Verbatim SoW objective: Plan and carry out a simple fair test on rocks.
Arrival · 5 min
See two rocks and a dropper.
Offer a safe kit choice and short first–then cue.
Starter · 3 min
Think back. Say, sign or point.
- Name one raw and one made item.
- Why can slate suit a roof?
- How can food help a body?
Today I will check:
- I can name what we change.
- I can name what stays the same.
- I can record what I see.
Ask three low-stakes prior questions; answers in note.
I do · 5 min
Watch a fair water check.
Words: fair test · same · change · result
| Word | It means | Example |
|---|---|---|
| fair test | a check with one planned change | I use three drops each time. |
| same | not changed in each try | I use the same water. |
| change | make one thing different | I change the rock. |
| result | what the check showed | A drop stayed on top. |
Watch: A gets three drops. I wait one count. B gets the same.
Show me: Do three drops on A and ten on B keep the water amount the same?
Pre-teach words; show the full model; ask the show-me check.
We do · 7 min
Plan and run the same steps.
Our turn: A gets three drops. B gets ____ drops. I wait the same time.
Talk, then sort.
Ready to sort.
F · help
Place three dot counters by each rock.
M · say why
Plan what stays the same and what changes.
H · stretch
Why could different sample sizes spoil this check?
Try it with kit
Guess first: Will the drops act the same?
Kit: Two like-size safe rocks · Dropper · Tray
- Guess first.
- Add three drops to A. Wait one count.
- Do the same on B.
- Record and compare.
| Rock | Drops | What happened? |
|---|---|---|
Risk: Rock edges may scratch skin; water may spill.
Safe: Use blunt rocks in a tray. Wipe spills. Do not taste; wash hands after.
Check against the school risk assessment and CLEAPSS guidance. Use clean blunt samples; control the water and dry any spill.
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: New samples C and D get four and nine drops. Is the water amount controlled?
Say why.
Take one quiet minute to reset.
Take all pupil responses at once; use decision rule and parallel hinge.
Independent · 8 min
Test two rocks. Record what you see.
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 what stays the same.
Say: I keep ____ the same.
M
Plan one fair water check.
Say: I change ____ and keep ____ the same.
H
One rock is much larger. How could you compare?
Say: The check may fail if ____; I will ____.
Go deeper: Drops run off an edge. Did water pass through? Fix it.
Fairness repair: Find two unfair steps. Fix them.
Choose one adult for supported pupils, one for group; swap across the week.
Review · 4 min
Check two rows. 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
Say what stayed the same.
Read it back: I am learning to keep a rock test the same each time.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can name what we change. I can name what stays the same. I can record what I see.
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.