Year 6 Science Electricity – Block 6E – Electric Celebrations

Session 2: Playing with Electricity
Science curriculum area: Electricity / i. associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit
Working Scientifically (UKS2) / i. planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary
ii. taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate
iii. recording data and results of increasing complexity using tables, scatter graphs, bar and line graphs
iv. using test results to make predictions to set up further comparative and fair tests
Teaching Objectives /
  • Set up a series of enquiries that explore electrical circuits and various effects
  • Record findings in tables and graphs

Other Curriculum areas / D&T
Use research to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups; generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams and prototypes; evaluate ideas and products against design criteria consider the views of others to improve their work; understand and use electrical systems in their products; Investigate and analyse a range of existing products
Teaching Objectives /
  • Investigate examples of festive lights, identifying key features
  • Develop ideas and circuits that reflect the design success criteria

Key Vocabulary:electricity, electrical circuit, complete circuit, circuit diagram, circuit symbol, components, cell, battery, positive/negative, terminal, connect/connection, loose connection, short circuit, wire, crocodile clip, bulb, bright/dim, switch, buzzer, volume, motor, fast(er)/slow(er), voltage, current, resistance, scatter diagram, investigation, causal relationship.
Resources Enquiry questions - ‘What if’ cards, electrical circuit sets & sample circuit diagrams, range of festive lights and images of decorations / Weblinks
Possible homework – explore link:

Whole Class:Ensure you have various festive lights images available electrical circuit equipment.As chn come in give out the ‘What if’ question cards give a few minutes to discuss in teams of 3. Ask them how they could use the sticky-note approach to investigations, why these investigations might help with their design. (Theywill help chn to develop electrical knowledge understanding.) Explain that as part of these investigationschn need to make a note of the correlations (check understanding) that they notice between the number of components, the batteries used the level of sound, movement or brightness this creates. Draw two axes on the board, one labelled ‘number of bulbs in circuit’ the other ‘brightness of bulbs’ ask chn in their gps to suggest the graph type they think mightreflect this ‘What if’ challenge (scatter graph - it is a causal relationship). Then show chnthe sample circuit diagrams (remind them of the symbols they explored in Session 1) that reflect this particular investigation ( graph). How can chn check which voltage of battery or cell they need? Get them to look on the bulb see if they can find reference to the required power (1.5v on a bulb). What do the other components need? What do chn think will happen if they increase the voltage/number of batteries instead of bulbs? What if this becomes too powerful for the bulb? (It will ‘blow’). Get chn to checkfor loose connections (cause a short circuit) when components appear ‘off’.
Activities:1.What if investigations (30-40mins) - chn investigate the relationship between circuit components (buzzers, motors or bulbs) the use of batteries or cells (both the number voltage). Chn use the sticky-note approach to investigations ensure they create a results table final result graphs (explain that the Dragons will want to know what testing they have carried out, how they did it the findings). Chn start by using subjective (or qualitative) descriptions (bright, very bright, dim, very dim) then to suggest further investigations to see if more technical equipment can provide them with quantitative data: ammeters, light meters, sound meters timers in order to gain data. This research data will be used to create the desired effects for their light decoration.2. Planning meeting (15-20mins) - Once chn have completed tests let them look at a range of festive light decorations in their gps, thinking about design electronic components. Chn to list features that they particularly like, to then use in a planning meeting. Explain chn can create a decorative circuit ‘string’, or create a decorative centre piece (a wreath or contemporary Xmas tree) that encompasses their circuit – see images for ideas chn can search online for inspiration. Chn use the design brief their success criteria to help them to create an ideas board for their design, clearly recording their ideas in the form of annotated drawings.
Plenary / Share findings from the investigations and ask chn to suggest an explanation of the phenomenon they have observed. Were the findings similar across the bulb, buzzer and motor investigations? Can chn suggest an overarching ‘rule’ for each card? (e.g. bulb brightness correlates directly with the voltage supplied.) Ask chn how their investigations have impacted on their designs. Explain that in the next session they will receive feedback on their design from the Dragons and will draw more technical circuit diagrams of their design.
Outcomes / Children will
  • Carry out a series of enquiries that explore the effects of voltage on electrical circuit components
  • Record and present results graphically
  • Look at examples of festive lights and list key features
  • Create annotated drawings to represent their design ideas

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