1. Observer
At RIGHT, does the observer face towards or away from a Sun fixed LEFT?
Help beside the question
Point, choose or say. Follow the light direction.
Answer guidance
Answer: Away.
GROW · SCIENCE · Autumn 2 · Week 1 · LESSON A · 2 MINUTES · Aut2·W1
Turn Earth, Explain the Sky · Classic
Learning objective
I can use Earth’s rotation to explain day, night and the Sun’s apparent daily movement.
Success looks like
- Locate a place on the lit or unlit side.
- Order a day–night cycle using the fixed-light model.
- Explain an observation and one model limit.
A separate 40-minute Classic alternative. Use this Q-card mission instead of the Day and Night pair when a single-session explanation is appropriate.
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 1 · 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. Motion
What must turn in this daily-cycle model?
Help beside the question
Point, choose or say. Keep the lamp fixed.
Answer guidance
Answer: The Earth model.
3. Day length
A solar day is about 24 hours or 365 days?
Help beside the question
Point, choose or say. A day is not a year.
Answer guidance
Answer: About 24 hours.
4. Evidence
Is “the marker is unlit” an observation or a claim that the Sun went out?
Help beside the question
Point, choose or say. Describe only what you can see.
Answer guidance
Answer: An observation.
Standard · 4 questions
1. Observer
At RIGHT, does the observer face towards or away from a Sun fixed LEFT?
Help beside the question
Follow the light direction.
Answer guidance
Answer: Away.
2. Motion
What must turn in this daily-cycle model?
Help beside the question
Keep the lamp fixed.
Answer guidance
Answer: The Earth model.
3. Day length
A solar day is about 24 hours or 365 days?
Help beside the question
A day is not a year.
Answer guidance
Answer: About 24 hours.
4. Evidence
Is “the marker is unlit” an observation or a claim that the Sun went out?
Help beside the question
Describe only what you can see.
Answer guidance
Answer: An observation.
Stretch · 4 questions
1. Observer
At RIGHT, does the observer face towards or away from a Sun fixed LEFT?
Help beside the question
Use an accurate science word. Follow the light direction.
Answer guidance
Answer: Away.
2. Motion
What must turn in this daily-cycle model?
Help beside the question
Use an accurate science word. Keep the lamp fixed.
Answer guidance
Answer: The Earth model.
3. Day length
A solar day is about 24 hours or 365 days?
Help beside the question
Use an accurate science word. A day is not a year.
Answer guidance
Answer: About 24 hours.
4. Evidence
Why must the lamp remain fixed while testing the rotation explanation?
Help beside the question
Isolate the modelled movement.
Answer guidance
Answer: It lets the changing observer position explain the change in light rather than moving the source.
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: Did the light go out?
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 1 · LESSON A · 4 MINUTES
Did the light go out?
The marker becomes dark, but the lamp is still on. What changed?
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 Did the light go out?, 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 1 · LESSON A · 7 MINUTES
Watch, predict, explain
Predict, model, explain
The place moves into or out of sunlight because Earth turns; the Sun does not switch off.
Make a prediction. Change one view, then use a label to explain what you notice.
At TOP the observer enters light. Classic Q-D is sunrise; these labels differ from the paired pack.
Worked explanation · reveal after thinking
Classic Q labels: A = LEFT/noon, B = BOTTOM/sunset, C = RIGHT/night, D = TOP/sunrise. Cycle A → B → C → D → A. Do not interchange with the paired lesson’s C/D/B/A labels. Sun fixed LEFT; above-North-Pole view turns anticlockwise. This ideal equatorial model is not a scale model or an exact sunrise-time prediction.
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 · Q-D · Sunrise
At TOP the observer enters light. Classic Q-D is sunrise; these labels differ from the paired pack.
08–16 seconds · Q-A · Noon
At LEFT the observer faces the fixed source. Classic Q-A is model noon.
16–24 seconds · Q-B · Sunset
At BOTTOM the observer leaves the lit half. Classic Q-B is sunset.
24–32 seconds · Q-C · Night
At RIGHT the observer faces away from the light. Classic Q-C is night.
GROW · SCIENCE · Autumn 2 · Week 1 · LESSON A · 10 MINUTES
Check the Classic Q-card sky reports
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.
Fits the model
Needs a correction
Choose a card first. No cards have been placed.
Read the card clues
Q-A noon: LEFT faces the fixed light.
Q-B sunset: BOTTOM leaves light as the marker turns anticlockwise.
Q-C night: RIGHT faces away from the source.
Q-D sunrise: TOP enters the lit half.
The lamp circles Earth each day: The daily-cycle model keeps the source fixed and rotates Earth.
Exact time from a drawing: The model does not include all conditions needed for exact local sunrise times.
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
Q-A noon: Fits the model. LEFT faces the fixed light.
Q-B sunset: Fits the model. BOTTOM leaves light as the marker turns anticlockwise.
Q-C night: Fits the model. RIGHT faces away from the source.
Q-D sunrise: Fits the model. TOP enters the lit half.
The lamp circles Earth each day: Needs a correction. The daily-cycle model keeps the source fixed and rotates Earth.
Exact time from a drawing: Needs a correction. The model does not include all conditions needed for exact local sunrise times.
With JavaScript off, point to the cards and labels or use the paper versions.
Q-A noon: LEFT faces the fixed light.
Q-B sunset: BOTTOM leaves light as the marker turns anticlockwise.
Q-C night: RIGHT faces away from the source.
Q-D sunrise: TOP enters the lit half.
The lamp circles Earth each day: The daily-cycle model keeps the source fixed and rotates Earth.
Exact time from a drawing: The model does not include all conditions needed for exact local sunrise times.
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 Check the Classic Q-card sky r, 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 1 · LESSON A · 10 MINUTES
Use the evidence yourself
Supported · use one response mode
1. Place Q cards
Match Q-A noon, Q-B sunset, Q-C night and Q-D sunrise to positions.
Help: Sun LEFT; TOP enters light.
2. Explain a transition
Explain Q-B sunset to Q-C night with “turns away”.
Help: The lamp remains on.
3. Limit the claim
Choose “not to scale” as one model limit.
Help: A small drawing is not the real Earth.
Standard · use one response mode
1. Place Q cards
Place all four Q cards and draw the rotation arrow.
Help: A → B → C → D.
2. Explain a transition
Use two Q positions to explain a changing sky report.
Help: Compare lit and unlit sides.
3. Limit the claim
State why the model cannot give an exact sunrise time.
Help: Latitude, date and tilt matter.
Stretch · use one response mode
1. Place Q cards
Justify all four placements using a consistent north-pole view.
Help: Turn anticlockwise.
2. Explain a transition
Explain how an observer’s rotation causes apparent Sun movement.
Help: Actual apparent motion is an observation.
3. Limit the claim
Explain why a solar day differs from a full orbit and name a model limit.
Help: About 24 hours versus about one year.
Use the application model · an alternative to writing
Classic Q-card mission
Use the digital choices or the matching paper page. One response mode is enough.
Feedback loop
SPACE
VOICE · Match Q-A noon, Q-B sunset, Q-C night…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Match Q-A noon, Q-B sunset, Q-C night and Q-D sunrise to positions. 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 “Match Q-A noon, Q-B sunset, Q-C night and Q-D sunrise to positions” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Match Q-A noon, Q-B sunset, Q-C night and Q-D sunrise to positions” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Match Q-A noon, Q-B sunset, Q-C night and Q-D sunrise to positions” 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 1 · LESSON A · 2 MINUTES
Two small checks
Supported · 2 questions
1. Q-card cycle
After Q-A noon, choose Q-B sunset or Q-D sunrise.
Help beside the question
Continue anticlockwise.
Answer guidance
Answer: Q-B sunset.
2. Sky explanation
Explain the Sun’s apparent daily motion using Earth’s rotation.
Help beside the question
Point, choose or say. Earth turns west to east.
Answer guidance
Answer: As Earth rotates west to east, the Sun appears to move generally east to west across the observer’s sky.
Standard · 2 questions
1. Q-card cycle
Starting at Q-A noon, order the next Classic cards.
Help beside the question
A LEFT → B BOTTOM → C RIGHT → D TOP.
Answer guidance
Answer: A → B → C → D → A.
2. Sky explanation
Explain the Sun’s apparent daily motion using Earth’s rotation.
Help beside the question
Earth turns west to east.
Answer guidance
Answer: As Earth rotates west to east, the Sun appears to move generally east to west across the observer’s sky.
Stretch · 2 questions
1. Q-card cycle
Starting at Q-A noon, order the next Classic cards.
Help beside the question
Use an accurate science word. A LEFT → B BOTTOM → C RIGHT → D TOP.
Answer guidance
Answer: A → B → C → D → A.
2. Sky explanation
Give the rotation explanation and one limit of the model.
Help beside the question
Do not state exact sunrise times.
Answer guidance
Answer: Earth’s west-to-east rotation changes the observer’s view; the simplified model omits latitude, tilt and season.
This Classic lesson ends here. Keep useful science evidence; no second lesson is required.
Feedback loop
SPACE
VOICE · After Q-A noon, choose Q-B sunset or…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: After Q-A noon, choose Q-B sunset or Q-D sunrise. 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 “After Q-A noon, choose Q-B sunset or Q-D sunrise” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “After Q-A noon, choose Q-B sunset or Q-D sunrise” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “After Q-A noon, choose Q-B sunset or Q-D sunrise” 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.