Topic: Electricity

Year Group: 6 Term: Spring 1 Key Skills Key Knowledge Key Vocabulary

- plan different types of scientific

enquiries to answer questions,

including recognising and controlling

variables where necessary

- using test results to make predictions

to set up further comparative and fair

tests

- Set up and perform practical enquiries

considering controlled variables and

the equipment needed in order for

them to be fair.

- take measurements, using a range of

scientific equipment, with increasing

accuracy and precision, taking repeat

readings when appropriate

- record data and results of increasing

complexity using scientific diagrams

and labels, classification keys, tables,

scatter graphs, bar and line graphs

- report and present findings from

enquiries, including conclusions,

causal relationships and explanations

of and degree of trust in results, in

oral and written forms such as

displays and other presentations

- identifying scientific evidence that has

been used to support or refute ideas

or arguments

- using test results to make predictions

to set up further comparative and fair

tests

- explore and talk about their ideas;

asking their own questions about

Electricity travels at the speed of light. That's more than 186,000 miles per second! Electricity comes from the power station, the wind, the sun, water and even an animal’s poo! A popular way of generating electricity is through hydropower. This is a process where electricity is made by water which spins turbines attached to generators. Electricity is a type of energy that builds up in one place (static), or flows from one place to another (current electricity). A bolt of lightning can measure up to 3,000,000 volts, and lasts less than one second! Electric fields work in a similar way to gravity. Whereas gravity always attracts, electric fields can either attract or repulse.

Conductor Insulator Socket Series circuits Cells Volts Generator Turbine Fuses Thomas Edison Batteries Switches Bulbs Circuit Wires Length Component simple switch push switch motor buzzer Voltage Brightness Loudness Increase decrease.

scientific phenomena; and analysing

functions, relationships and

interactions more systematically.

- draw conclusions based on their data

and observations, use evidence to

justify their ideas, and use their

scientific knowledge and

understanding to explain their

findings.

- recognise that scientific ideas change

and develop over time.

- Pupils should read, spell and

pronounce scientific vocabulary

correctly.

Previous Learning Topics Key Skills Key Knowledge Key Vocabulary

Electricity (Year 4) Identify common appliances that run on electricity.

Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers.

Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery.

Recognise that a switch opens and closes the circuit and associate this with whether or not a lamp lights in a simple series circuit.

Recognise some common conductors and insulators, and associate metals with being good conductors.

Sess

ion

1

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

What is electricity?

Notebook presentation Starter: Over 2 pages create a concept map ‘Electricity.’ In one colour write down everything you already know about electricity. Are some of the sentences you’ve written linked to our previous unit ‘Light’?

- Watch the introduction of electricity- record anything new you want to find out.

- Cards - Coloured pens

Key skills Pupils should read, spell and pronounce scientific vocabulary correctly.

Key Vocabulary

Dependent on previous knowledge.

Think of three questions in pairs you would like to find out throughout the topic about electricity. Main activity- Give children either image of object, symbol, or word and they have to find a partner to match with. 10 minutes What have we learnt? Misconceptions Now see if you can get together in a group, can you remember what needs to be in a series circuit? Go and make it with your cards!

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ion

2

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

Can you identify and use the correct symbols for electrical components within circuit diagrams? Can you identify faults in electrical circuits and circuit diagrams?

Starter: Can you find the meaning of: motor, buzzer, series, parallel, circuit, crocodile clips, wire, complete circuit, symbol, circuit diagram, fuse wire, bright, dim, filament, electromagnet, conductor, insulator, plug, mains electricity. Do you know any already? MA & HA- make into a sentence. LA/SEN- find meaning Recap of previous lesson – using the cards infront of you can you draw out a series circuit in pairs using all of the symbols?- Model

- See notebook slides- create human circuit. - Bulbs (tennis balls)

Split the class into 2 teams of 7 or 8. 6 people are the players and 2 people are the readers. Play symbol Bingo (see resource sheet 1 and 2).

- Stick the Bingo card into your book.

Cut out each of the 'Will it work' circuit pictures.

Tennis balls Bucket Bingo cards ‘Will it work?’ images

Key skills - Pupils should read, spell and

pronounce scientific vocabulary correctly.

- explore and talk about their

ideas; asking their own questions

about scientific phenomena; and

analysing functions, relationships

and interactions more

systematically.

- Set up and perform practical

enquiries considering controlled

variables and the equipment

needed in order for them to be

fair.

Key Vocabulary

Bulb, battery, cell, simple switch, push switch, motor, buzzer, wire. motor, buzzer, series, parallel, circuit, crocodile clips, wire, complete circuit, symbol, circuit diagram, fuse wire, bright, dim, filament, electromagnet, conductor, insulator, plug, mains electricity.

Stick each one into your book and write a sentence explaining whether you think it will work or not and why (you can show this by stating bulb on or off). Differentiated by information and outcome. Challenge: Can you draw some of your own circuits using the symbols and state whether the the circuit will work or not?

Self assessment: Spend 5 minutes adding to your concept map in a different colour.

Sess

ion

3

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

Does the length of the wire in a circuit affect a bulb’s brightness?

Starter: Watch video explain static electricity. Introduce investigation and what equipment is in front of the children. Don’t give the children their objective, can they work it out from the clues? All notes- see presentation. Volts Current and Voltage: Watch this BBC video about current

and voltage. State the main points related to current and voltage. How Many Volts? Allow children to examine a range of

different batteries and check the number of volts each one supplies. Labelling Volts: Show children a circuit diagram with the

volts labelled. Discuss the location of the label and how to label a battery containing multiple cells, as opposed to a single cell. What Difference Do the Volts Make? Make predictions

together about what will happen to a bulb, motor or buzzer depending on the voltage of the cell or battery. Discuss what difference they would expect (e.g. bulb will get brighter, it will increase in brightness, the brightness will stay the same). Model one example using a bulb, including how to draw the circuit diagram of each step with volts labelled accurately.

Electrical wires with crocodile clips Bulbs Bulb Holders Batteries (a selection of batteries with different voltages) Battery Holders (single and double) Buzzers Motors Tissue paper Meter ruler Investigation template (LA)

Key skills

- draw conclusions based on their

data and observations, use

evidence to justify their ideas,

and use their scientific

knowledge and understanding to

explain their findings.

- recognise that scientific ideas

change and develop over time.

- Pupils should read, spell and

pronounce scientific vocabulary

correctly.

- identifying scientific evidence

that has been used to support or

refute ideas or arguments

Key Vocabulary circuit, wires, bulb, cell, brightness, length, component, meter ruler and battery, Voltage, brightness, loudness,

increase, decrease.

Observing the Effect of Volts: In mixed ability pairs,

children obtain the appropriate equipment and record their observations and circuit drawings on the Volts Activity Sheet. Appropriate Volts: What would happen to an electrical

appliance that requires 3V if it were powered by 5V cell or battery? Discuss as a whole class. Researchit: Children research the voltage required by different electrical appliances using the How Many Volts? Activity Sheet. Diagramit: Children draw circuit diagrams of different electrical appliances using the correct circuit symbols as well as labelling the voltage required.

Planning stage of investigation- building on new knowledge Self assessment: Spend 5 minutes adding to your concept map in a different colour.

Se

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Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

Does the length of the wire in a circuit affect a bulb’s brightness?

Recap symbols and drawn circuits. Be prepared to start straight away, you will only have 60 minutes in total.

When you have finished write up the investigation with the following headings;

Electrical wires with crocodile clips Bulbs Bulb Holders Batteries (a selection of batteries with different voltages) Battery Holders (single and double) Buzzers Motors Tissue paper

Key skills

- plan different types of scientific

enquiries to answer questions,

including recognising and

controlling variables where

necessary

- using test results to make

predictions to set up further

comparative and fair tests

- Set up and perform practical

enquiries considering controlled

variables and the equipment

needed in order for them to be

fair.

- take measurements, using a

range of scientific equipment,

with increasing accuracy and

precision, taking repeat readings

when appropriate

- using test results to make

predictions to set up further

comparative and fair tests

- explore and talk about their

ideas; asking their own questions

about scientific phenomena; and

analysing functions, relationships

and interactions more

systematically.

- draw conclusions based on their

data and observations, use

evidence to justify their ideas,

and use their scientific

knowledge and understanding to

explain their findings.

Prediction: What did you think will happen? Equipment: What did you use? Diagram: A drawn, labelled picture showing what you did. Method: What did you do? Results: What happened. Conclusion: What did you find out, and how does this relate to your prediction? (Take photos) – evaluate eachothers- learning walk. Self assessment: Spend 5 minutes adding to your concept map in a different colour.

Meter ruler

- Pupils should read, spell and

pronounce scientific vocabulary

correctly.

Key Vocabulary circuit, wires, bulb, cell, brightness, length, component, meter ruler and battery, Voltage, brightness, loudness,

increase, decrease.

Sess

ion

5

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

Can you use and apply your knowledge of circuits to everyday life situations?

Starter: IPads- quick game in pairs, quiz on knowledge throughout the unit

• a length – 30-50 cm – of bendy,

uninsulated wire. Thin coat hanger

wire is ideal. You could use

florist’s wire – though it is a bit

short

• insulated bell wire

Key skills

- plan different types of scientific

enquiries to answer questions,

including recognising and

controlling variables where

necessary

- using test results to make

predictions to set up further

comparative and fair tests

- Set up and perform practical

enquiries considering controlled

variables and the equipment

needed in order for them to be

fair.

- take measurements, using a

range of scientific equipment,

with increasing accuracy and

precision, taking repeat readings

when appropriate

- using test results to make

predictions to set up further

comparative and fair tests

- explore and talk about their

ideas; asking their own questions

about scientific phenomena; and

analysing functions, relationships

and interactions more

systematically.

- draw conclusions based on their

data and observations, use

evidence to justify their ideas,

and use their scientific

knowledge and understanding to

explain their findings.

Quick recap verbal- recall of knowledge buzzer game. Challenge- creating a steady hand investigation TASK: Using your knowledge of

electrical circuits, design a steady

hand tester which will work using

simple circuits.

- Glue in. Children follow instructions using the different materials and equipment provided.

• a bell battery or similar

• a buzzer or bell – make sure it’s

matched to the battery. If you

can’t stand the noise, use a bulb

• wire cutters

• something to support the wire; it

could be a soft wood block, with

small holes drilled in it, or it could

be a lump of Plasticine

• some masking or insulating tape

to strengthen joints.

- Pupils should read, spell and

pronounce scientific vocabulary

correctly.

Key Vocabulary Conductor Insulator Series circuits Cells Switches Bulbs Circuit Wires Length motor buzzer

Sess

ion

6

Learning Objective: (Knowledge)

Differentiated Teaching and Learning

Resources

What would life be like without electricity?

Starter: https://www.bbc.co.uk/teach/class-clips-video/what-would-life-be-without-electricity/z632nrd Ben Franklin story- what would happen if we didn’t have any electricity? See notebook presentation Whole class discussion – What would life be like without electricity? What do we use electricity for? Brain storm- quick quiz.

Key skills

Key Vocabulary