Verbatim SoW objective: Research and present findings about the Solar System (ICT).
Arrival · 5 min
Choose the body that makes its own light: Sun, Earth or Moon.
Offer a predictable seat or standing spot and the first visual cue. No public test.
Starter · 3 min
Think back. Say, point or write one answer for each question.
- What shape is the Moon roughly?
- Why do we get day and night?
- What goes round Earth?
Today I will check:
- I can find a fact on a class source card.
- I can name the card that supports my fact.
- I can fix a claim that the card does not support.
Ask three low-stakes retrieval questions; prior coverage must be checked.
I do · 5 min
I read card B: Earth goes round the Sun. I point to card B as my source. A claim without a matching source is a guess.
Words: Solar System · planet · star · source
| Word | It means | Example |
|---|---|---|
| Solar System | the Sun and the objects that move around it | Earth is part of our Solar System. |
| planet | a large, nearly round body that moves around a star | Earth is a planet that moves around the Sun. |
| star | a hot body in space that makes its own light | The Sun is a star. |
| source | where a fact or idea comes from | Card B is my source for Earth’s orbit. |
Watch: Claim: Earth goes round the Sun → card B says the same → cite card B.
Show me: Card B says Earth goes round the Sun. Which card should I name with that claim?
Model the full reasoning step, pre-teach four words and ask the show-me question.
We do · 7 min
Card A is matched to Sun is a star. Card B has a fact but no label. Find the missing source label for Earth goes round the Sun.
Our turn: Claim: The Moon goes round Earth → card C says the same → cite card ____.
Talk, then sort.
Ready to sort.
F · help
Point to the sentence on card B and read or hear it before choosing its label.
M · say why
Share two facts and name each matching card.
H · stretch
Explain why card A supports the Sun claim but does not support the Moon claim.
Show the part-done example, then allow paired talk before an answer. One-minute reset inside this stage.
We do 2 · 5 min
Choose the claim that our class fact cards support. Show one answer at the same time.
Choose a step.
All of us: Which claim is backed by our class cards?
Point. Tell a partner why.
Take one quiet minute to reset.
All pupils answer the four-option hinge; use the decision rule, not a score.
Independent · 8 min
Share two facts about the Solar System. Name the class card that supports each fact. Correct one claim if its card does not match.
Talk first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or show a staff-captured photo.
F
Point to one fact and its source card.
Say first: Card ___ says ___.
M
Share two facts and name each matching card.
Say first: My fact is ___; card ___ supports it.
H
Use two cards to explain Earth’s place, then repair a false label.
Say first: Card ___ supports ___, but it cannot show ___ because ___.
Go deeper: A poster calls the Moon a planet. Use two class cards to repair the label and name both sources.
Source check: Two cards disagree about the Moon. Choose the supported claim, then name a reliable source for a further check.
One adult supports agreed pupils, the other holds the group; swap across the week. One-minute reset inside this stage.
Try it with kit · prepared model
Kit: Large prepared source cards, desk mat
- Place the prepared source cards beside the claims they support.
Risk: Loose source cards could fall onto the floor.
Safe: Keep cards on the desk mat and pick up any that fall.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review · 4 min
Hear which card backs your fact. Change a source label or fact if needed, then say what changed.
VF: hear one comment. NS(+): name a next step. //: edit one part. ?: ask for a read-back. Take one quiet minute.
Give a specific verbal comment (VF) and invite one self-edit (//) or read-back (?).
Exit · 3 min
Say one checked fact and point to the matching class card. Say which source label you fixed.
? Read it back: check a source and share a fact about the Solar System.
My feedback was… say what changed. Next I need to… name a fix.
How I know: I can find a fact on a class source card. I can name the card that supports my fact. I can fix a claim that the card does not support.
The adult hears you and chooses our next example. Take one quiet minute.
Hear the answer and name how it changes the next example or support. One-minute reset and handoff.