Verbatim SoW objective: Research a genetic condition online; present.
Arrival
Look at this week’s NHS source card. Point to one detail you notice.
Offer a private, predictable start. Do not require previous knowledge.
Starter
Recall three ideas from earlier lessons. Show one answer at a time.
- What does a Punnett square show?
- What is a gene?
- Where are chromosomes found in an animal cell?
Today I can:
- I can name the condition and source.
- I can explain CFTR inheritance without personal details.
- I can tell a sourced fact from a guess.
All pupils respond; reveal the answers only after attempts. Revisit success criteria.
I do
Watch the full model. Point to the step that answers today’s question.
Words
| Word | Meaning | Example |
|---|---|---|
| inherited | passed to a child through genes | The card says cystic fibrosis is inherited. |
| variant | a changed version of a gene | The card describes a changed CFTR variant. |
| carrier | a person with one changed copy in this recessive example | A carrier usually does not have cystic fibrosis. |
| source | where a claim comes from | The NHS page is the source for this card. |
Full model: The NHS card says cystic fibrosis is inherited. Changed CFTR copies come from both parents. One changed copy usually means a carrier; two usually cause the condition. Name the NHS card with each claim.
Show me: Show me: is the genetic cause of cystic fibrosis inherited or passed by brief contact?
Answer: Inherited. This says nothing about infection precautions a person with CF may need.
Model one complete example; check every pupil’s response to the show-me question.
We do
Complete the missing step in the part-done model. Speak, then match the cards.
One-minute reset: use the agreed move, then return to one step.
Part-done model: The NHS card says cystic fibrosis is ___. It involves the ___ gene. One changed copy usually means a ___. Source: ___.
Speak first: The card names …; this sentence supports …; this line is about …
F · support: Point to the card’s condition, inheritance and care lines before speaking.
M · explain: Explain which card sentence supports inheritance and which sentence describes care.
H · stretch: Use the card to reject the claim that every carrier has symptoms.
Match each short statement to a source-card section.
Ready to match.
Wait five seconds, gesture, then cue if needed. Support the route without supplying the missing answer.
We do 2
Choose one hinge answer. Show it at the same time as the group.
All-pupil hinge: A fictional family-source card says altered gene copies passed from parents to their child. Which claim does that evidence support?
Show one answer to the adult at the same time as everyone else. Point or use a card, too. Then explain to a partner.
Collect simultaneous responses, apply the decision rule and parallel hinge in the staff note.
Independent
Present three sourced facts from the offline NHS card, then correct an unsupported claim.
One-minute reset: use the agreed move, then return to one step.
Talk before write: My source is …; it supports …; it does not tell us …
You can plan in any language.
F: State the condition and one fact with the NHS source named. The card says …; the source is …
M: Explain CFTR inheritance and separate it from infection. The CFTR change is inherited because …; infection advice is separate because …
H: Revise an unsupported claim with the NHS card. The claim is not supported by …; I would revise it to …
Go deeper: Why does one changed copy in this example not justify saying a carrier has the condition?
Early-finisher stretch — Source claim audit: Repair a draft saying a CFTR change spreads by touch and outcomes are fixed; source both repairs.
Show it your way: point, sign, speak, draw, type, write, use a scribe or a staff-captured photo.
At lesson start choose one adult with supported pupils and one holding the group; swap during the week. Record independence and prompt level.
Try it with kit · prepared model
Kit: Large prepared NHS source cards and claim cards, desk mat
- Match the prepared source cards to the claims and cite the named source.
Risk: Loose source cards could fall onto the floor.
Safe: Keep cards on the desk mat and pick up any that fall.
Check the school risk assessment and exact prepared kit. This is optional model rehearsal, not a claimed core practical.
Review
Tell a partner what you changed after feedback. Mark a real edit // and read it back when asked ?.
One-minute reset: use the agreed move, then return to one step.
My feedback was … Name the actual point an adult or partner noticed. Make one true self-edit //. Ask “Read this back to me” ? if that helps.
Give a precise VF or NS(+) only when it actually happens. Invite a true self-edit and read-back.
Exit
Show what you know with a model and explain one reason.
Check today’s success:
- I can name the condition and source.
- I can explain CFTR inheritance without personal details.
- I can tell a sourced fact from a guess.
What am I learning? I am learning to use a named source to present careful facts about a genetic condition.
My feedback was … Name what you heard at Review.
Next I need to … Put the NHS source next to each scientific claim.
How I know: I can give accurate CFTR facts, name the NHS card and correct an unsupported claim.
Your teacher hears your answer and uses it to choose our next model, prompt or example.
Hear the answer privately in a valid mode and use it to change the next example or prompt.