Brightness and Batteries

Year 6 Science – Electricity

Duration: 30 minutes
Class size: 30 students

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National Curriculum Links

• Science Programme of Study (Key stage 2): Electricity
  • Pupils should be taught to:
    • "Associate the brightness of a bulb or the volume of a buzzer with the number and voltage of cells used in a circuit."
    • "Build a simple series electrical circuit, identifying and naming its basic parts, including cells, bulbs, switches and buzzers."

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WALT (We Are Learning To)

• Understand how adding more batteries affects the brightness of a bulb.
• Build simple series circuits using bulbs and batteries.
• Observe and explain the relationship between the number of batteries and bulb brightness.

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Success Criteria

• I can correctly build a simple circuit with bulbs and batteries.
• I can predict how the bulb brightness will change when I add more batteries.
• I can explain the role of the batteries in making the bulb brighter.
• I can observe and record changes in brightness carefully.

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Resources

• 2-3 small bulbs per group (beam bulbs preferred)
• Battery holders + 1.5V AA batteries (2-3 per group)
• Connecting wires with clips
• Circuit diagrams (simplified and visually clear)
• Worksheet with dyslexia-friendly font (OpenDyslexic or Comic Sans), clear spacing, and visual supports
• Whiteboard and pens
• Safety goggles

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Lesson Structure

1. Introduction (5 minutes)

• Begin with a simple question: "What happens if we add more batteries to a bulb circuit?"
• Show a quick demonstration: a single battery lighting a bulb, then add another battery in series and show the bulb getting brighter.
• Use clear, dyslexia-friendly vocabulary and visuals on the whiteboard: "Battery," "Brightness," "Circuit."

2. Activity - Circuit building (15 minutes)

• Organise pupils into groups of 3.
• Hand out materials and worksheet with step-by-step instructions using diagrams and minimal text.
• Students build a circuit with 1 battery and 1 bulb; observe and record brightness (could be a simple brightness scale of 1–5 or smiley faces).
• Add a second battery and note the difference in brightness. Optionally, try with a third battery if time/resources allow.
• Encourage prediction before adding batteries: "Will the bulb get brighter or dimmer?"
• Teacher circulates to support, challenge and note observations.

3. Class discussion and recap (5 minutes)

• Groups share their observations.
• Teacher reinforces how the voltage from batteries adds up in series making the bulb glow brighter.
• Use analogy: "Think of batteries pushing electrons like more water pressure in a hose."

4. Plenary - Explain in your own words (5 minutes)

• Pupils write or verbally explain: "How does adding more batteries change the bulb brightness?"
• Option to draw a simple labelled circuit diagram.
• Teacher collects or listens for assessment evidence.

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Differentiation

• For SEND/dyslexic learners:

  • Use worksheets with dyslexia-friendly fonts, colours, and large spacing.
  • Provide verbal instructions supported with visuals.
  • Use physical models of circuits for tactile learning.
  • Pair with confident buddy for hands-on support.

• For EAL learners:

  • Pre-teach key vocabulary with pictures.
  • Use sentence frames: "When I add another battery, the bulb gets __."

• For learners needing challenge:

  • Investigate what happens if they add two bulbs to the circuit (introduce concept of series circuits affecting brightness).
  • Predict what results might occur if batteries are arranged differently (introduce parallel circuits briefly).
  • Encourage using scientific vocabulary in their explanations.

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Extension Activities

• Set a challenge: Create the brightest bulb circuit with only 3 batteries and 2 bulbs. Which arrangement works best?
• Research famous inventors associated with electricity (e.g., Alessandro Volta).
• Design a poster explaining how batteries affect brightness using drawings and bullet points.

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Assessment

• Observe participation during circuit-building activity.
• Check pupils’ recorded predictions and observations for understanding.
• Listen to explanations during plenary for use of correct vocabulary and conceptual understanding.
• Review labelled diagrams or written explanations collected at the end.

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Dyslexia-Friendly Reading Options

• Use OpenDyslexic or Comic Sans font for all printed materials.
• Present information with clear, bold headings and bullet points.
• Include pictures beside key terms (e.g., a drawing of a battery next to the word "Battery").
• Provide step-by-step instructions broken down into small, manageable chunks.
• Use high-contrast colours (dark text on light background).

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Teacher Tip:
Incorporate real-life examples of everyday devices powered by batteries (e.g., torches, remote controls) to make the science relatable and “wow” students by connecting learning to their world. Use multisensory approaches like audio explanations paired with visuals.

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This lesson plan ensures a strong conceptual foundation in line with the National Curriculum, supported by inclusive strategies and creative extensions to engage all Year 6 learners within a compact 30-minute session.