Arrival · 5 min
Place a dot on the ball. Point to the side lit by the torch.
Offer a seat or standing spot. End with a one-minute reset.
Starter · 3 min
Think back. Say, point or write one answer for each question.
Last time · earlier · last term
- What goes around Earth?
- Name one mechanism from our forces work.
- Name one force from our first science week.
How I know
- I can point to the day and night sides.
- I can turn the model and explain when night comes.
- I can explain why the Sun seems to move.
Ask three low-stakes questions without a public test.
I do · 5 min
Watch: the torch stays still. I turn the ball. The dot has day when it faces the light. It has night when it faces away.
Earth’s rotation brings day and night.
Earth turns around its axis.
The ball makes a shadow on the desk.
Earth’s orbit takes it around the Sun.
Model the full sequence. Keep light out of eyes. Ask the show-me check.
We do · 7 min
Now try the same model. Two steps are done. Complete the last step: turn the dot away and name what comes next.
Predict: if the dot turns away from the torch, will it have day or night?
Kit: torch, ball or globe, removable dot. Aim light at the ball, away from faces.
- Place the dot on the ball.
- Keep the torch still.
- Turn the dot to face the torch. Record day or night.
- Turn the dot away. Record day or night.
| Dot faces | Day or night? |
|---|---|
| Torch | |
| Away |
Risk: Torch beams can dazzle eyes; a loose ball may roll away.
Safe: Aim the torch at the ball, never at eyes. Keep the ball on the tray or stand.
Check against the school risk assessment and CLEAPSS guidance. Do not shine the torch into eyes.
F · Support
Point to the torch and dot before naming the missing step.
M · Link
Fill the blank and explain why.
H · Stretch
Explain why the torch need not move to change the view at the dot.
Wait for the missing step. End with a one-minute reset.
We do 2 · 5 min
Turn the ball. Choose where the dot is when it is night. Show your choice with the group.
Everyone answers
On a new ball model, the red dot has just turned from light into shade. What does the shade represent?
All answer: finger-vote, board, card, thumbs or point. Your teacher chooses the next step.
Use an all-pupil hinge response and the decision rule in the note.
Independent · 8 min
Show day and night at the dot. Explain why the Sun seems to move, even when our torch stays still.
Show it your way: Point, sign, speak, draw, type or write. A scribe can help. Staff can take a photo of what you show.
You can plan in any language. Say your idea first, then write or draw it if you choose.
F · First step
Point to the lit side and the dark side.
Say: I point to ___ for day and ___ for night.
M · Make the link
Explain what the dot sees as Earth turns.
Say: The dot has night when ___ because ___.
H · Harder thinking
Explain why the Sun seems to move across our sky while the model torch stays still.
Say: The Sun seems to move because ___. The model shows ___.
Stretch · Two dots, one turn: Two dots, one turn: test the claim that the Sun goes round Earth each day. Show the motion that explains both dots. Name one limit of the torch model.
One adult supports agreed pupils, the other holds the group; swap across the week. One-minute reset at end.
Review · 4 min
Tell a partner what your model shows. Hear one comment. Change one part and say what you changed.
My feedback was… to check which way the dot faces.
Try a fix: turn the dot or change one phrase (//). Ask “Read this back to me” (?) if that helps.
Give one specific comment, invite a self-edit (//) or read-back (?).
Exit · 3 min
Show how you know. Tell us your feedback and next step. Say, point, sign, draw or write.
Check each goal
- I can point to the day and night sides.
- I can turn the model and explain when night comes.
- I can explain why the Sun seems to move.
How I know: I can turn the model and explain when one place has day and night.
NS(+) · Next I need to: check the dot before I name day or night.
Who hears it: Your teacher or TA sees or hears your answer. They use it to choose the next model or help.
Hear answer, choose next model or help; hand over highest prompt and independent part.