All lessons › Electric circuits › Lesson 2
Australian primary science · Year 6 · Lesson 2 of 3
Build it, switch it
Inquiry question: How can we build a circuit with a switch, and which classroom objects conduct?
Check practical materials
Classifying
What students learn
We can build a real circuit, add a switch made from a paper clip, and use the circuit as a tester to find conductors and insulators.
Success criteria
- I can build a circuit that lights a globe or LED.
- I can add a switch and explain how it works.
- I can test objects and sort them using my results.
Preparation and materials
Before this lesson: Students know a bulb needs a complete loop, and what conductors and insulators are (lesson 1).
- AA cells (1.5 V each), fresh — 26 (2 per pair)
- Holders for 2 AA cells, with wire leads — 13
- Small torch globes (rated about 2.5 V) in holders, or LEDs — 13 (plus a few spares)
- Connecting wires with alligator clips (or strips of folded aluminium foil and masking tape) — 39 (3 per pair)
- Metal paper clips (bare, not plastic-coated) — 13
- Metal split pins — 26 (2 per pair)
- Cardboard squares, about 8 cm × 8 cm — 13
- Test bag: coin, steel key or nail, eraser, plastic spoon, pencil sharpened at both ends, foil strip, rubber band, paper, wooden pop stick — 13 bags
Teacher setup
- Check every cell lights a globe before the lesson; remove flat cells.
- If using LEDs, check which leg is longer (the + leg) and show students.
- Make one switch in advance to show.
- Pack the 13 test bags.
Safety and adaptations
- Only use the 1.5 V AA cells provided. Never use power points, chargers or mains electricity.
- Never connect a wire (or foil) straight from one end of the cell to the other. This short circuit makes the cell and wire hot very quickly; if it happens, disconnect it straight away.
- If anything gets hot, stop and tell the teacher.
- Don’t open, cut or bite cells. Never mix old and new cells, or use any other kind of battery. Recycle used batteries properly; never put them in the bin.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Pairs build a circuit that lights the globe or LED.
- Add the paper clip switch and check it turns the light on and off.
- Leave a gap between two clips and predict whether each test object will light the globe.
- Test each object in the gap, record the result and sort into conductors and insulators.
Teacher modelling prompt
Build a circuit in front of the class: cell holder lead to the globe, globe to the second lead. The globe lights. Then make the switch: push two split pins through the card, hook a paper clip under one so it can swing across to the other. Think aloud: “Clip touching both pins: closed, loop complete, light on. Swing it away: open, gap, light off.” Then unclip one wire to leave a test gap.
Record and explain evidence
Recording question: Which classroom objects are conductors?
| Object | What it is made of | Prediction (lights or not) | Result (on, dim or off) | Conductor or insulator? |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Whose reason uses evidence from our test?
Check understanding
What should pupils know? Draw or describe a circuit with a cell, a globe and a switch.
Explain with evidence: Your circuit worked, but the globe went off when you put the eraser in the gap. Why?
Apply the idea: Your LED circuit doesn’t light, but the cells are good. Give two things to check.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.