Verbatim SoW objective: Compare and group rocks by their appearance and simple properties.
Arrival · 5 min
Look at two safe rocks. Point to one you know.
Offer a safe kit choice and short first–then cue.
Starter · 3 min
Think back. Say, sign or point.
- What are three ways to use less waste?
- How do animals get food?
- Which part helps you move with bones?
Today I will check:
- I can look and feel.
- I can sort two rocks.
- I can tell my sort rule.
Ask three low-stakes prior questions; answers in note.
I do · 5 min
Watch one rock sort.
Words: rock · grain · property · group
| Word | It means | Example |
|---|---|---|
| rock | a solid thing from the ground | I hold a safe rock. |
| grain | a small bit in a rock | I see tiny grains. |
| property | a thing you can check | This rock feels rough. |
| group | things put together by a rule | These rocks are smooth. |
Watch: This rock feels rough. I put it with the rough rocks.
Show me: Point to the sample that feels rough.
Pre-teach words; show the full model; ask the show-me check.
We do · 7 min
Feel two rocks. Sort safe samples.
Our turn: This rock feels smooth. I put it with the ____ rocks.
Talk, then sort.
Ready to sort.
F · help
Feel one safe rock. Point to rough or smooth.
M · say why
Sort two real rocks. Say your rule.
H · stretch
Can one rock fit two groups? Name each rule.
Try it with kit
Guess first: Will the safe rocks feel the same?
Kit: Two or more clean blunt rock samples · Optional hand lens · Practice cards
- Look at each sample.
- Feel a safe face.
- Choose one sort rule.
- Place each rock in a group.
- Check each group against the rule.
| Rock | Feature | Group |
|---|---|---|
Risk: A rough edge may scratch skin.
Safe: Use clean blunt rocks. Keep them on the tray. Do not taste; wash hands after.
Check against the school risk assessment and CLEAPSS guidance. Check edges; no rock dust or tasting.
Hand over the missing step; offer F or H route. Reset once.
We do 2 · 5 min
Choose one answer. All of us show it.
Choose a step.
All of us: Two rocks look alike. How can you sort them?
Say why.
Take one quiet minute to reset.
Take all pupil responses at once; use decision rule and parallel hinge.
Independent · 8 min
Sort a safe rock. Show your rule.
Say it first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
F
Look at two rocks. Point to one change.
Say: This one feels ____.
M
Sort two rocks by one thing you can check.
Say: I put these in one group as they are ____.
H
Sort the same rocks in two ways. Tell why.
Say: I can sort them by ____ and by ____.
Go deeper: Could one rock fit two groups? Show both rules.
Rule test: Swap the rule. Which rocks move group, and why?
Choose one adult for supported pupils, one for group; swap across the week.
Review · 4 min
Show one sort. Hear one next step.
Hear feedback (VF) and one next step (NS(+)). Edit one part (//).
Take one quiet minute to reset.
Give VF and one NS(+); invite one self-edit. Reset once.
Exit · 3 min
Show your rule to an adult.
Read it back: I am learning to look at rocks and sort them.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can look and feel. I can sort two rocks. I can tell my sort rule.
Tell your teacher. They will pick our next start.
Take one quiet minute before the next lesson.
Hear feedback and next step, choose next start, then one-minute reset.