Verbatim SoW objective: Consolidate forces, space and climate; answer scientific questions.
Arrival · 5 min
Match each question to a kit card: toy and surface, globe and torch, or warming chain.
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.
- Give one link in the warming chain.
- Name one fact our Solar System cards support.
- How can friction affect a moving toy?
Today I will check:
- I can match a question to a model.
- I can give a claim with a matching clue.
- I can say one thing the model cannot show.
Ask three low-stakes retrieval questions; prior coverage must be checked.
I do · 5 min
I choose a toy for a motion question. The toy went less far on rough paper in this run. I must repeat before I claim why.
Words: force · rotation · evidence · climate
| Word | It means | Example |
|---|---|---|
| force | a push or pull on an object | Friction is a force that can slow a toy. |
| rotation | a turn around an axis | Earth’s rotation brings day and night. |
| evidence | an observation or result that supports a claim | The shorter run is evidence for my answer. |
| climate | weather patterns over many years | A hot day alone does not show a climate trend. |
Watch: Toy motion question → choose toy and surface → measure distance → test friction as one cause.
Show me: If my question is about day and night, should I point to the toy or torch-and-ball?
Model the full reasoning step, pre-teach four words and ask the show-me question.
We do · 7 min
Torch and ball are chosen for day and night. Add the missing clue. Say why it fits.
Our turn: Day and night question → choose torch and ball → observe ____ → explain Earth’s turn.
Talk, then sort.
Ready to sort.
F · help
Show the torch and marked ball; point to the place that moves into shade.
M · say why
Give an answer and a matching clue.
H · stretch
Explain why a toy run cannot test a climate claim even when it gives a clear result.
Try it with kit
Guess first: Which surface may let the same toy travel farther?
Kit: Small toy · Rough and smooth paper · Start line · Ruler · Torch and ball · Warming cards
- Mark one start and use the same toy.
- Launch twice on each surface in the same way.
- Measure each run and record it.
- Use other models only for their own questions.
| Surface | run 1 | run 2 |
|---|---|---|
| Rough | ___ | ___ |
| Smooth | ___ | ___ |
Risk: A moving toy may hit someone or fall from the table.
Safe: Use a low clear track. Keep hands and faces away from the run.
Check against the school risk assessment and CLEAPSS guidance. Keep kit at desk height and torch light out of eyes. Do not infer a cause from one uncontrolled run.
Show the part-done example, then allow paired talk before an answer. One-minute reset inside this stage.
We do 2 · 5 min
A toy travels less far on rough paper in this example. Choose the best idea to test.
Choose a step.
All of us: A model trolley stops sooner on a mat than on a smooth board. Which idea is relevant to test?
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
Choose two stations. Give a claim and matching clue for each. Name one limit.
Talk first. You can plan in any language.
Point, sign, speak, draw, type, write, use a scribe or show a staff-captured photo.
F
Match a question to a model.
Say first: For ___, I choose the ___ model.
M
Give an answer and a matching clue.
Say first: My claim is ___; the clue is ___.
H
Compare two models, clues and limits.
Say first: The ___ model fits because ___, but it cannot show ___.
Go deeper: Compare two models: what can each show and miss?
Model limits: Two toy runs differ on one surface. Can friction alone explain this? Choose one control that would help.
One adult supports agreed pupils, the other holds the group; swap across the week. One-minute reset inside this stage.
Review · 4 min
Does your clue fit? Fix one clue or add a limit.
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
Name a model, claim and clue. Say what changed after feedback.
? Read it back: choose a model that fits a science question and use a matching clue.
My feedback was… say what changed. Next I need to… name a fix.
How I know: I can match a question to a model. I can give a claim with a matching clue. I can say one thing the model cannot show.
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.