Verbatim SoW objective: Test rocks for hardness and whether they let water through.
Arrival · 5 min
Point to a safe rock.
Offer a safe kit choice and short first–then cue.
Starter · 3 min
Think back. Say, sign or point.
- How can we sort two rocks?
- What can we do with a clean tub?
- Name one body part that helps protect organs.
Today I will check:
- I can show a safe mark test.
- I can watch where drops go.
- I can tell what I saw.
Ask three low-stakes prior questions; answers in note.
I do · 5 min
Watch two safe tests.
Words: hardness · absorb · water · test
| Word | It means | Example |
|---|---|---|
| hardness | how hard a thing is to mark | The tool marks this rock. |
| absorb | take in a liquid | Water soaks in. |
| water | a liquid used in our test | I add three drops. |
| test | a check to find out | I test two rocks. |
Watch: Adult uses one blunt tool. A gets a mark. Three drops stay on top.
Show me: Is a wet top proof that water went right through?
Pre-teach words; show the full model; ask the show-me check.
We do · 7 min
Test two safe rocks.
Our turn: Mark B. Add three drops. The drops ____.
Talk, then sort.
Ready to sort.
F · help
Watch one drop. Point to the top or tray.
M · say why
Try the safe test. Say what happened.
H · stretch
Why must each rock get the same drops?
Try it with kit
Guess first: Will drops pass through?
Kit: Two safe rocks · Adult-held blunt tool · Dropper and tray
- Guess first.
- Adult tests a mark on each rock.
- Add three drops to A. Check the edge and below.
- Do the same on B. Record the route seen.
| Rock | Mark? | Water route seen |
|---|---|---|
Risk: Tools or rough rocks may hurt skin; spills may be slippery.
Safe: Let staff use the tool. Keep drops in the tray. Do not taste; wash hands after.
Check against the school risk assessment and CLEAPSS guidance. Adult handles tool, inspects edges and controls water; no dust or tasting.
Hand over the missing step; offer F or H route. Reset once.
We do 2 · 5 min
All of us show one choice.
Choose a step.
All of us: The tray under a new rock C is wet before the water test. What should the class do first?
Say why.
Take one quiet minute to reset.
Take all pupil responses at once; use decision rule and parallel hinge.
Independent · 8 min
Show each test. Record what you saw.
Say it first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
F
Point to a mark and a wet rock.
Say: I can see ____ on the rock.
M
Show both tests. Tell what you saw.
Say: The drops ____ on sample ____.
H
Why use the same tool and drops?
Say: This is fair as I kept ____ the same.
Go deeper: Could a hard rock also let water through? Use each test result.
Run-off check: A drop slides off. How will you fix the test?
Choose one adult for supported pupils, one for group; swap across the week.
Review · 4 min
Check one result. Hear a 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
Tell an adult what you saw.
Read it back: I am learning to test a rock in two ways.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can show a safe mark test. I can watch where drops go. I can tell what I saw.
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.