Verbatim SoW objective: Review and evidence learning on skeletons, nutrition & rocks (Entry Level Science / UAS).
Arrival · 5 min
Pick a safe model or card to look at.
Offer a safe kit choice and short first–then cue.
Starter · 3 min
Think back. Say, sign or point.
- What stays the same in a fair water test?
- Is a finished brick raw or made?
- Where do animals get food?
Today I will check:
- I can show one fact.
- I can show what I used to find it.
- I can name one next step.
Ask three low-stakes prior questions; answers in note.
I do · 5 min
Watch one fact with one clue.
Words: skeleton · nutrition · rock · evidence
| Word | It means | Example |
|---|---|---|
| skeleton | bones that help hold a body up | I point to the bone model. |
| nutrition | what a body gets from food to grow and stay well | An animal gets nutrition from food. |
| rock | a solid thing from the ground | I can test a safe rock. |
| evidence | what you saw or did that helps show a claim | My rock sort shows my rule. |
Watch: I point to the bone model. It shows a skeleton. The bones help hold the body up.
Show me: Which object can show a fact about a rock: a safe sample or a food picture?
Pre-teach words; show the full model; ask the show-me check.
We do · 7 min
Match a real model to a fact.
Our turn: I point to a safe rock. I felt a rough side. My fact is ____.
Talk, then sort.
Ready to sort.
F · help
Point to one model. What can it show?
M · say why
Match one fact to the model or action that supports it.
H · stretch
Which fact needs a new check rather than a card?
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 class claims a clean plastic lid floats. Which evidence could check the claim?
Say why.
Take one quiet minute to reset.
Take all pupil responses at once; use decision rule and parallel hinge.
Independent · 8 min
Show work you did about body, food or rock.
Say it first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
F
Show one fact about a body or rock.
Say: I show ____.
M
Show two facts. Tell how you found one.
Say: I know ____ as I saw ____.
H
Pick your best real evidence. Why does it fit?
Say: This is good evidence as ____.
Go deeper: Pick a claim you cannot show. What could you check?
Evidence judge: Pick the best real result. Why does it fit?
Choose one adult for supported pupils, one for group; swap across the week.
Try it with kit · prepared model
Kit: Clean adult-checked model or rock, matching fact cards, tray
- Choose one checked model or sample and match an observed fact to it.
Risk: A loose or rough model part could scratch or fall.
Safe: Use checked blunt models on a tray. Keep small parts together and wash hands after shared kit.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review · 4 min
Hear one next step. Fix a part if you can.
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 know and how.
Read it back: I am learning to show a fact about bodies, food and rocks.
My feedback was… I showed…
Next I need to… try one small fix.
How I know: I can show one fact. I can show what I used to find it. I can name one next step.
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.