1. Source
Burning oil or coal adds which greenhouse gas?
Help beside the question
Point, choose or say. Use carbon dioxide.
Answer guidance
Answer: Carbon dioxide.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 2 MINUTES · Aut2·W4
Follow the Warming Chain · Classic
Learning objective
I can explain how extra greenhouse gases affect warming, then plan a safe action and a useful way to check it.
Success looks like
- Link a human activity to greenhouse gases and warming.
- Distinguish weather, climate, mitigation and adaptation.
- Use comparable before/after evidence without overstating what it proves.
A self-contained 40-minute Classic alternative: follow the cause, explain an effect, then complete one evidence-based Record A with a useful action.
One 40-minute Classic alternative
Use this self-contained lesson instead of the paired version where appropriate. It is not an extra compulsory week.
Point, speak, sign, move cards, draw, write or direct an adult. Choose one route; equivalent science evidence does not require a written conversion.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 5 MINUTES
Four clues to start
Choose a route. Today’s responses decide the help you use. No previous worksheet is needed.
Supported · 4 questions
2. Not a lid
Can some infrared energy still leave Earth?
Help beside the question
Point, choose or say. Follow the outgoing arrow.
Answer guidance
Answer: Yes.
3. Land ice
How can warming land ice affect sea level?
Help beside the question
Point, choose or say. Melting adds water to the ocean.
Answer guidance
Answer: Melting land ice can add water and raise sea level.
4. Useful action
Which targets a cause: reduce unnecessary energy demand or only draw a bigger poster?
Help beside the question
Point, choose or say. Look for a direct mechanism.
Answer guidance
Answer: Reduce unnecessary energy demand.
Standard · 4 questions
1. Source
Burning oil or coal adds which greenhouse gas?
Help beside the question
Use carbon dioxide.
Answer guidance
Answer: Carbon dioxide.
2. Not a lid
Can some infrared energy still leave Earth?
Help beside the question
Follow the outgoing arrow.
Answer guidance
Answer: Yes.
3. Land ice
How can warming land ice affect sea level?
Help beside the question
Melting adds water to the ocean.
Answer guidance
Answer: Melting land ice can add water and raise sea level.
4. Useful action
Which targets a cause: reduce unnecessary energy demand or only draw a bigger poster?
Help beside the question
Look for a direct mechanism.
Answer guidance
Answer: Reduce unnecessary energy demand.
Stretch · 4 questions
1. Source
Burning oil or coal adds which greenhouse gas?
Help beside the question
Use an accurate science word. Use carbon dioxide.
Answer guidance
Answer: Carbon dioxide.
2. Not a lid
Can some infrared energy still leave Earth?
Help beside the question
Use an accurate science word. Follow the outgoing arrow.
Answer guidance
Answer: Yes.
3. Land ice
How can warming land ice affect sea level?
Help beside the question
Use an accurate science word. Melting adds water to the ocean.
Answer guidance
Answer: Melting land ice can add water and raise sea level.
4. Useful action
Why does an action need a mechanism rather than only a slogan?
Help beside the question
Explain what changes in the causal chain.
Answer guidance
Answer: A mechanism shows how the action could reduce a cause or harm; a slogan alone does not establish an effect.
Feedback loop
SPACE
VOICE · Today’s responses decide the help you…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Today’s responses decide the help you use. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
At Four clues to start, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Today’s responses decide the help you use” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Today’s responses decide the help you use” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Today’s responses decide the help you use” and take the reason in the pupil’s own mode.
Did it and explained → move on: Does one day settle the question?
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 4 MINUTES
Does one day settle the question?
A cold morning occurs during a warming climate. Is that impossible?
No answer chosen yet. Think or discuss first.
Feedback loop
SPACE
VOICE · Use the labels and discuss one first…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the labels and discuss one first idea. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
At Does one day settle the questi, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Use the labels and discuss one first idea” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the labels and discuss one first idea” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the labels and discuss one first idea” and take the reason in the pupil’s own mode.
Did it and explained → move on: Watch, predict, explain
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 7 MINUTES
Watch, predict, explain
Predict, model, explain
Activity → extra greenhouse gases → changed energy balance → warming → an effect. Match an action to its mechanism.
Make a prediction. Change one view, then use a label to explain what you notice.
Sunlight warms the surface. Earth emits infrared; some energy escapes to space.
Worked explanation · reveal after thinking
Greenhouse gases absorb and emit infrared in different directions; energy still escapes to space. Extra greenhouse gases initially reduce outgoing energy at a given temperature; warming moves towards a new balance. This is not a sealed lid. One cold day neither proves nor disproves a long-term global trend. Land ice, not a floating ice cube analogy, is used for sea-level effects.
Local explainer · 32 seconds · silent with captions
Use instead of part of the demonstration. It never autoplays and needs no internet.
Full text / no-video alternative
00–08 seconds · Energy moves
Sunlight warms the surface. Earth emits infrared; some energy escapes to space.
08–16 seconds · Extra greenhouse gases
More greenhouse gases can initially reduce net energy loss, so the climate system warms.
16–24 seconds · Follow a cause chain
Burning fossil fuels adds carbon dioxide. Warming can melt land ice and raise sea level.
24–32 seconds · Choose and check an action
Mitigation addresses causes; adaptation reduces harm. A before/after check needs comparable conditions.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 10 MINUTES
Match a scenario to a useful science action
Choose a card, read its evidence, then place it in a group. Explain one decision together.
Drag, or select a card and press a group button. Tab and Enter work too; an adult can follow your pointing.
Addresses a cause
Reduces harm from an impact
Unsupported claim
Choose a card first. No cards have been placed.
Read the card clues
Unused lights: An adult-authorised reduction in unnecessary electricity use can reduce generation demand.
Safe shade plan: A suitable shade plan can reduce heat exposure.
Insulate appropriately: Building improvements can reduce energy needed for heating, subject to safe ventilation and professional design.
Heat safety check: Adults adjust a safe activity plan during heat; this reduces exposure rather than removing greenhouse gases.
Poster proves cooling: A poster count is not a measurement of emissions or global temperature.
One cold day disproves warming: One local day is not a long-term global pattern.
Would a small change help? · optional
You may ask for a clearer diagram, fewer cards at once, reading help or more thinking time. Tell your teacher, ask privately, point or pass. Your teacher will say what can change and check whether it helped. No extra sheet is needed.
Group explanations · reveal after sorting
Unused lights: Addresses a cause. An adult-authorised reduction in unnecessary electricity use can reduce generation demand.
Safe shade plan: Reduces harm from an impact. A suitable shade plan can reduce heat exposure.
Insulate appropriately: Addresses a cause. Building improvements can reduce energy needed for heating, subject to safe ventilation and professional design.
Heat safety check: Reduces harm from an impact. Adults adjust a safe activity plan during heat; this reduces exposure rather than removing greenhouse gases.
Poster proves cooling: Unsupported claim. A poster count is not a measurement of emissions or global temperature.
One cold day disproves warming: Unsupported claim. One local day is not a long-term global pattern.
With JavaScript off, point to the cards and labels or use the paper versions.
Unused lights: An adult-authorised reduction in unnecessary electricity use can reduce generation demand.
Safe shade plan: A suitable shade plan can reduce heat exposure.
Insulate appropriately: Building improvements can reduce energy needed for heating, subject to safe ventilation and professional design.
Heat safety check: Adults adjust a safe activity plan during heat; this reduces exposure rather than removing greenhouse gases.
Poster proves cooling: A poster count is not a measurement of emissions or global temperature.
One cold day disproves warming: One local day is not a long-term global pattern.
Supplied resources · read or print
Record A · cause to useful action
My scenario
Unused lights / heat exposure / building energy use
Cause and process
____________________________________________________________
____________________________________________________________
One possible effect
____________________________________________________________
Useful action and its mechanism
____________________________________________________________
A check and an honest limit
We could check ______________. This alone cannot show ______________.
Feedback loop
SPACE
VOICE · Choose a card, read its evidence, then…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose a card, read its evidence, then place it in a group. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
At Match a scenario to a useful s, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Choose a card, read its evidence, then place it in a group” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose a card, read its evidence, then place it in a group” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose a card, read its evidence, then place it in a group” and take the reason in the pupil’s own mode.
Did it and explained → move on: Use the evidence yourself
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 10 MINUTES
Use the evidence yourself
Supported · use one response mode
1. Choose a scenario
Choose unused lights, heat exposure or building energy use.
Help: Use the scenario cards.
2. Complete Record A
Point to cause, effect and action boxes; an adult may scribe.
Help: Use one accurate link at a time.
3. Keep the claim fair
State “some energy still escapes”.
Help: It is not a sealed lid.
Standard · use one response mode
1. Choose a scenario
Choose one scenario and trace its relevant cause or effect.
Help: Use a greenhouse cause chain.
2. Complete Record A
Complete Record A: cause, process, effect, action and a check.
Help: Keep cause and impact distinct.
3. Keep the claim fair
Add a model limit or an action-measure limit.
Help: Choose a specific limitation.
Stretch · use one response mode
1. Choose a scenario
Compare two scenarios, distinguishing mitigation from adaptation.
Help: Explain which link is targeted.
2. Complete Record A
Explain the action mechanism and a limit in the five-part record.
Help: Do not infer exact emissions from a proxy count.
3. Keep the claim fair
Explain why a local proxy measure does not establish a global climate change.
Help: Match quantity, scale and timespan.
Use the application model · an alternative to writing
Order the five-link explanation
Use the digital choices or the matching paper page. One response mode is enough.
Supplied resources · read or print
Record A · cause to useful action
My scenario
Unused lights / heat exposure / building energy use
Cause and process
____________________________________________________________
____________________________________________________________
One possible effect
____________________________________________________________
Useful action and its mechanism
____________________________________________________________
A check and an honest limit
We could check ______________. This alone cannot show ______________.
Feedback loop
SPACE
VOICE · Choose unused lights, heat exposure or…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose unused lights, heat exposure or building energy use. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
At Use the evidence yourself, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Choose unused lights, heat exposure or building energy use” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose unused lights, heat exposure or building energy use” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose unused lights, heat exposure or building energy use” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
GROW · SCIENCE · Autumn 2 · Week 4 · LESSON A · 2 MINUTES
Two small checks
Supported · 2 questions
1. Chain
Place “extra carbon dioxide” before or after “burn fossil fuel”.
Help beside the question
A cause adds the gas.
Answer guidance
Answer: After burn fossil fuel.
2. Action and limit
Name a useful action and what one local check cannot prove.
Help beside the question
Point, choose or say. Match an action to its mechanism.
Answer guidance
Answer: An authorised reduction in unnecessary electricity use can reduce demand; a local use count does not prove the whole planet cooled.
Standard · 2 questions
1. Chain
Give one cause → process → effect explanation.
Help beside the question
Burning fuel → extra greenhouse gas → warming → an effect.
Answer guidance
Answer: Burning fossil fuel adds CO2, altering net infrared loss and leading to warming; warming can melt land ice.
2. Action and limit
Name a useful action and what one local check cannot prove.
Help beside the question
Match an action to its mechanism.
Answer guidance
Answer: An authorised reduction in unnecessary electricity use can reduce demand; a local use count does not prove the whole planet cooled.
Stretch · 2 questions
1. Chain
Give one cause → process → effect explanation.
Help beside the question
Use an accurate science word. Burning fuel → extra greenhouse gas → warming → an effect.
Answer guidance
Answer: Burning fossil fuel adds CO2, altering net infrared loss and leading to warming; warming can melt land ice.
2. Action and limit
Compare a mitigation action with an adaptation action in one sentence.
Help beside the question
Causes versus harm.
Answer guidance
Answer: Reducing emissions targets the cause; a safe shade plan reduces heat exposure without itself removing the cause.
This Classic lesson ends here. Keep useful science evidence; no second lesson is required.
Feedback loop
SPACE
VOICE · Place “extra carbon dioxide” before or…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Place “extra carbon dioxide” before or after “burn fossil fuel”. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
At Two small checks, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Place “extra carbon dioxide” before or after “burn fossil fuel”” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Place “extra carbon dioxide” before or after “burn fossil fuel”” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Place “extra carbon dioxide” before or after “burn fossil fuel”” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.