1. The lesson plan introduces students to simple electric circuits involving cells. Students will learn the components of a circuit including cells, wires, and bulbs and how electricity flows through a circuit. 2. An activity uses tape on the floor to demonstrate the flow of electricity, with one student representing the cell and another the bulb. Students will work in groups to build simple circuits and make predictions about what is needed to light a bulb. 3. Assessment tools include oral questions, worksheets, and practical activities like circuit building to evaluate if students can correctly identify circuit components and understand how electricity moves through a circuit.

1. Lesson Plan for Science Subject for Grade 2
Subject: Science Topic: Making a circuit
Warm-up: 5-10 min
Begin the lesson by showing a picture of children touching the metal parts that gives an
electric shock.
Comments: Assure that the students understand what the teacher is talking to, and
encourage them to participate in the class discussion.
Learning outcomes Teaching strategy
Cognitive Objective :
Student should be able to :
1. Recognise the components of simple
circuits involving cells.
2. Use first- hand experience.
3. Talk about risk and how to avoid danger.
4. Make and record observations.
Methods and activity:
1.Brainstorming: Recognise that the electricity has to be
able to move around the circuit from one end of the
cell, along the wires, through all the components and
back to the cell.
2. Use masking tape to mark out a large rectangular
circuit on the floor. These strips of masking tape
represent the metal in the wires and that they are
going to act out being electricity. Explain that the cell
pushes the electricity to make it move around the
circuit. Ask this ‘cell’ to stand on one side of the
circuit and give each learner a gentle tap on the back
as they shuffle past. Ask the ‘cell’ to say ‘push’ each
time they tap a learner. They should only shuffle
around the circuit as long as they can hear the cell
repeating ‘push’. Choose one other learner to act as
the bulb and stand on the opposite side of the circuit
to the cell. As long as the electricity is moving, the
‘bulb’ can hold their hands in the air and smile to show
that the bulb is on. If the electricity stops, the ‘bulb’
should drop their arms and look sad. Take care here
with any cultural sensitivity around learners tapping
each other.
3. Mains electricity is dangerous because the ‘push’ is
so strong that it can move through water and even
through people. This is why people can get electric
shocks.
4. Group work: work outhow to build a simple
circuit that lights a bulb

2. 5. Identify simple patterns and
associations.
Skills Objective:
6. Talk about predictions (orally and in
text), the outcome and why this happened.
7. Ask questions and suggest ways to
answer them.
8. Make suggestions for collecting
evidence.
5. Encourage learners to make predictions by telling
their partners what they think they need to do
and why. Encourage learners to investigate
reversing the battery connections.
5.1. Learners should find Activity 5.3 fun to do.

3. Day / Date 5 March./
Sun
7 March/
Tues
9 March/
Thurs
Class
2A,B 2A,B 2A,B
Period
1st
, 5th
5th
, 6th
1st
, 2nd
Objectives
achieved
Estimated
Time
Teaching
Aids
Assessment Assessment Tools
1) 10 min
2) 20 min
3) 25 min
4) 15 min
5) 15min
Students book:
Models:
Posters:
 Educational
Books:
Samples:
Experiment:
Others:
https://www.youtub
e.com/watch?v=INB
YuA6KoLA
1. Why people get an electric
shocks?
2. How to make a light bulb up?
3. What do these circuits do?
(a cell, a cell holder, a bulb, a
bulb holder, two wires)
Fill in the blanks.
A __________ pushes electricity
around a circuit.
The _______ lights up when
electricity goes through it.
Oral Works
Home Works
Practical Activities
 Sort Questions
 Short Tests
Home Work:
1) Worksheet 5.3
Maria Victoria De Leon Nusrat Wajid Amer Al Timmimy
Teacher Coordinator, Science Department School Principal

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