Verbatim SoW objective: Topics 2 to 3 assessment (Dec).
Arrival
Look at this week’s familiar cell and allele models. 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.
- Which named source supports our cystic fibrosis card?
- How does a gene relate to DNA?
- Which part of an animal cell holds chromosomes?
Today I can:
- I can order copy, separate and split for mitosis.
- I can mark one gene as part of DNA.
- I can use a simple cross as probability, not a promise.
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 |
|---|---|---|
| mitosis | division of the nucleus to separate matching chromosome sets | Mitosis helps make matching body cells. |
| gene | a section of DNA that codes for a protein | A gene is a part of the DNA string. |
| allele | a version of a gene | A and a stand for two alleles in our invented model. |
| evidence | a fact or model detail that supports a claim | The labelled chromosome sets are evidence for my answer. |
Full model: Parallel example (not one of the check items): label a body-cell model with copied chromosome sets, then explain that mitosis separates them into two nuclei. Point to a model detail that supports the answer. Now cover the labels for the independent check.
Show me: Show me: does “describe” need a model detail or a personal story?
Answer: A scientific model detail.
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: Parallel example: the chromosome sets are copied. Mitosis moves the sets to ___ nuclei; the evidence detail is ___.
Speak first: This model shows …; the detail I used is …
F · support: Use command words and a different model first; put it aside before independent items.
M · explain: Explain which one model detail supports a claim, without using a check item.
H · stretch: Give a limit of the rehearsal model: a diagram shows order but not every molecular step.
Before the independent check, match model claims to their evidence.
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: Which paired statement is scientifically accurate?
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
Complete a short three-part check: order copy/separate/split, mark a gene on DNA, and use Aa × aa to state a possible pair and chance.
One-minute reset: use the agreed move, then return to one step.
Talk before write: My answer is … because the labelled model shows …
You can plan in any language.
F: In the independent check, order the three stages and mark one gene on the model. First …; then …; last …
M: Explain matching body cells and why a gene is only part of DNA. The model shows … because …
H: Use Aa × aa to reject the claim that a probability promises an exact family count. The model chance is …; the real count may differ because …
Go deeper: Which model feature supports an explanation that transfers to a fresh example, and which detail is only the model?
Early-finisher stretch — Error classifier after check: After submitting the check, compare two wrong cross explanations. Name each misconception and a precise repair without altering the checked answer.
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 chromosome strips and allele tiles, cell and cross mats, tray
- Use the prepared model pieces to rehearse each check, then record individual answers.
Risk: Loose model pieces could fall or be mouthed.
Safe: Use large pieces on a tray. Keep them out of mouths and collect them after.
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 order copy, separate and split for mitosis.
- I can mark one gene as part of DNA.
- I can use a simple cross as probability, not a promise.
What am I learning? I am learning to use cell and inheritance models to show what I know and choose one next step.
My feedback was … Name what you heard at Review.
Next I need to … Choose one model error you found; repair it and explain that change in the next lesson.
How I know: I can use a correct model detail to explain one answer, and I can name one precise improvement.
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.