Opening

GROW · SCIENCE · Lesson 11 of 11

Show the science you can explain

Learning intention

Use evidence to explain life cycles and apply selected spring science ideas in a teacher-authored checkpoint.

Today is a short teacher-authored checkpoint.

First practise how to use evidence.

The independent cases stay unseen until later.

Success looks like

Describe a life-cycle sequence and a meaningful comparison.
Explain a body-system job accurately.
Use material-test data and state a limit.

Retrieval

GROW · SCIENCE · Lesson 11 of 11

Remember the evidence habits

R1. Why include units with a number?

R2. What does “in this test” tell a reader?

R3. Can an adult read a question without giving the answer?

I do

GROW · SCIENCE · Lesson 11 of 11

I model how to answer, not the checkpoint

I read the question before choosing evidence.

I select a matching observation.

I explain the link in one clear sentence.

A worked example uses evidence

Diagram description

A simplified scientific sequence: Read the question; Find a matching
observation; Explain what
it supports. Training example only. Checkpoint cases come later.

I do

GROW · SCIENCE · Lesson 11 of 11

I inspect the comparison conditions

The training car and ramp height stay the same.

The surface changes.

A fair comparison reduces other explanations.

Training toy-car comparison

Diagram description

Two equal-height ramps lead onto surfaces A and B. The same toy car, release point and measuring rule are used. This training example is separate from the independent checkpoint.

Continue within this stage’s shared time.

I do

GROW · SCIENCE · Lesson 11 of 11

I bound the training claim

The A values exceed the B values here.

I use a pair of values with centimetres.

I do not promise the same result everywhere.

Separate observation from overclaim

Diagram description

A simplified scientific sequence: Observed:
the car travelled farther on A; Supported:
in these trials; Not established:
always, everywhere. Training sample data: A 60, 58 cm; B 40, 42 cm.
A claim must stay within the evidence.

Continue within this stage’s shared time.

We do

GROW · SCIENCE · Lesson 11 of 11

Training editor: improve the response

Go to interactive investigation

W1. On which surface did the car travel farther in both trials?

W2. Give one pair of numbers and units.

W3. Repair “A always wins everywhere”.

Constructed training data; different from the checkpoint.
Training surface	Trial 1 / cm	Trial 2 / cm
A	60	58
B	40	42

My response — say it, sketch on paper or type

Training editor: evidence before the checkpoint

Predict first, test the model, then explain using the evidence. Move at your own pace; paper W1–W3 tasks assess the same reasoning.

Decision 1 of 3

What should you read first?

Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.

We do

GROW · SCIENCE · Lesson 11 of 11

Choose useful feedback

Response: “A is best because I like it.”

Which feedback helps: add a number, or write faster?

Explain your choice.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

We do

GROW · SCIENCE · Lesson 11 of 11

Prepare for independent work

Keep the response routine.

Put the training sheet aside.

Wait for your selected checkpoint page.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Hinge

GROW · SCIENCE · Lesson 11 of 11

Which is a useful evidence sentence?

Use the training example only.

You do

GROW · SCIENCE · Lesson 11 of 11

Your independent investigation

Open your selected checkpoint route now.

Work independently on all three science cases.

Ask for reading support if needed.

My response — say it, sketch on paper or type

You do

GROW · SCIENCE · Lesson 11 of 11

Use the evidence

Use the evidence printed on your route.

Show a reason as well as a choice.

Put a question mark beside anything uncertain.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

You do

GROW · SCIENCE · Lesson 11 of 11

Check before sharing

Does my explanation answer the question?

Have I named the evidence or process?

Have I kept the conclusion within its limits?

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Review

GROW · SCIENCE · Lesson 11 of 11

Compare and improve

Submit before seeing the worked answers.

Compare one response with the criteria.

Choose one precise improvement.

My response — say it, sketch on paper or type

Review

GROW · SCIENCE · Lesson 11 of 11

A question worth investigating

Suggest one next question about this lesson’s evidence.

Choose a question whose answer would improve our model.

My response — say it, sketch on paper or type

Continue within this stage’s shared time.

Exit

GROW · SCIENCE · Lesson 11 of 11

Show the science you can explain

E1. Which science area is most secure for you?

E2. Write one corrected explanation after feedback.

E3. Name the evidence that supports it.

My response — say it, sketch on paper or type

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

1 • Training only: evidence habits

Use during I do and We do. Keep the checkpoint route face down until You do. The numbers below are constructed toy-car data.

Surface	Trial 1 / cm	Trial 2 / cm
A	60	58
B	40	42

Same method

Same toy car, ramp height, release point and distance rule. Only the surface changes.

Claim to improve

“The car always travels farther on A in every situation.” Two trials cannot establish every possible condition.

Evidence frame

In these trials, ____ . For example, ____ cm compared with ____ cm.

Access

Questions may be read aloud. A scribe records your own explanation, not an adult’s answer.

W1. On which surface did the car travel farther in both trials?W2. Give one pair of values and units.W3. Improve the claim and suggest one useful next check.

2 • Supported checkpoint: three science cases

Open only at You do. Work independently. Teacher may read the words.

Case A: a ladybird has egg → larva → pupa → adult stages. A common frog has egg → tadpole → froglet → adult stages.

S1. Which animal has a pupa stage? Ladybird Common frog

S2. Give one life-cycle similarity and one difference.

S3. Which job belongs to the heart? Pumps blood Digests whole food

Case B: constructed cooling data. Same bottles, starting at 30 °C, in a 20 °C room. After 10 minutes: no sleeve 24 °C; thick sleeve 28 °C.

S4. Which bottle cooled less in this test? No sleeve Thick sleeve

S5. Explain your choice using one temperature. Does the sleeve stop all energy transfer forever?

3 • Standard checkpoint: explain the evidence

Open only at You do. These are new cases and constructed data.

Life-cycle cards: ladybird—egg, larva, pupa, adult; dragonfly—egg, aquatic nymph, adult. Both adults can produce a new generation.

N1. Give one similarity and one difference between these cycles. Explain the arrow from adult to new eggs.N2. Explain how digestion and blood transport work together. State the heart’s job.

Bottle sleeve	Start / °C	After 10 min / °C
None	30	24
Thick fabric	30	28

Constructed sample data: same bottles and fill, same 20 °C room, one trial per sleeve.

N3. Which bottle cooled less? Calculate both falls and explain the effect of insulation.N4. Give one limit and one useful improvement to this test.

4 • Stretch checkpoint: test the claims

Open only at You do. Support each explanation; do not claim more than the cases show.

Life-cycle evidence: ladybird has egg → larva → pupa → adult. Dragonfly has egg → aquatic nymph → adult. Platypus is an egg-laying mammal whose young receive milk.

T1. Evaluate “every young insect becomes a pupa” and “all egg-layers are birds”. Use a named counterexample for each.T2. Repair “The heart digests food and sends whole crumbs to tissues”. Link two systems accurately.

Sleeve	Start / °C	10 min / °C	Thickness
None	30	24	0 mm
Fabric	30	28	8 mm

Constructed data: same bottles and fill; 20 °C room; one trial each.

T3. Compare temperature falls. Explain why this does not prove fabric stops all energy transfer.T4. Design one additional comparison to test thickness. Name a control and the measurement.

5 • Feedback and next step

Complete after submitting the independent checkpoint. This page records improvement, not a new independent score.

E1. Which area is most secure: life cycles, body systems or materials? Name evidence from your answer.E2. Write one corrected scientific explanation after feedback.E3. What observation, number or process supports the correction?E4. Choose one precise next practice task.Reflection. Which kind of support helped you show your own science?