• AC9S6I02: plan repeatable investigations by deciding variables to change and keeping other factors the same; describe safe equipment use.
• AC9S6I04: use appropriate representations (circuit diagrams or models) and organise data/information to describe patterns and relationships.

Lesson structure (45 minutes)

1. 0–5 min · Recap and purpose. Teacher displays a simple “Circuit Review Checklist” (source, conductors, switch, load like a bulb/buzzer, insulators, connections, safety). Students gather their device and any notes from previous lessons and state one thing they think they learned.

2. 5–12 min · Circuit “worked/not worked” review. Teacher models how to refer to a diagram or photo and pick one success and one issue. Students do a quick table check: “What worked?” and “What didn’t?” using their own circuit or a labelled sketch.

3. 12–20 min · Think–pair–share reflection prompts. Teacher reads prompts aligned to the investigation:

• “Which component(s) helped electricity flow?”
• “What change would you test next and why?”
• “What energy changes did you notice when it worked?” Students pair-share orally first (teacher listens for correct use of terms like conductor, insulator, switch, complete circuit, and predict cause/effect).

4. 20–30 min · Write the reflection (draft 1). Teacher provides an A4 reflection sheet with sentence starters:

• “My circuit worked best when…”
• “I think electricity could flow because…”
• “One problem was…”
• “Next, I would redesign by…”
• “I predict that it will…” Students write a first draft. Teacher circulates, checking that redesigns are linked to evidence and that predictions are reasoned.

5. 30–37 min · Redesign proposal and prediction. Teacher asks students to draw one small modification to their circuit diagram (or label a photo) and write a one-sentence prediction. Students choose one redesign idea (e.g., adjust switch position/connection, replace a conductor/insulator piece, tighten/reshape connections, improve circuit completeness) and record the predicted outcome.

6. 37–43 min · Peer feedback (2 stars and a wish). Teacher allocates roles within pairs (Reader/Writer or Circuit Checker). Students swap reflections or read aloud to get: two positives (“stars”) and one improvement suggestion (“wish”). Teacher prompts students to check safety and circuit completeness.

7. 43–45 min · Exit ticket hand-in. Teacher collects reflection sheets and asks one final question: “What is one thing you would do differently next time, and why?” Students answer on the back in one or two sentences.

Resources

• Students’ working circuits (or safe stored devices) and any labelled photos/diagrams
• Reflection worksheet with sentence starters and a small diagram box
• Circuit component kit (bulb/buzzer, wires, battery holder, switch, insulators/conductors used previously)
• Marker pens/coloured pencils
• Safety checklist poster (general safe handling, avoid shorting, keep components dry)
• Timer and “Circuit Review Checklist” card

Assessment

• Teacher observation during oral review and drafting: correct reasoning about why electricity flows (conductors/insulators, complete circuit, switch role).
• Mark/feedback on reflection sheets using a quick rubric: clarity of “what worked”, evidence-based “problem”, reasoned “redesign”, and prediction.
• Exit ticket checks individual understanding of cause-and-effect and next-step redesign logic.

Differentiation

• Sentence starters and word bank (conductor, insulator, switch, complete circuit, prediction, energy) for students needing writing scaffolds.
• Oral-first option: students who struggle with written reflection can record ideas verbally with teacher support, then use a short template to finish sentences.
• Allow students to use diagrams/photos instead of detailed writing to explain issues and redesigns.
• Challenge option for students ready to extend: suggest an additional investigation variable to test (e.g., conductor material) and state what should remain the same for a fair test.
• For all: provide extra wait time after prompts and encourage small, specific redesign steps rather than vague changes.