Science Skeleton Plan
Year Group: Y6
Lesson
Unit of Study: ELECTRICITY
Study unit
Objective
Working Scientifically
objective
Activity
Resources
Use recognised symbols
when representing a
simple circuit in a
diagram.
Use simple models to
describe scientific ideas.
Identifying scientific evidence
that has been used to support
or refute ideas or arguments.
Science Talk: Safety around
electricity.
Circuit components,
symbols
compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers and
the on/off position of
switches
Use recognised symbols
when representing a
simple circuit in a
diagram.
compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers and
the on/off position of
switches
Use recognised symbols
when representing a
simple circuit in a
diagram.
Use simple models to
describe scientific ideas.
Plan different types of
scientific enquiries to answer
questions, including
recognising and controlling
variables where necessary.
Use photos to make circuits
adapting and questioning
Circuit
components,
Photos of
circuits
Use simple models to
describe scientific ideas.
Record data and results of
increasing complexity using
scientific diagrams and
labels, classification keys,
tables, bar and line graphs.
Making circuits from diagrams
Write predictions, conclusions
Record with camera, flip camera
Circuit
components,
Symbol circuit
cards
Electrical symbols matching activity
compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers and
the on/off position of
switches
Use recognised symbols
when representing a
simple circuit in a
diagram.
associate the brightness
of a lamp or the volume
of a buzzer with the
number and voltage of
cells used in the circuit
compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
loudness of buzzers and
the on/off position of
switches
use recognised symbols
when representing a
simple circuit in a
diagram
associate the brightness
of a lamp or the volume
of a buzzer with the
number and voltage of
cells used in the circuit
compare and give
reasons for variations in
how components
function, including the
brightness of bulbs, the
Use simple models to
describe scientific ideas.
Plan different types of
scientific enquiries to answer
questions, including
recognising and controlling
variables where necessary.
Set challenges- volume/ brightness
Set up sequence of lights varying
battery / voltage
Light / wattage (1 min challenge)
Make predictions, discuss variables.
Record in circuit diagrams
Circuit
components,
timers
Use simple models to
describe scientific ideas. Use
test results to make
predictions to set up further
comparative and fair tests.
Report and present findings
from enquiries, including
conclusions, causal
relationships and
explanations of results, in oral
and written forms such as
displays and other
presentations.
Planning – Traffic Lights How could
it be done? Variables? Hypotheses
Plan test record - ICT
Circuit
components, s
Access to all
circuit
components to
select
appropriate
materials
Use simple models to
describe scientific ideas. Use
test results to make
predictions to set up further
comparative and fair tests.
Report and present findings
from enquiries, including
conclusions, causal
relationships and
explanations of results, in oral
Carry out investigation and evaluate
What would you change?
Photo / video evidence
Link to ICT program on Control.
Circuit
components,
timers
loudness of buzzers and
the on/off position of
switches
use recognised symbols
when representing a
simple circuit in a
diagram
and written forms such as
displays and other
presentations.