Verbatim SoW objective: Review and evidence autumn science (Entry Level Science / UAS).
Arrival · 5 min
Choose a model used this term. Point to one question it could help answer.
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 changed in last week’s fair test?
- What model can help with a toy motion question?
- Name one force you learned in Autumn 1.
Today I will check:
- I can choose a model that fits my question.
- I can give a clue that supports my answer.
- I can name one next step after feedback.
Ask three low-stakes retrieval questions; prior coverage must be checked.
I do · 5 min
I choose a question, then a matching model and clue. For day and night, the torch lights one side of a turning ball. I explain the place turning into shade. This is practice, not help during formal evidence.
Words: evidence · force · rotation · climate
| Word | It means | Example |
|---|---|---|
| evidence | a result or observation that supports a claim | A measured distance is evidence about a toy run. |
| force | a push or pull on an object | Friction is a contact force. |
| rotation | a turn around an axis | Earth’s rotation makes day and night. |
| climate | weather patterns over many years | Climate is not the weather on one day. |
Watch: Question: why does a place get night? → choose torch and turning ball → marked place turns away from light → explain Earth’s rotation.
Show me: Show me the model you would use for day and night.
Model the full reasoning step, pre-teach four words and ask the show-me question.
We do · 7 min
In practice, the question and torch-and-ball model are supplied. Complete the missing clue: what happens to the marked place as the ball turns?
Our turn: Question: what slowed the toy? → choose toy and surface → observe ____ → explain a possible force; check with repeat runs.
Talk, then sort.
Ready to sort.
F · help
Point to the torch and the marked place before naming the clue.
M · say why
Use a model and matching clue to explain a science idea.
H · stretch
Explain why a correct model can still leave out size, distance or other details.
Show the part-done example, then allow paired talk before an answer. One-minute reset inside this stage.
We do 2 · 5 min
Show everyone which model best helps explain day and night.
Choose a step.
All of us: A new question asks why a model sled stops sooner on a mat. Which kit can help test it?
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 science questions from forces, space or climate. Show an answer with a model and a matching clue. Use only your agreed support if this is formal evidence.
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 one question to its model.
Say first: For ___, I choose ___.
M
Use a model and matching clue to explain a science idea.
Say first: My answer is ___; I saw ___ in the model.
H
State one limit of a model and suggest a further check.
Say first: The model suggests ___, but I would check ___ because ___.
Go deeper: For one claim, give two checks and one model limit. Say which extra observation you would seek.
Two ways to check: Compare two model limits. Choose a claim neither can settle alone and name a new observation that would help.
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: Adult-prepared familiar model kit for the selected question
- Use only the prepared model selected for the agreed practice or formal task.
Risk: Loose model parts, a toy launch or a torch beam could cause harm if misused.
Safe: Keep model parts on the tray, launch only with adult permission and aim a torch away from eyes.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review · 4 min
In practice, hear one comment on claim and clue. Self-edit one mismatch. If this is formal evidence, receive and act on feedback after collection under the agreed conditions.
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
Tell the adult what you learned, which clue you used, your feedback and one next step. They use your answer to plan the next model or support.
? Read it back: use a model and a matching clue to show what you know in science.
My feedback was… say what changed. Next I need to… name a fix.
How I know: I can choose a model that fits my question. I can give a clue that supports my answer. I can name one next step after feedback.
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.