Brilliant Torch Designs

Overview

This 60-minute lesson introduces Year 4 students to the components and history of torches, setting the foundation for a creative design unit. Pupils will develop their observational skills, historical understanding, and use exploratory talk to brainstorm initial design ideas, all framed within the UK National Curriculum expectations for Art & Design and Science.

Curriculum Links

Art & Design

Develop ideas from starting points; collect information, sketches and resources (National Curriculum, KS2 Art & Design)
Improve mastery of techniques including drawing and designing (using specialised vocabulary)

Science

Identify common appliances that run on electricity
Construct simple series circuits, identifying basic parts such as batteries, wires, bulbs, and switches (from KS2 science, electricity topic)

PSHE / Personal Development

Collaboration and discussion skills / Respecting others’ ideas

Learning Objectives

By the end of the lesson, pupils will:

Identify and describe key components of a torch: case, contacts, batteries, switch, reflector, lamp, lens
Understand briefly how electric light bulbs were developed, highlighting Swan and Edison’s contributions
Generate and share ideas for their own torch designs considering target users and initial design needs

Resources Needed

Real torches (one per group of 4-5 pupils, ideally different types/styles)
Large printed diagrams showing torch components (labelled)
Photos/short animations illustrating early light bulbs and inventors Swan/Edison
Whiteboard / flipchart and markers
Sketch books / paper and pencils for each student
Design criteria prompts (printed cards or display)

Lesson Structure

1. Introduction and Engagement (10 mins)

Starter Question: “What is the purpose of a torch? Can you name its parts?”
Encourage children to share experiences with torches and batteries.
Display a torch and ask pupils to pass it round, observing closely.
Introduce vocabulary: case, contacts, batteries, switch, reflector, lamp, lens. Show labelled diagram.
Ask pupils to sketch a quick labelled torch on whiteboards or paper to reinforce vocabulary.

2. Exploring History and Innovation (10 mins)

Narrate a simple story explaining the invention of the electric light bulb.
Show images of Swan and Edison with their early bulbs.
Discuss why electric light was important and how it changed daily life—make it relatable with modern-day comparisons (like streetlights or phone torches).
Encourage pupils to imagine living before electric light existed.

3. Investigating Torch Components in Groups (15 mins)

Pupils split into small groups (4-5). Each group receives a torch to explore physically.
Provide guiding questions:
- Can you find the batteries?
- Where is the switch? How does it work?
- What might the reflector do?
Groups list parts and describe their functions, focusing on simple cause/effect (“The battery gives power to the bulb to light up.”).
Circulate and scaffold explanations using probing questions (e.g., “What do you think would happen if the reflector was missing?”).

4. Brainstorming Design Ideas (15 mins)

Explain that they will create their own torches later in the unit. Today is about ideas and thinking about users.
Introduce the concept of target audience (e.g. hikers, children, nighttime readers).
Present example user profiles on cards (e.g. “Emma loves camping and needs a torch comfy for small hands,” or “Tom is a bike rider who needs a strong light”).
In pairs or individually, pupils brainstorm and sketch simple ideas for torch designs aimed at a chosen user.
Encourage creativity beyond function—consider colour, shape, extra features.
Use sentence starters to support pupils, e.g. “My torch will have ______ because ______.”

5. Sharing and Reflection (10 mins)

A ‘gallery walk’: pairs display sketches, walk around to see others’ ideas.
Invite some pupils to explain their designs briefly.
Whole class discussion:
- What similarities do you notice?
- What is one unusual idea you really like?
- How might a torch’s design change if it’s for a child or an explorer?
Summarise: good design considers who uses a product and why.

Assessment and Evidence

Observe participation in group discussions and practical handling.
Review sketches and labelled diagrams for understanding of parts.
Note pupil confidence when explaining the history or function of components.
Use mini plenary questioning to assess comprehension throughout.

Differentiation and Inclusion

Provide labelled vocabulary sheets with pictures for pupils with additional needs.
Use mixed-ability grouping to support peer learning.
Allow verbal or drawn responses to make ideas accessible.
Encourage EAL pupils by pre-teaching technical vocabulary in simpler language and visuals.

Extension and Homework

Ask pupils to bring in an item with batteries from home to identify parts next lesson.
Draw a design for a torch that can be used in a fantasy story (e.g., magic torch).

Teacher Tips for Wow Factor

Bring an old or quirky torch (e.g., a crank-powered torch) as a secret mystery object to spark curiosity.
Use story-telling to connect children emotionally to the inventors, e.g., “Imagine working in a dark workshop and suddenly seeing the glow of light for the first time.”
Include a simple hands-on demonstration of how a bulb lights with a battery, wires, and a switch to link science and design visibly.

This detailed and interactive lesson plan aims to ignite Year 4 pupils’ curiosity about everyday electric devices, laying a firm groundwork for functional and creative design development.

Teaching Instructions