All lessons › Electric circuits › Lesson 3
Australian primary science · Year 6 · Lesson 3 of 3
Follow the energy
Inquiry question: What happens to energy in a circuit, and how do we stay safe with electricity?
Check practical materials
Observing
What students learn
A circuit transfers energy from the cell to components, which transform it into light, heat, sound or movement. Energy is not used up; it changes form.
Success criteria
- I can describe how energy is transformed by a component.
- I can use evidence (warmth, light, sound or movement) to support my claim.
- I can explain one way to stay safe with electricity at home.
Preparation and materials
Before this lesson: Students can build a working circuit with a switch (lesson 2).
- AA cells (1.5 V each) in 2-cell holders with leads — 13 holders (26 cells)
- Small torch globes (rated about 2.5 V) in holders — 13
- LEDs — 13
- Connecting wires with alligator clips — 39 (3 per pair)
- Paper clip switches from lesson 2 — 13
- Optional: small buzzers and small motors (rated 1.5–3 V) — A few to share between stations
- Pictures of home situations for the safety sort (cable near water, frayed cord, overloaded power board, fallen power line, kite near power lines, dry hands unplugging by the plug) — 13 sets or one on the screen
Teacher setup
- Check globes, LEDs and any buzzers and motors work with 2 AA cells.
- Set out buzzers and motors as shared stations if you have them. Many buzzers, like LEDs, only work one way round: mark their + lead.
- Prepare the safety pictures.
Safety and adaptations
- Only use the 1.5 V AA cells provided. Never use power points or mains electricity.
- Feel for warmth by holding a finger near the globe, not by gripping it.
- If a cell or wire gets hot, disconnect it straight away and tell the teacher.
- Keep fingers and hair away from a motor’s spinning shaft.
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 light a globe for one minute and check for light and warmth.
- Swap the globe for an LED and compare light and warmth.
- If available, visit the buzzer and motor stations.
- For each component, write the energy chain and the evidence.
- As a class, sort the home safety pictures into safe and unsafe, and give a reason using the words circuit, conductor or insulator.
Teacher modelling prompt
Light a globe for one minute, then hold a finger near it. Think aloud: “Light comes out, and it feels warm too. So electrical energy is being transformed into light and heat.” Write it as an energy chain on the board: chemical (cell) → electrical (wires) → light + heat (globe).
Record and explain evidence
Recording question: What does each component transform electrical energy into?
| Component | Energy in | Energy out (useful) | Energy out (also) | Our evidence |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim matches what we observed?
Check understanding
What should pupils know? Write the energy chain for a torch.
Explain with evidence: Why do LED lights help save money on power bills compared with old filament globes?
Apply the idea: Explain why you should never use a hair dryer near a bath full of water.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.