VOICE
Learner decision and meaning.→AUDIENCE / INFLUENCE
Receiving role, bounded response and report-back.
GROW · Science · Lesson 2 of 2 · DoGROW · Science · Autumn 2 · Week 7 · Do
Autumn Science: Explain, Check, Improve
SoW outcome: Review and evidence autumn science (Entry Level Science / UAS).
🎯 Learning objective: I can use real autumn science evidence to explain one linked idea, note a limit, and improve my work after feedback.
✅ Success checks for today's activity — not assessment criteria
- Choose one linked autumn science idea. Name the real evidence you used.
- Explain how the evidence supports the idea. Do not claim more than it shows.
- Use one response to make the work clear, fair or wider. Record what changed.
1 · Locate genuine evidence2 · Explain the link3 · Keep a fair limit4 · Save the checked change
🗂 evidence before claims⏱ 40 minutes↺ feedback is for revision
◆ Supported
Use a claim/evidence/reason frame and one evidence item. Respond in private to one feedback choice.
▲ Standard
Explain a linked idea with two evidence links, one limit and a saved change.
★ Stretch
Judge two accounts or two pieces of evidence. Then use the same thinking for a new linked question.
Staff qualification / truth boundary
This lesson may help make evidence for Pearson ELC Science 8939 or a local UAS review. Only the centre can assess it or claim an award. The lesson adds no new rule. The SoW cell adds no unit, code, criterion or level. This lesson imports none of those as new criteria.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 3 min
Arrival · retrieveStart with what is real
Get your W7A map. Put one marker by the link you trust most. Put one by a link that needs work.
InheritedUse authentic prior work, source cards or school-held records. Keep its date, page, filename or lesson title attached. Do not copy from memory when the genuine record is available.
Choose one strong linkPoint to the claim, then the evidence and the reason that joins them. Say whether the link is clear, partial or still uncertain. A precise symbol or label is enough.
Choose one repair pointMark a missing locator, a claim that goes too far, a reason that is unclear or a limit that has disappeared. Name the problem without fixing it yet.
Prepare the comparisonKeep the first version visible beside an empty change box. The first version is evidence of your thinking; it must not be erased when you improve it.
◆ Supported
Use two prepared markers: STRONG LINK and CHECK THIS. Point to the exact words, number, label or model feature that made you choose.
▲ Standard
Write a short locator and one sentence explaining why the selected link is useful. Keep one honest uncertainty beside it.
Ready check: you can show the genuine record, find the claim, find the evidence and show the space where a checked change will be recorded.
Least prompt first
Wait → self-prompt → visual cue → general verbal → specific verbal → model → direct support. Record adult support separately.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE protects quiet review · VOICE can be pointing, sorting, writing or speaking · AUDIENCE waiting · INFLUENCE waiting
⏱ 3 min
Starter · predictWhat would count?
Picture first: the same four topics. Today: one linked idea, its evidence, and its limit.
Read two accounts. One repeats a fact. One names evidence and links it to the claim. Find the sentence that shows the science thinking.
Account A
“The model has arrows.” Decide what is present and what is missing. Does this locate evidence, explain a link or state only a visible feature?
Account B
“The arrows point from the food to the animal, so the model shows the direction of energy transfer.” Identify the evidence words and the reasoning words.
Think → choose → explain or point → keep the first response visible.
Checking question: could another reader find the evidence and follow the reason without needing you to add a hidden detail?
Hold the distinction
A fluent repeated fact is not automatically an evidence link. Ask which words locate the record and which words explain what it supports.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE makes a private first choice · an agreed AUDIENCE receives the reason · INFLUENCE waits for feedback
⏱ 4 min
I Do · modelWatch the decision trail
⚠ Limit finder
Press a claim, then the honest limit that belongs beside it.
Press a card.
Neutral model: a labelled food-chain card shows grass → rabbit → fox. The claim is narrow: the arrows show the direction of energy transfer in this model.
1 · State a claim that the record can answer. “In this model, energy is transferred from the grass to the rabbit and then to the fox.”
2 · Name the evidence: source, result, note or labelled model. “The labelled arrows on source card FC-2 point grass → rabbit → fox.” A source ID and the visible feature make the record locatable.
3 · Use because or therefore to link them. Then add a fair limit. “The arrows support the transfer direction, but this card does not show the amount of energy transferred.” The limit prevents the evidence carrying a claim it cannot support.
Before feedbackKeep the original claim, locator, reason and limit visible. Do not tidy it away while the model is being checked.
After feedbackChange one precise part, then name what changed and why. The response is guidance, not a score or an assessment decision.
Model sentence frame: My claim is … The evidence is … This supports the claim because … It does not show …
Authorship boundary
Model the reasoning route with neutral content. Do not supply a fictional learner result, reconstruct old work or complete the learner's account for them.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE follows a visible model · AUDIENCE checks the reason and limit · INFLUENCE is not yet requested
⏱ 3 min
We Do · chooseChoose, then justify
Choose the move that makes the science more true, not just longer.
Select 1, 2 or 3, then explain the evidence clue.
ClearAdd the missing locator, label or science word so another reader can find the record and follow the link.
FairNarrow the claim, restore an uncertainty or state what the record cannot show.
WiderConnect the same reasoning to a second authentic record without inventing a result or changing the first one.
Checked changeKeep the first version. Write the new version beside it and name the response you used.
Accept the lightest response route
The learner may point, select, write, type or dictate exact words. Keep adult wording and learner meaning separate.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE chooses the revision move · AUDIENCE gives a bounded response · INFLUENCE is the visible checked change
⏱ 3 min
I Do 2 · testAccuracy includes limits
Read or hear the response. It is not a score. Choose: make clear, make fair or make wider.
First version: “The food chain proves all foxes eat rabbits.” Keep it visible even though it goes beyond the model.
Response: “Make fair: say what this card shows, not what every fox does.” The response identifies the boundary; it does not write the learner's revision.
Checked revision: “This card shows a possible grass → rabbit → fox feeding link.” Record the exact change. Keep the first draft so the change can be seen.
Keep
The first version, genuine source, learner choice and exact response that prompted the check.Do not add
A reconstructed result, invented quotation, hidden adult sentence, backdated event or assessment claim.Boundary test: can each new word be traced either to the genuine source or to the learner's own checked reasoning? Check again.
Do not upgrade
A clearer explanation remains teaching work until an authorised centre process says otherwise. Preserve uncertainty and missing evidence.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE revises without losing the first version · AUDIENCE gives a bounded check · INFLUENCE is recorded and attributable
⏱ 4 min
We Do 2 · rehearseBuild the route together
1 · Locate
Find the genuine record, source or prior idea. Keep its date, filename, page, lesson title or source-card ID attached.
2 · Connect
Explain what it supports and how. Use a label, result, observation or model feature that another reader can find.
3 · Limit
Keep uncertainty, missing evidence and adult decisions visible. Say what the record cannot show.
4 · ReceiveAsk for one bounded response: make clear, make fair or make wider. The learner chooses whether to use it and may ask for it again.
5 · ReviseChange one precise part without erasing the first version. Name the words, label, locator or limit that changed.
6 · CheckRead from claim to evidence to reason to limit. Remove any invented detail and keep “not found yet” when a source is absent.
7 · Hand forwardName the genuine record, learner contribution, adult support, saved change and next authorised action.
Use the Lesson 1 evidence map, local GROW Science W8–W13 lessons and the pack's source cards.
Shared rehearsal: one person operates or directs the cards; the group explains each placement. Shared talk may support the work, but the learner's own decision is recorded separately.
Select access, not an answer
Offer fewer cards, a visual sequence, exact-word scribing or private rehearsal. Keep the same locate → connect → limit → revise decision.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Shared VOICE rehearses the route · an agreed AUDIENCE checks it · INFLUENCE becomes one recorded revision
⏱ 16 min
Independent · evidenceMake the evidence trail usable
Make one evidence-led account from real autumn work. Include a claim, the place to find the evidence, the link, one limit and one clear change after a response. You may write, draw and label, use the school's approved audio route, or explain in private to an adult.
Use onlyGenuine prior work, local source cards, labelled models, real recorded results or a correction that is still visible.
You mayPoint, sort, draw, label, write, type, use the approved audio route or dictate your exact words.
Keep separateYour choice and meaning; shared rehearsal; adult preparation, prompting, exact-word scribing and filing.
◆ Supported
Use a claim/evidence/reason frame and one evidence item. Respond in private to one feedback choice.
Write or point one box at a time: My claim is … My evidence is … This supports it because … It does not show … The response was … I changed …
▲ Standard
Explain a linked idea with two evidence links, one limit and a saved change.
Add a locator for each evidence item. Compare what the two records show, then choose one clear, fair or wider revision.
★ Stretch
Judge two accounts or two pieces of evidence. Then use the same thinking for a new linked question.
Explain which evidence is more useful for the claim and why. Transfer the reasoning route, not an invented result, to the new question.
1 · Learner decisionWhich claim, evidence, limit and revision move the learner selected.
2 · Authentic source or actionThe genuine record, local card, labelled model, actual result or visible correction used.
3 · Learner meaningThe link, comparison, limit, question or revision expressed by the learner.
Claim checkMake it narrow enough for this record to answer. Replace “proves,” “always” or “all” when the evidence cannot carry those words.
Locator checkName the page, date, filename, lesson, result row, model label or source-card ID. If it is absent, write “not found yet.”
Link checkPoint to the exact evidence feature, then explain how it supports, refines or challenges the claim. Do not add a hidden detail.
Limit checkName what the record cannot show, what is uncertain or what another genuine record would need to check.
Response checkRecord the bounded response as make clear, make fair or make wider. It is guidance, not a mark or award decision.
Revision checkKeep the first version. Show the new version beside it and name the precise change that was made.
Worked evidence check: Begin with the claim, “This labelled model shows energy moving from grass to rabbit.” Ask: is the claim narrow enough for this model? Next write the locator: “Food-chain source card FC-2, arrows and labels.” Ask: could another person find the same feature? Then connect them: “The arrow from grass to rabbit supports the transfer direction.” Ask: have I explained the link, rather than only naming two things? Add a limit: “The card does not show how much energy is transferred.” Ask: have I kept the missing quantity visible? Receive one response: “Make clear: identify the exact arrow.” Keep those words as feedback, not as a score. Revise beside the first version: “The arrow labelled grass to rabbit shows the direction in this model.” Finally record: “I added the labels and kept ‘in this model’ because one diagram cannot show every feeding relationship.” Do not replace this neutral rehearsal with a learner biography, invented result or completed assessment record.
Checking questions: Can I find every source I named? Does each science claim match what the source can show? Have I used evidence words and reasoning words? Is the limit still visible? Can someone see the first version, the response and my change? Have I marked any shared decision or adult support honestly? If one answer is no, return to that box only. Keep the rest of the genuine trail unchanged. Use the honest route, not a shortcut.
End-of-task read-through: claim → locator → evidence → reason → limit → response → saved change. Remove invented detail. Keep shared work and adult support visible. If the evidence is missing, plan a locating check instead of reconstructing it.
Do not reconstruct
Never backdate, stage an event, invent a result or quotation, convert adult wording into learner voice, or turn this activity into an assessed claim.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Independent VOICE creates and revises the account · an agreed AUDIENCE receives it · INFLUENCE is the saved checked change
⏱ 4 min
Exit · hand forwardOne evidence link, one limit, one next step
Show the before and after change. Complete: 'My evidence supports… It does not show… I changed… because…'.
My evidence linkName the claim, genuine record and reason. Point to the exact source, result, label or model feature.
My honest limitSay what this evidence does not show or what still needs checking. Keep uncertainty visible.
My checked changeShow the first and revised versions. Name the clear, fair or wider response you used and the precise change.
Adult responseThe receiving adult names back the learner's link, limit and saved change. Adult preparation, prompting, scribing and filing stay separate.
Feeds next
The evidence trail is ready for a centre review. Any assessment or UAS choice stays with the right centre role. Close the loop: “I heard … You changed … The next check is … You will hear back …” If no further action is authorised, say that clearly.
The evidence trail is ready for a centre review. Any assessment or UAS choice stays with the right centre role. Close the loop: “I heard … You changed … The next check is … You will hear back …” If no further action is authorised, say that clearly.
Close without upgrading
The evidence trail is ready for a centre review. Any assessment or UAS choice stays with the right centre role.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE is received · AUDIENCE names the evidence and limit back · INFLUENCE is the visible saved change and next check