In this activity, learners are introduced to circuit diagrams as a way of representing electrical circuits. Learners are introduced to the symbols for battery, bulb, motor, buzzer, wire and switch. They are given opportunities to draw diagrams for given circuits and to construct circuits from given diagrams. Finally, learners are invited to draw diagrams and construct circuits from verbal descriptions.
How things work:
1.
the uses of electricity and its control in simple circuits
Communication: 1 & 2
Enquiry – Planning: 1, 2 & 3
Enquiry – Developing: 1, 5, 6 & 7
Enquiry – Reflecting: 1, 5 & 6
Tab 1
This tab aims to involve learners in a discussion about the different things that can be used to build an electrical circuit.
Initially, they are asked to list things that can be used to build a circuit, e.g., wires, bulbs, batteries, switches, crocodile clips, buzzers, motors, etc. Learners are then asked to consider how important each of the things in their list is in order to make a bulb light in a circuit. They categorise the things on the list as
‘essential’, ‘useful’ or ‘not required’. A battery, bulb and wires are essential, a switch and crocodile clips would be useful – in terms of good practice a switch would be deemed as essential though a bulb will light in a circuit without one. Any other item on their list might be deemed to be ‘not required’.
Tab 2
 This tab requires learners to match each photograph of a circuit component to the correct symbol used for that component.
The components are battery, bulb, motor, buzzer, switch and wire.

Tab 3
Tab 4
Tab 5
Tab 6
Tab 7
In this tab, learners are presented with an image of a torch. They are asked to draw a circuit diagram for the torch and to circle the points on the circuit diagram where faults might be found.
Opportunity to disassemble a torch will help learners appreciate the circuit within it.
This tab is designed to provide learners with the opportunity to look at and discuss circuit diagrams drawn by other children.
They are asked to consider five different circuit diagrams and to record what they think is good and what needs improving for each one.
The aim of this tab is to encourage learners to consider what is required in order to draw a correct circuit diagram. A diamond ranking template is provided and learners are required to record their ideas onto the grey cards. After discussing ideas they drag and drop the cards into the diamond ranking grid provided in order to rank order their ideas according to their level of importance.
In this tab, learners are asked to list their success criteria for drawing a correct circuit diagram. They are then required to use their ideas to produce an instruction leaflet that shows others how to draw correct circuit diagrams. Learners are encouraged to think about and discuss the communication skills they will need to consider and use when developing a leaflet. Learners are invited to present their leaflets to the class or other groups.
A random generator provides learners with five different circuit diagrams from which they are encouraged to build the circuit in each case.

Tab 8
This tab provides learners with five written descriptions of different circuits. Learners are asked to think about and discuss each of the descriptions before building the circuits. Once a circuit is built, the learners are required to draw the circuit diagrams on screen.