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Australian primary science · Years 5–6 · Lesson 1 of 1
Circuit Detectives
Inquiry question: Which model circuits will light a bulb?
Marked no materials needed
Analysing a supplied case file
What students learn
Use low-voltage model cases to explain complete conducting paths and identify faults.
Success criteria
- I can read the supplied evidence accurately.
- I can support an explanation using two details.
- I can identify a claim that goes beyond the evidence.
Preparation and materials
Before this lesson: Know that a cell, bulb and connecting path form a simple circuit. No physical electricity is required.
- Charged iPad per individual or pair — One per student or pair
- Projector — One
Teacher setup
- Open the assigned lesson and present the slides.
- Show the lesson QR; students enter one or two names and start.
- Use the lesson timings: allow 45–55 minutes plus first-use sign-in time. Do not add copying to fill a full hour.
- All evidence is supplied in the lesson. No equipment, worksheets or external websites are necessary.
Safety and adaptations
- Screen-based evidence inquiry only. Do not perform physical experiments or imitate hazards described in the case files.
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.
- Use the bulb-contact model; predict ON/OFF for A–E before opening the check.
- Trace each path through the filament, from one cell terminal to the other.
- Open the outcome check and compare it with your predictions.
- Explain an exact correction for B, D and the less obvious E.
- Swap fault explanations; name a real-circuit factor the ideal model leaves out.
Teacher modelling prompt
Trace A from cell through closed switch and bulb back to cell. Compare its complete path with B's open switch before checking the model outcomes.
Record and explain evidence
Recording question: Which model circuits will light a bulb?
| Card | My prediction and reason | Checked finding / fix |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim is more strongly supported? Quote evidence and explain why.
Provided example or reference data
Idealised low-voltage circuit outcomes
| Card | Connection to inspect |
|---|---|
| A | Closed switch; wires reach the bulb side and bottom tip |
| B | As A, but switch open |
| C | As A, with a metal bridge touching both ends of a wire gap |
| D | As A, with dry plastic bridging a wire gap |
| E | Closed wires both touch bulb side; bottom tip not connected |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? What is a complete circuit?
Explain with evidence: Why is Card D OFF?
Apply the idea: Two wires touch the same bulb side contact; the bottom tip is unconnected. Explain one correction.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.