Circuit Curiosities

Overview

Duration: 30 minutes
Class size: 30 Year 6 students
Subject: Science – Electricity (Second lesson on electricity)
National Curriculum reference:

• Key Stage 2 Science: Electricity
• Pupils should be taught to:
  • Associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
  • Compare and give reasons for variations in how components function, including brightness of bulbs, loudness of buzzers and on/off positions of switches

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Learning Objectives (WALT)

• WALT: Describe why parts of a circuit work differently, including why bulbs may be dim and how switches control the circuit.

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Success Criteria

Students will be able to:

• Explain why a bulb might be dim (e.g., low voltage, loose connection, multiple bulbs in series).
• Describe the role of the switch in controlling whether electricity flows in the circuit.
• Identify and explain at least two reasons why parts of a circuit might behave differently.
• Use correct vocabulary such as: circuit, bulb, switch, battery (cell), wire, series, brightness.

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Resources Needed

• Simple circuit kits for pairs (batteries, bulbs, buzzers, wires, switches)
• Circuit diagrams on dyslexia-friendly paper (offs-white paper, clear large font e.g. Arial 14pt, bullet points)
• Visual aids showing examples of dim bulbs and open circuits
• Whiteboard and markers
• Large labelled circuit posters
• Interactive whiteboard for animations (optional)

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Lesson Plan Structure

1. Starter (5 minutes)

• Quick recap: Ask pupils what they remember about simple circuits from last lesson.
• Ask: "What makes a bulb shine brightly?" and "What happens if a bulb is dim or a switch is off?"
• Show two bulbs side by side: one bright, one dim, and a switch in on and off positions.
• Use simple questioning to activate prior knowledge.

2. Main Activity (20 minutes)

Exploring why bulbs work differently (10 minutes)

• Pupils work in pairs with circuit kits.
• Task 1: Build a simple circuit with one bulb, one battery, and a switch.
• Task 2: Add a second bulb in series and observe what happens to brightness.
• Task 3: Test turning the switch on/off and note the effect on the bulb(s).

Teacher input:

• Explain that multiple bulbs in series reduce current, making bulbs dimmer.
• When the switch is off, the circuit is incomplete — no electricity flows — bulbs don’t light.
• Discuss how a loose wire or weak battery also causes dim bulbs or no light.

Group discussion (5 minutes)

• On the interactive whiteboard or chart, compile students’ observations.
• Discuss reasons for dim bulbs and how switch position affects the circuit.
• Introduce and reinforce vocabulary: voltage, current, open circuit, closed circuit.

Visual explanation (5 minutes)

• Show an animation or diagram of electric current flow and the impact of switches and bulbs in series vs parallel (simplified).
• Use a dyslexia-friendly reading handout summarising the key facts, with clear images and bullet points.

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3. Plenary (5 minutes)

• Ask volunteers to explain, in their own words, why a bulb might be dim or why a switch would stop electricity flowing.
• Use mini-whiteboards for quick written responses to the question: “Why does the bulb go dim when there is another bulb in the circuit?”
• Share and discuss answers with the class.

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Differentiation Strategies

Learner Type	Strategy
Lower ability/EAL/Dyslexic	Use dyslexia-friendly handouts with large, clear fonts and diagrams. Use verbal explanations alongside text. Allow use of circuit models to support understanding. Offer sentence starters (e.g. "The bulb is dim because...").
Higher ability	Encourage designing their own circuits to test brightness changes. Challenge to explain changes in terms of current flow.
Physical/Sensory needs	Provide accessible circuit kits with easily handled components. Pair with a buddy for support.

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Extension Activities

• Investigate the difference between bulbs connected in series vs parallel and how this affects brightness.
• Explain how battery voltage affects bulb brightness using different battery cells.
• Create a labelled poster describing how switches control circuits and why bulbs behave differently according to circuit design.

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Dyslexia-Friendly Strategies

• Use off-white or cream paper for printed materials.
• Bullet points instead of large paragraphs.
• Use sans serif fonts, minimum size 14pt (e.g. Arial, Comic Sans).
• Support with visual aids, diagrams, and real objects.
• Give oral instructions and summaries with simple, clear language.
• Allow students to pair up for peer support and discussion.

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Assessment

• Formative through observation during practical tasks and group discussions.
• Check understanding during plenary by pupils explaining concepts verbally or in writing on mini-whiteboards.
• Use questioning to assess vocabulary and conceptual grasp.

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Teacher Reflection (post-lesson)

• Note which students demonstrated clear understanding and who may need further support.
• Evaluate the effectiveness of differentiation and dyslexia-friendly materials.
• Plan follow-up activities or revisit misconceptions in future lessons.

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This lesson plan is designed to actively engage Year 6 pupils with hands-on experience and targeted explanations aligned with the National Curriculum’s expectations for Electricity, building on previous learning to deepen understanding.