Verbatim SoW objective: Identify everyday uses of different rocks (links D&T / Construction).
Arrival · 5 min
Look at a safe sample or roof card.
Offer a safe kit choice and short first–then cue.
Starter · 3 min
Think back. Say, sign or point.
- What two checks did we use on rocks?
- Name one way to sort rocks.
- What helps bones move?
Today I will check:
- I can name one rock use.
- I can check one rock feature.
- I can say why the feature helps.
Ask three low-stakes prior questions; answers in note.
I do · 5 min
Watch one match: feature to job.
Words: rock · hard · slate · property
| Word | It means | Example |
|---|---|---|
| rock | a solid thing from the ground | This is a safe rock sample. |
| hard | not easy to mark or change | This hard rock takes little mark. |
| slate | a rock that can split into thin sheets | A slate tile can cover a roof. |
| property | a thing you can check | This slate is thin. |
Watch: This slate sample is thin. Slate can make a roof tile. I match it to a roof.
Show me: What feature of the slate helped our roof example?
Pre-teach words; show the full model; ask the show-me check.
We do · 7 min
Match each sample to a possible job.
Our turn: This sample leaves a mark on the small board. I match it to ____.
Talk, then sort.
Ready to sort.
F · help
Point to one job card. Feel one safe sample.
M · say why
Match a sample. Say which feature helps.
H · stretch
Could one rock be good for one job but poor for another?
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: A new sample stays firm in a safe pressure test. Which possible job fits that clue?
Say why.
Take one quiet minute to reset.
Take all pupil responses at once; use decision rule and parallel hinge.
Independent · 8 min
Choose a sample and show its use.
Say it first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
F
Match one sample to one job.
Say: I match ____ with ____.
M
Choose a rock and say what feature helps.
Say: This ____ can do the job as it is ____.
H
Why could a soft rock fail on a busy path?
Say: For a ____, I choose ____ as ____.
Go deeper: Can one rock suit two jobs? Show the need for each job.
Job switch: Choose a sample for a roof and a mark. Test each reason.
Choose one adult for supported pupils, one for group; swap across the week.
Try it with kit · prepared model
Kit: Clean blunt adult-checked rock samples, job cards, tray
- Feel one safe face, compare a feature with a job card, then give a reason.
Risk: A rough or sharp sample edge could scratch skin.
Safe: Use clean blunt samples on a tray. Do not taste or make dust; wash hands after.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review · 4 min
Check your reason. 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
Tell an adult why your match fits.
Read it back: I am learning to match a rock to a job.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can name one rock use. I can check one rock feature. I can say why the feature helps.
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.