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Backbones and no backbones

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TEACHER GUIDANCE / ANSWERS SEPARATE Backbones and no backbones Autumn 1 · Week 3 · Lesson A · 40 minutes Learning objective Classify animals using evidence of an internal backbone, and explain why size, fur or legs are not reliable tests. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–1 | Overview | 1 1–5 | Arrival Task | 4 5–7 | Today at a Glance | 2 7–12 | I Do 1 | 5 12–16 | I Do 1b | 4 16–22 | We Do 1 | 6 22–26 | We Do 1b | 4 26–30 | I Do 2 | 4 30–40 | We Do 2 | 10 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original printed animal/body-clue cards and vertebrate/invertebrate labels Pupil record, pencil or movable answer labels Optional adult pointer for the native backbone schematic TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Backbones and no backbones · 1 minute Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson. Slide 2: Start with your own idea · 4 minutes Do not claim pupils learnt bones in Weeks 1-2: these were baseline weeks. Supported: offer fish/snail labels and read aloud. Standard: name an animal and predict. Stretch: name one possible example in each group. No checking of pupils’ own spines. Slide 3: Three things we will do · 2 minutes Read the goal and introduce backbone, vertebrate and invertebrate orally. Pupils may point, sign, dictate or use an adult reader. This is the current Monday sequence; practical clue-card investigation is reserved for Wednesday. Slide 4: Look for bones inside · 5 minutes Original native schematic of a short section of backbone, not a complete animal skeleton or diagnostic image. Trace the sequence of small bones with a pointer. A fish has an internal backbone even though it has no legs. Explain that pictures alone may hide internal structures; we use the stated body evidence. Slide 5: A hard outside is different · 4 minutes Read a body-evidence card for each animal. A crab’s hard exoskeleton supports/protects it but is not an internal backbone. Invertebrate does not mean soft, small or unsupported. An earthworm can use muscles and fluid support. No live animals needed. Slide 6: Decide before the explanation · 3 minutes Read each body clue, allow processing time and collect each pupil’s choice before confirming. Fish/frog = vertebrate; snail = invertebrate. Optional verbal clues and movable labels replace online animation. Ask which evidence made the decision possible. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Try the rule again · 3 minutes Mouse = vertebrate; crab/earthworm = invertebrate. The tiny mouse counters size-based guessing. Explain that a shell or outer case is useful support but is not a spine. Correct the rule gently rather than describing a pupil as wrong. Slide 8: Different outsides, same test · 4 minutes Ask pupils to identify the shared evidence. Contrast a mouse and a large lobster if helpful: body size cannot decide the group. Use these four named examples; do not infer classifications from appearance alone. Slide 9: Use because to show your reason · 4 minutes Model the source evidence loop. Supported: point to group and backbone clue; adult repeats pupil meaning. Standard: complete because sentence. Stretch: contrast why a hard outer case would not prove a backbone. A recorded pupil explanation is stronger evidence than a photo of a sort alone. Slide 10: Sort the evidence cards · 5 minutes Worksheet supplies body evidence for each animal. Bat/snake = vertebrate; crab/jellyfish = invertebrate. The only reliable diagnostic criterion among these three is internal backbone. Size and fur are not universal tests. Let pupils place or direct labels before reveal; this is an original paper version of the source classification activity. Slide 11: Check one choice and keep it · 5 minutes Five minutes completes source ten-minute We Do 2. Include checking rather than additional timed exit. Ask whether size, fur or legs prove the claim; they do not. Learner can pass or speak privately. End Monday here, retaining one explanation and the sort for the Wednesday evidence workshop. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. Backbone rule Vertebrate = animal with a backbone. Invertebrate = animal without a backbone. Different forms of support do not change this criterion. 1. My first idea Prediction is not a test score. Accept uncertainty. Do not assume any baseline pupil learnt the answer before this lesson. 2. Use the body evidence Fish, frog and mouse are vertebrates; snail, crab and earthworm are invertebrates. Use internal backbone as the criterion. Fluid support is sufficient for this simplified earthworm example. 3. Which clues count? Bat and snake = vertebrate; crab and jellyfish = invertebrate. Wings, legs, fur and size do not decide the definition. 4. My evidence explanation Accept the scientific classification linked to presence/absence of internal backbone. For example: snake is a vertebrate because it has a backbone even though it has no legs. A changed idea shows response to evidence. Misconceptions and corrections Small animals lack backbones: a mouse is small and has one. A shell or outer case is a backbone: a crab has an exoskeleton but no backbone. No legs means no backbone: snakes have an internal backbone. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper models only; do not touch live animals or pupils’ spines. Adult reads/cuts cards if needed; offer pointing, dictation or directing. No compulsory body display, public sharing or photography. Access and offline alternatives Use a choice of two labelled groups with an adult reader; point to the body clue. Classify the supplied animals and explain one choice using because. Use the rule on a bat/snake case and explain why size, fur or legs are unreliable. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes. Keep named cards and records for Wednesday Week 3; do not start the workshop early. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W3_Backbones.html Source file Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Backbones and no backbones

Overview — 1 minutes within the source's 40-minute lesson. Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 2 · Start with your own idea

Arrival Task — 4 minutes within the source's 40-minute lesson. Do not claim pupils learnt bones in Weeks 1-2: these were baseline weeks. Supported: offer fish/snail labels and read aloud. Standard: name an animal and predict. Stretch: name one possible example in each group. No checking of pupils’ own spines.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 3 · Three things we will do

Today at a Glance — 2 minutes within the source's 40-minute lesson. Read the goal and introduce backbone, vertebrate and invertebrate orally. Pupils may point, sign, dictate or use an adult reader. This is the current Monday sequence; practical clue-card investigation is reserved for Wednesday.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 4 · Look for bones inside

I Do 1 — 5 minutes within the source's 40-minute lesson. Original native schematic of a short section of backbone, not a complete animal skeleton or diagnostic image. Trace the sequence of small bones with a pointer. A fish has an internal backbone even though it has no legs. Explain that pictures alone may hide internal structures; we use the stated body evidence.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 5 · A hard outside is different

I Do 1b — 4 minutes within the source's 40-minute lesson. Read a body-evidence card for each animal. A crab’s hard exoskeleton supports/protects it but is not an internal backbone. Invertebrate does not mean soft, small or unsupported. An earthworm can use muscles and fluid support. No live animals needed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 6 · Decide before the explanation

We Do 1 — first responses — 3 minutes within the source's 40-minute lesson. Read each body clue, allow processing time and collect each pupil’s choice before confirming. Fish/frog = vertebrate; snail = invertebrate. Optional verbal clues and movable labels replace online animation. Ask which evidence made the decision possible.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 7 · Try the rule again

We Do 1 — second responses — 3 minutes within the source's 40-minute lesson. Mouse = vertebrate; crab/earthworm = invertebrate. The tiny mouse counters size-based guessing. Explain that a shell or outer case is useful support but is not a spine. Correct the rule gently rather than describing a pupil as wrong.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 8 · Different outsides, same test

We Do 1b — 4 minutes within the source's 40-minute lesson. Ask pupils to identify the shared evidence. Contrast a mouse and a large lobster if helpful: body size cannot decide the group. Use these four named examples; do not infer classifications from appearance alone.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 9 · Use because to show your reason

I Do 2 — 4 minutes within the source's 40-minute lesson. Model the source evidence loop. Supported: point to group and backbone clue; adult repeats pupil meaning. Standard: complete because sentence. Stretch: contrast why a hard outer case would not prove a backbone. A recorded pupil explanation is stronger evidence than a photo of a sort alone.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 10 · Sort the evidence cards

We Do 2 — sort — 5 minutes within the source's 40-minute lesson. Worksheet supplies body evidence for each animal. Bat/snake = vertebrate; crab/jellyfish = invertebrate. The only reliable diagnostic criterion among these three is internal backbone. Size and fur are not universal tests. Let pupils place or direct labels before reveal; this is an original paper version of the source classification activity.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 11 · Check one choice and keep it

We Do 2 — explain and save — 5 minutes within the source's 40-minute lesson. Five minutes completes source ten-minute We Do 2. Include checking rather than additional timed exit. Ask whether size, fur or legs prove the claim; they do not. Learner can pass or speak privately. End Monday here, retaining one explanation and the sort for the Wednesday evidence workshop.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W3A/BUILD_Science_Autumn1_W3A_Backbones.pptx. Use the matching original teaching pack for the full printable plan and resources.

Backbone evidence lab

Open slideshow

TEACHER GUIDANCE / ANSWERS SEPARATE Backbone evidence lab Autumn 1 · Week 3 · Lesson B · 40 minutes Learning objective Use body clues to classify animals, test a first idea and construct a diagnostic clue card. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–32 | Independent Work | 32 32–36 | Lundy Loop | 4 36–40 | Exit Ticket | 4 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Monday animal labels and saved classification mat Four original body-evidence case cards Blank mystery card, pencil or adult scribe; loose group labels TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Backbone evidence lab · 0 minutes Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time. Slide 2: Return to Monday’s rule · 4 minutes Source preparation phase, four minutes. Retrieve Monday’s eight-animal vocabulary: fish, bird, frog, lizard, mouse, snail, crab, earthworm. The first five have backbones; last three do not. Do not replace evidence with guessing from fur/size. Adult can read and cut. Slide 3: Goldfish and bat: use body clues · 5 minutes First five minutes of source 20-minute investigation. Hide each clue initially and record first idea; then reveal clue and classify. Both are vertebrates. Wings do not decide classification; evidence of backbone does. Pupil can leave prediction unsure until evidence is available. Slide 4: Beetle and earthworm: compare · 5 minutes Next five minutes. Both are invertebrates but support differs. Beetle exoskeleton is a hard outside; earthworm support comes from muscles/fluid. Explain that no backbone does not mean no support. Native text comparison replaces source illustration; no live animals or handling. Slide 5: Make a two-clue mystery card · 5 minutes Next five minutes. Adult can write pupil-dictated clues. One clue must discriminate backbone presence/absence: e.g. internal bones include a backbone, or hard outer case and no backbone. “It is small” alone cannot settle it. Keep hidden answer on the teacher side, not pupil public display. Slide 6: Test the clue, then explain · 5 minutes Final five minutes of 20-minute investigation. No compulsory peer audience. A useful card need not identify the exact species; it should allow group classification. If solver guesses from size, ask author to improve body evidence. Adult notes pupil reasoning and support used. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Pause and check the rule · 2 minutes Source two-minute check is included in 32, not extra. Ask whether the card distinguishes internal backbone from shell/outer case/fluid support. Let the pupil change an uncertain classification in response to evidence. Slide 8: Improve one clue and save it · 4 minutes First four minutes of final six-minute source phase. Example improvement: “hard body” becomes “hard case outside and no internal backbone.” A pupil can point to the right existing evidence sentence instead of composing text. Retain reasoning, not only a photograph. Slide 9: Leave the evidence ready · 2 minutes Final two minutes of 32-minute workshop. Adult can label work without gathering any extra personal information. Store within normal classroom arrangements; no upload or public audience needed. Slide 10: Your voice can change the lesson · 4 minutes Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback. Slide 11: Show the science you can explain · 4 minutes Offer one route, not three compulsory questions. Answers stay in teacher notes: supported fish/bird/frog/lizard/mouse/bat; standard crab has hard outer case but no internal backbone; stretch tiny mouse has backbone while larger crab/lobster lacks one. Adult receives explanation, names back understanding and records a feasible next teaching step. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Predict, reveal, classify Goldfish and bat are vertebrates. Beetle and earthworm are invertebrates. Changes are justified by body evidence, not by appearance. 2. Make and test a mystery card At least one clue should explicitly establish backbone presence/absence. Example: “It has a shell. Its body has no backbone” supports invertebrate. Exact species identification is optional; scientific group reasoning is the purpose. 3. Improve your evidence Accept a meaningful revision: small/furry/legs replaced or supplemented with an internal-backbone clue. Retain before-and-after evidence; changing a correct label is not required. 4. Feedback and exit Accept fish/bird/frog/lizard/mouse/bat for backbone; crab has no backbone despite hard outer case; size counterexample can compare tiny mouse with large lobster/crab. Adult receives the explanation and chooses a next step. Misconceptions and corrections Earthworm rings are bones: they are external segments, not an internal backbone. A beetle’s hard case makes it a vertebrate: the backbone criterion still fails. A useful clue merely describes size: body support evidence is needed. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Paper models only; no animal collection, touching animals or checking pupils’ spines. Adult reads and cuts as needed; pupil can direct or point. No requirement to work with a peer, show a body part, take photos or share work publicly. Access and offline alternatives Use an adult reader and two group labels; point to one decisive body clue. Classify all four cases, explain a choice and make a two-clue card. Test and improve a clue so appearance cannot mislead the solver. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes: workshop 32, pupil feedback 4, exit 4. Record one next teaching step based on the actual response. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W3_Backbones.html Source file Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Backbone evidence lab

Workshop reference — 0 minutes within the source's 40-minute lesson. Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 2 · Return to Monday’s rule

Independent Work — retrieve — 4 minutes within the source's 40-minute lesson. Source preparation phase, four minutes. Retrieve Monday’s eight-animal vocabulary: fish, bird, frog, lizard, mouse, snail, crab, earthworm. The first five have backbones; last three do not. Do not replace evidence with guessing from fur/size. Adult can read and cut.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 3 · Goldfish and bat: use body clues

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. First five minutes of source 20-minute investigation. Hide each clue initially and record first idea; then reveal clue and classify. Both are vertebrates. Wings do not decide classification; evidence of backbone does. Pupil can leave prediction unsure until evidence is available.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 4 · Beetle and earthworm: compare

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Both are invertebrates but support differs. Beetle exoskeleton is a hard outside; earthworm support comes from muscles/fluid. Explain that no backbone does not mean no support. Native text comparison replaces source illustration; no live animals or handling.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 5 · Make a two-clue mystery card

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Adult can write pupil-dictated clues. One clue must discriminate backbone presence/absence: e.g. internal bones include a backbone, or hard outer case and no backbone. “It is small” alone cannot settle it. Keep hidden answer on the teacher side, not pupil public display.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 6 · Test the clue, then explain

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Final five minutes of 20-minute investigation. No compulsory peer audience. A useful card need not identify the exact species; it should allow group classification. If solver guesses from size, ask author to improve body evidence. Adult notes pupil reasoning and support used.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 7 · Pause and check the rule

Independent Work — check — 2 minutes within the source's 40-minute lesson. Source two-minute check is included in 32, not extra. Ask whether the card distinguishes internal backbone from shell/outer case/fluid support. Let the pupil change an uncertain classification in response to evidence.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 8 · Improve one clue and save it

Independent Work — improve — 4 minutes within the source's 40-minute lesson. First four minutes of final six-minute source phase. Example improvement: “hard body” becomes “hard case outside and no internal backbone.” A pupil can point to the right existing evidence sentence instead of composing text. Retain reasoning, not only a photograph.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 9 · Leave the evidence ready

Independent Work — tidy — 2 minutes within the source's 40-minute lesson. Final two minutes of 32-minute workshop. Adult can label work without gathering any extra personal information. Store within normal classroom arrangements; no upload or public audience needed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 10 · Your voice can change the lesson

Lundy Loop — 4 minutes within the source's 40-minute lesson. Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Slide 11 · Show the science you can explain

Exit Ticket — 4 minutes within the source's 40-minute lesson. Offer one route, not three compulsory questions. Answers stay in teacher notes: supported fish/bird/frog/lizard/mouse/bat; standard crab has hard outer case but no internal backbone; stretch tiny mouse has backbone while larger crab/lobster lacks one. Adult receives explanation, names back understanding and records a feasible next teaching step.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W3_Backbones.html Git blob: 349b5b8637ba978dd594f77d80fbd7998dac1ff2.
  • SHA256: b3c0a0b3c66bfa199a9bce613bad2c7b5a35eaf97733e069fb5da8ebfe523442.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 1 (2024): Skeletons, steps 3-5; uploaded source lessons about animal bones, animals with/without a spine and comparing skeletons. Steps 1-2 provide optional prerequisite vocabulary; they are not relabelled as completed baseline teaching.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W3B/BUILD_Science_Autumn1_W3B_Backbone_Evidence.pptx. Use the matching original teaching pack for the full printable plan and resources.

Muscles work in pairs

Open slideshow

TEACHER GUIDANCE / ANSWERS SEPARATE Muscles work in pairs Autumn 1 · Week 4 · Lesson A · 40 minutes Learning objective Explain how biceps and triceps take turns contracting to bend and actively straighten the elbow, using a safe model. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–1 | Overview | 1 1–5 | Arrival Task | 4 5–7 | Today at a Glance | 2 7–12 | I Do 1 | 5 12–17 | I Do 1b | 5 17–23 | We Do 1 | 6 23–27 | We Do 1b | 4 27–31 | I Do 2 | 4 31–40 | We Do 2 | 9 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Adult-prepared card arm model with two card strips and a secured split-pin elbow Two loose strings attached to forearm tabs for gentle opposite-side pulls Biceps/triceps and CONTRACTS/RELAXES labels; pupil sheet TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Muscles work in pairs · 1 minute Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson. Slide 2: Watch a bend and a straighten · 4 minutes Use a card model, not compulsory body movement. Supported: point to the pull. Standard: predict which muscle acts. Stretch: compare both actions. Retrieve last week’s internal skeleton; do not assume anatomical vocabulary beyond it. Slide 3: Three things we will do · 2 minutes Introduce biceps/triceps, contract/relax with spoken repetition and printed labels. Adult manipulates the model first; pupils do not handle pins or stretched elastic. Slide 4: A model helps us see a pull · 5 minutes Original simplified card-arm diagram, not anatomical scale. Adult demonstrates gentle manual pull with a loose string anchored to a forearm tab. Model is supported at the upper strip. A string stands for the effect of a pulling muscle but does not shorten itself. Keep small split pin fixed; adult makes holes. Slide 5: The body has a working pair · 5 minutes Map card to bone, pin to elbow and string to muscle pull. Contracting muscle develops tension and can shorten to pull; at this level use the simple shortening model. Do not say relaxed muscle is disconnected or that every lowering action requires triceps contraction: gravity can lower an unsupported arm. Teach active movement in this chosen model. Slide 6: Choose the pulling muscle · 3 minutes All pupils commit before teacher confirms. Bend = biceps contracts while triceps relaxes in the simplified elbow model. Offer colour/word labels together so colour is not the only identifier. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Now swap the action · 3 minutes Active straighten = triceps contracts, biceps relaxes. Ask pupil to direct adult model movement. Do not require pupil to show their own arm; accept pointing to word labels. Slide 8: Model and muscle: compare · 4 minutes Ask how two different materials represent the same relationship. Both movements need a pulling action; a string cannot push the forearm. A model has limits and is not a complete anatomical explanation. Slide 9: Explain both muscle jobs · 4 minutes Model a full sentence including both muscles rather than “the top one moves.” Accept placing CONTRACTS/RELAXES beside biceps/triceps labels. Adult notes the decision and explanation; photo of the model alone is insufficient. Slide 10: True or needs correcting? · 5 minutes True: muscles pull; biceps/triceps form pair. False: muscles push bones. Add source claim “bones move on their own” as false if time: muscles generate forces moving bones at joints. Preserve response before discussion. Slide 11: Direct two moves and keep labels · 4 minutes Final four minutes completes nine-minute source We Do 2 and exact 40 minutes. Let pupils direct adult movements if fine-motor access is a barrier. Do not begin Wednesday construction early. All elastic-band source ideas are replaced with loose strings under adult control. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. The model and the body Card = bone; pivot/join = elbow joint; loose string = effect of muscle pull. A string does not contract by itself, card is not living bone, and model omits many structures. 2. Complete the muscle-pair table Bend: biceps contracts, triceps relaxes. Active straighten: triceps contracts, biceps relaxes. Qualify to model action; gravity can lower an arm without the same active contraction pattern. 3. Keep or correct the statement True; false (muscles pull, opposite-side muscles can pull the other way); true; false (muscle action can move bones at joints). 4. Explain one movement A full pair statement should name both roles correctly for the chosen active movement. Model operation without explanation is not the entire evidence. Misconceptions and corrections Muscles push: they exert pulling force; antagonistic muscles can pull the opposite way. One muscle does both model actions alone: this model uses a pair. String contracts itself: it represents the pulling effect only. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Adult cuts card, makes holes and secures the split pin. Use loose strings, not stretched elastic; pull gently with the model on a table. No string around fingers, neck or body; no pupil must move or expose an arm. Adult-operated model and verbal direction are equally valid science routes. Access and offline alternatives Point to the named muscle and CONTRACTS/RELAXES label while adult operates. Explain both roles during bend and active straighten. Explain one limitation of the model and distinguish active straighten from gravity lowering. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes. Keep named cards and records for Wednesday Week 4; do not start the workshop early. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Source file Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Muscles work in pairs

Overview — 1 minutes within the source's 40-minute lesson. Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 2 · Watch a bend and a straighten

Arrival Task — 4 minutes within the source's 40-minute lesson. Use a card model, not compulsory body movement. Supported: point to the pull. Standard: predict which muscle acts. Stretch: compare both actions. Retrieve last week’s internal skeleton; do not assume anatomical vocabulary beyond it.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 3 · Three things we will do

Today at a Glance — 2 minutes within the source's 40-minute lesson. Introduce biceps/triceps, contract/relax with spoken repetition and printed labels. Adult manipulates the model first; pupils do not handle pins or stretched elastic.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 4 · A model helps us see a pull

I Do 1 — 5 minutes within the source's 40-minute lesson. Original simplified card-arm diagram, not anatomical scale. Adult demonstrates gentle manual pull with a loose string anchored to a forearm tab. Model is supported at the upper strip. A string stands for the effect of a pulling muscle but does not shorten itself. Keep small split pin fixed; adult makes holes.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 5 · The body has a working pair

I Do 1b — 5 minutes within the source's 40-minute lesson. Map card to bone, pin to elbow and string to muscle pull. Contracting muscle develops tension and can shorten to pull; at this level use the simple shortening model. Do not say relaxed muscle is disconnected or that every lowering action requires triceps contraction: gravity can lower an unsupported arm. Teach active movement in this chosen model.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 6 · Choose the pulling muscle

We Do 1 — commit — 3 minutes within the source's 40-minute lesson. All pupils commit before teacher confirms. Bend = biceps contracts while triceps relaxes in the simplified elbow model. Offer colour/word labels together so colour is not the only identifier.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 7 · Now swap the action

We Do 1 — compare — 3 minutes within the source's 40-minute lesson. Active straighten = triceps contracts, biceps relaxes. Ask pupil to direct adult model movement. Do not require pupil to show their own arm; accept pointing to word labels.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 8 · Model and muscle: compare

We Do 1b — 4 minutes within the source's 40-minute lesson. Ask how two different materials represent the same relationship. Both movements need a pulling action; a string cannot push the forearm. A model has limits and is not a complete anatomical explanation.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 9 · Explain both muscle jobs

I Do 2 — 4 minutes within the source's 40-minute lesson. Model a full sentence including both muscles rather than “the top one moves.” Accept placing CONTRACTS/RELAXES beside biceps/triceps labels. Adult notes the decision and explanation; photo of the model alone is insufficient.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 10 · True or needs correcting?

We Do 2 — sort — 5 minutes within the source's 40-minute lesson. True: muscles pull; biceps/triceps form pair. False: muscles push bones. Add source claim “bones move on their own” as false if time: muscles generate forces moving bones at joints. Preserve response before discussion.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 11 · Direct two moves and keep labels

We Do 2 — check and save — 4 minutes within the source's 40-minute lesson. Final four minutes completes nine-minute source We Do 2 and exact 40 minutes. Let pupils direct adult movements if fine-motor access is a barrier. Do not begin Wednesday construction early. All elastic-band source ideas are replaced with loose strings under adult control.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W4A/BUILD_Science_Autumn1_W4A_Muscle_Pairs.pptx. Use the matching original teaching pack for the full printable plan and resources.

Build and test a muscle model

Open slideshow

TEACHER GUIDANCE / ANSWERS SEPARATE Build and test a muscle model Autumn 1 · Week 4 · Lesson B · 40 minutes Learning objective Construct or direct a safe card-arm model, demonstrate both muscle roles and evaluate a model limitation. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–32 | Independent Work | 32 32–36 | Lundy Loop | 4 36–40 | Exit Ticket | 4 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Adult-prepared card strips, pre-made holes and secured split pin Two loose strings and opposite-side forearm tabs; prepared demonstration fallback Biceps, triceps, CONTRACTS and RELAXES labels; pupil record TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Build and test a muscle model · 0 minutes Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time. Slide 2: Retrieve the pair and check the join · 4 minutes Four-minute preparation. Adult checks two card strips, pre-made holes, secured split pin and two loose strings fixed to opposite-side forearm tabs. If apparatus is not ready, use adult’s prepared model; pupil direction retains the scientific goal. Slide 3: Build with an adult’s preparation · 5 minutes First five minutes of 20-minute workshop. Adult cuts strips, makes holes and fits the split pin so elbow rotates without sharp points. Attach pull strings on opposite sides of forearm near elbow; adult checks one gentle pull bends and another straightens before use. No stretched elastic or strings tied to body. Demonstration model is fallback if a mechanism fails. Slide 4: Make one careful bend · 5 minutes Next five minutes. Pupil may tell adult which string to pull and where to put labels. The pulling string represents effect of biceps shortening, not a living contracting muscle. Do not increase force if card jams; pause for adult adjustment. Slide 5: Actively straighten and swap roles · 5 minutes Next five minutes. Explicitly teach active straightening in the model rather than passive dropping under gravity. Adult checks the opposite-side pull works safely. A card model that needs manual repositioning can still support label explanation; state the limitation, do not fake successful mechanism. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 6: Explain both actions with labels · 5 minutes Final five minutes of 20-minute phase. Check that labels follow muscle names rather than card colours or screen position. Support: adult reads answer options; standard complete pair statement; stretch compare what string and living muscle do. Slide 7: Pause and check your model · 2 minutes Source two-minute pause. Adult adjusts any insecure pin or jam. Pupil can direct. Record the scientific reason for a label correction, not simply “teacher said”. Slide 8: Improve, explain and tidy · 6 minutes Final six-minute phase includes improvement, explanation and tidy. Scientific limit: string is pulled by a person rather than contracting; card/pin simplify anatomy and omit nerves/tendons. Adult repairs mechanism, pupil owns the classification/explanation. Keep small parts secured. Slide 9: Your voice can change the lesson · 4 minutes Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback. Slide 10: What does the pair do? · 4 minutes Answer key in teacher notes only: bend biceps contracts, triceps relaxes. Active straighten triceps contracts, biceps relaxes. Opposing muscles/pulls provide opposite active movement because muscles pull rather than push. Accept a directed demonstration with pupil meaning. Record next step without compulsory written closing line. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Build or direct the safe model Credit scientific direction as well as manual construction. The adult checks secure pin, gentle rotation, loose string and safe two-direction action. No pupil operating failed apparatus or manipulating sharp split pins. 2. Record the two actions Bend: biceps contracts/triceps relaxes. Active straighten: triceps contracts/biceps relaxes. Observation must describe actual model action; if joint jammed state so, then use a prepared model or label diagram. 3. Check, improve and explain Useful checks: swapped role labels, inadequate turning join, pulling from wrong side. String does not contract itself; model is card/pin, not living tissue. A label/explanation improvement is sufficient if model already functions. 4. Feedback and exit Bend biceps contracts; active straighten triceps contracts and biceps relaxes. Muscles exert pulls, not pushes, so an opposing pull changes active direction. Qualify to this simplified elbow model. Misconceptions and corrections Model construction alone proves the science: pupil must connect actions and labels. A model string is an actual muscle: it represents a pull and does not shorten itself. Relaxed means missing or broken: it is the partner role in this simplified movement. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Adult cuts, holes and secures all small/sharp parts before pupils use the model. Loose strings only; no elastic under tension, no knots around bodies/fingers, gentle table-based pulls. Stop if the mechanism jams; adult checks and adjusts it. Offer prepared model, diagram or adult-directed route; no compulsory body movement. Access and offline alternatives Use adult-prepared model and point to or direct labels for each action. Build or direct both moves and explain the two muscle roles. Compare model with living muscle and justify a precise improvement. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes: workshop 32, pupil feedback 4, exit 4. Record one next teaching step based on the actual response. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Source file Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Build and test a muscle model

Workshop reference — 0 minutes within the source's 40-minute lesson. Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 2 · Retrieve the pair and check the join

Independent Work — retrieve — 4 minutes within the source's 40-minute lesson. Four-minute preparation. Adult checks two card strips, pre-made holes, secured split pin and two loose strings fixed to opposite-side forearm tabs. If apparatus is not ready, use adult’s prepared model; pupil direction retains the scientific goal.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 3 · Build with an adult’s preparation

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. First five minutes of 20-minute workshop. Adult cuts strips, makes holes and fits the split pin so elbow rotates without sharp points. Attach pull strings on opposite sides of forearm near elbow; adult checks one gentle pull bends and another straightens before use. No stretched elastic or strings tied to body. Demonstration model is fallback if a mechanism fails.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 4 · Make one careful bend

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Pupil may tell adult which string to pull and where to put labels. The pulling string represents effect of biceps shortening, not a living contracting muscle. Do not increase force if card jams; pause for adult adjustment.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 5 · Actively straighten and swap roles

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Explicitly teach active straightening in the model rather than passive dropping under gravity. Adult checks the opposite-side pull works safely. A card model that needs manual repositioning can still support label explanation; state the limitation, do not fake successful mechanism.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 6 · Explain both actions with labels

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Final five minutes of 20-minute phase. Check that labels follow muscle names rather than card colours or screen position. Support: adult reads answer options; standard complete pair statement; stretch compare what string and living muscle do.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 7 · Pause and check your model

Independent Work — check — 2 minutes within the source's 40-minute lesson. Source two-minute pause. Adult adjusts any insecure pin or jam. Pupil can direct. Record the scientific reason for a label correction, not simply “teacher said”.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 8 · Improve, explain and tidy

Independent Work — improve — 6 minutes within the source's 40-minute lesson. Final six-minute phase includes improvement, explanation and tidy. Scientific limit: string is pulled by a person rather than contracting; card/pin simplify anatomy and omit nerves/tendons. Adult repairs mechanism, pupil owns the classification/explanation. Keep small parts secured.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 9 · Your voice can change the lesson

Lundy Loop — 4 minutes within the source's 40-minute lesson. Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Slide 10 · What does the pair do?

Exit Ticket — 4 minutes within the source's 40-minute lesson. Answer key in teacher notes only: bend biceps contracts, triceps relaxes. Active straighten triceps contracts, biceps relaxes. Opposing muscles/pulls provide opposite active movement because muscles pull rather than push. Accept a directed demonstration with pupil meaning. Record next step without compulsory written closing line.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W4_Muscle_Pairs.html Git blob: 25c277b919c5fcc62a4891abf2f7cbecf4999396.
  • SHA256: 4178be1248b51b44ea553d6b33735f09ddfbcc83fc58f28069f5386698ced06a.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 2 (2024): Movement, steps 1 Joints and 2 How we move. Public materials use original text and native diagrams; the accepted website string model replaces source stretched elastic.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W4B/BUILD_Science_Autumn1_W4B_Muscle_Model.pptx. Use the matching original teaching pack for the full printable plan and resources.

What a body needs

Open slideshow

TEACHER GUIDANCE / ANSWERS SEPARATE What a body needs Autumn 1 · Week 5 · Lesson A · 40 minutes Learning objective Identify several jobs of food, explain why variety matters and match example animals to appropriate foods without judging personal diets. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–1 | Overview | 1 1–5 | Arrival Task | 4 5–7 | Today at a Glance | 2 7–12 | I Do 1 | 5 12–16 | I Do 1b | 4 16–22 | We Do 1 | 6 22–26 | We Do 1b | 4 26–30 | I Do 2 | 4 30–40 | We Do 2 | 10 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original paper food/job cards and fictional case cards Pupil record, pencil or adult scribe Movable group labels; adult can read all cards aloud TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: What a body needs · 1 minute Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson. Slide 2: Start with a body job · 4 minutes Do not request personal diet disclosure. Supported: choose energy/growth labels. Standard: name a job. Stretch: name two and distinguish them. Retrieve the idea that muscles need a working body; no calorie discussion. Slide 3: Three things we will do · 2 minutes Use energy, growth and repair, vitamins/minerals, fibre and water as age-appropriate vocabulary. These categories overlap: one food can supply more than one nutrient. Slide 4: Food can help in several ways · 5 minutes Model food/job links as examples, not exclusive categories. Bread also provides some protein, vitamins and minerals; beans/lentils also carbohydrate/fibre. Fruit/vegetables differ in nutrients. Do not claim a food has a single job or that one food can provide everything. Slide 5: Water matters too · 4 minutes Water is needed alongside food and is present in many foods/drinks. Do not invent personal intake targets or encourage any restriction. Explain source model’s point: a collection of food cards is incomplete as a picture of bodily needs; water has functions despite no food energy. Slide 6: Name one job, then check · 3 minutes Collect all pupil responses before modelling. Expected examples: starchy foods provide energy; beans/lentils supply protein for growth/repair. Accept other correct nutrient-linked jobs if justified. Do not treat one answer as excluding all other food functions. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Can one food do more than one job? · 3 minutes Variety can supply a broader range of nutrients than relying on one food. Adult reads the information table so pupils do not need to memorise all terms. Correct “only protein” gently with the supplied evidence. Slide 8: Different animals, different needs · 4 minutes Use matching cards: cow can eat grass, owl can eat mice, caterpillars can eat leaves, goldfish can eat suitable fish food. These are examples, not complete diets for every species. Adults, not pupils, manage actual animal feeding. Ask why giving any animal any food is not a sound rule. Slide 9: Build a reason with because · 4 minutes Model because as evidence language. Supported: point from food to job; standard name a nutrient/job; stretch explain overlap. Food amount and type both matter, but no quantity/weight/calorie calculations or individual dietary advice. Slide 10: Match and challenge a claim · 5 minutes Read example food labels aloud. Correct matches as in previous comparison. Claim false: animals have different feeding needs, e.g. cow eating grass and owl eating a mouse. Do not use the cards to decide actual feeding instructions for a pet. Slide 11: Compare two choices and save · 5 minutes Five minutes completes source ten-minute stage. Explain that different types of food matter as well as how much. Learner can pass or tell adult privately. Retain paper cards for Wednesday; never test the idea by feeding animals. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Food-job information cards Information reference rather than a test. Avoid exclusive matching claims: one food often contributes to several body jobs. 2. Use a food-job reason Bread/potato for starchy energy; beans/lentils for protein growth/repair; carrot/apple for vitamins/minerals/fibre. Other scientifically valid overlaps accepted with supplied evidence. 3. Match the animal examples Cow-grass; owl-mouse; caterpillar-leaves; goldfish-suitable fish food. Different species have more specific needs; no pupils feed actual animals. 4. Explain variety Foods provide different nutrients; varied sources contribute to body needs. Beans/lentils supply protein and carbohydrate/fibre. Animals differ in feeding needs; example cow/grass versus owl/mouse supports correction. Misconceptions and corrections Foods have one job each: most supply several nutrients. Lots of one food supplies every nutrient: type and variety matter too. Every animal eats the same thing: feeding needs differ. Water supplies food energy: it supports important body functions without food energy. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper cards and invented examples only; no tasting, feeding animals or handling real food. Do not ask about pupils’ weight, calories, personal meals or food available at home. Use neutral food language; no foods, bodies or families labelled good or bad. This is a scientific teaching model, not a diet plan; adults follow existing individual support plans. Access and offline alternatives Point to a food card and an illustrated or spoken body-job label. Match example food/job links and justify why variety matters. Explain overlapping nutrient roles and compare two animals using evidence. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes. Keep named cards and records for Wednesday Week 5; do not start the workshop early. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Source file Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · What a body needs

Overview — 1 minutes within the source's 40-minute lesson. Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 2 · Start with a body job

Arrival Task — 4 minutes within the source's 40-minute lesson. Do not request personal diet disclosure. Supported: choose energy/growth labels. Standard: name a job. Stretch: name two and distinguish them. Retrieve the idea that muscles need a working body; no calorie discussion.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 3 · Three things we will do

Today at a Glance — 2 minutes within the source's 40-minute lesson. Use energy, growth and repair, vitamins/minerals, fibre and water as age-appropriate vocabulary. These categories overlap: one food can supply more than one nutrient.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 4 · Food can help in several ways

I Do 1 — 5 minutes within the source's 40-minute lesson. Model food/job links as examples, not exclusive categories. Bread also provides some protein, vitamins and minerals; beans/lentils also carbohydrate/fibre. Fruit/vegetables differ in nutrients. Do not claim a food has a single job or that one food can provide everything.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 5 · Water matters too

I Do 1b — 4 minutes within the source's 40-minute lesson. Water is needed alongside food and is present in many foods/drinks. Do not invent personal intake targets or encourage any restriction. Explain source model’s point: a collection of food cards is incomplete as a picture of bodily needs; water has functions despite no food energy.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 6 · Name one job, then check

We Do 1 — first responses — 3 minutes within the source's 40-minute lesson. Collect all pupil responses before modelling. Expected examples: starchy foods provide energy; beans/lentils supply protein for growth/repair. Accept other correct nutrient-linked jobs if justified. Do not treat one answer as excluding all other food functions.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 7 · Can one food do more than one job?

We Do 1 — compare — 3 minutes within the source's 40-minute lesson. Variety can supply a broader range of nutrients than relying on one food. Adult reads the information table so pupils do not need to memorise all terms. Correct “only protein” gently with the supplied evidence.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 8 · Different animals, different needs

We Do 1b — 4 minutes within the source's 40-minute lesson. Use matching cards: cow can eat grass, owl can eat mice, caterpillars can eat leaves, goldfish can eat suitable fish food. These are examples, not complete diets for every species. Adults, not pupils, manage actual animal feeding. Ask why giving any animal any food is not a sound rule.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 9 · Build a reason with because

I Do 2 — 4 minutes within the source's 40-minute lesson. Model because as evidence language. Supported: point from food to job; standard name a nutrient/job; stretch explain overlap. Food amount and type both matter, but no quantity/weight/calorie calculations or individual dietary advice.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 10 · Match and challenge a claim

We Do 2 — sort — 5 minutes within the source's 40-minute lesson. Read example food labels aloud. Correct matches as in previous comparison. Claim false: animals have different feeding needs, e.g. cow eating grass and owl eating a mouse. Do not use the cards to decide actual feeding instructions for a pet.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 11 · Compare two choices and save

We Do 2 — explain and save — 5 minutes within the source's 40-minute lesson. Five minutes completes source ten-minute stage. Explain that different types of food matter as well as how much. Learner can pass or tell adult privately. Retain paper cards for Wednesday; never test the idea by feeding animals.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W5A/BUILD_Science_Autumn1_W5A_Body_Needs.pptx. Use the matching original teaching pack for the full printable plan and resources.

Food-jobs evidence mission

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TEACHER GUIDANCE / ANSWERS SEPARATE Food-jobs evidence mission Autumn 1 · Week 5 · Lesson B · 40 minutes Learning objective Use food information to revise fictional menu models, explaining nutrient jobs and why one food cannot meet every need. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–32 | Independent Work | 32 32–36 | Lundy Loop | 4 36–40 | Exit Ticket | 4 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original paper food/job cards and fictional case cards Pupil record, pencil or adult scribe Movable group labels; adult can read all cards aloud TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Food-jobs evidence mission · 0 minutes Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time. Slide 2: Retrieve the food-job cards · 4 minutes Four-minute preparation. Six revisit foods: bread, potato, beans, lentils, carrot, apple; water card. Adult can read or cut. No real food, personal meal reporting or portion calculations. Slide 3: Case 1: only bread and water · 5 minutes First five minutes of source 20-minute investigation. Bread provides starchy carbohydrate and other nutrients; water has transport/temperature roles but no food energy. The fictional model is limited in range. Do not call a child’s lunch bad; discuss only this constructed case. Slide 4: Add variety and give evidence · 5 minutes Next five minutes. Example add beans/lentils for protein growth/repair and carrot/apple for vitamins/minerals/fibre. Multiple valid sets; no prescribed personal meal plan or exact portions. A food may supply several nutrients. Slide 5: Case 2: change the protein source · 5 minutes Next five minutes. Beans or lentils can replace the meat as a protein source in this simplified model. Rice and vegetables remain. No requirement to disclose beliefs, religion or diet; fictitious requirement suffices. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 6: Compare two workable choices · 5 minutes Final five minutes of 20-minute phase. Both supply protein and additional nutrients. Pupils can point to information table or dictate. Do not claim exact nutritional equivalence per gram or that one model covers all bodily needs. Slide 7: Pause: check the reason · 2 minutes Two-minute check within source workshop. Preference may be valid in life, but this task’s evidence must connect food and body function. Keep original choice even if reason needs revision. Slide 8: Improve one choice or explanation · 6 minutes Source final six minutes includes revision and tidy. Example vague “healthy” becomes “lentils provide protein for growth and repair.” Pupil can dictate exact meaning. Retain both versions; no photographs/public sharing required. Slide 9: Your voice can change the lesson · 4 minutes Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback. Slide 10: Explain a food job · 4 minutes Answers in teacher notes: food gives energy and nutrients for growth/repair and body functions; variety supplies a wider range of nutrients; beans/lentils provide protein plus carbohydrate/fibre. Water essential but no food energy. Accept evidence-linked speech/sign/pointing and record support. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Read the evidence Reference matches current source. Several functions can overlap. Do not claim each food supplies all nutrients. 2. Improve the bread-and-water model Example beans/lentils add protein; carrot/apple add varied vitamins/minerals/fibre. Many valid additions. No model proportions or quantities supplied; cannot establish a complete real-person meal plan. 3. Make the second model meat-free Beans and lentils are two possible protein-source replacements. They also provide other nutrients. Do not treat nutrient amounts as exactly identical or require personal diet explanation. 4. Revise and explain Look for a specific nutrient/function explanation. Variety supports multiple body needs. Changes may improve explanation without changing the food choice. Adult notes access feedback separately without requiring disclosure. Misconceptions and corrections A food is only energy or only protein: nutrient contributions overlap. A meat-free model has no protein: beans/lentils can supply it. A card model is an individual diet prescription: it is a limited concept model. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper cards and invented examples only; no tasting, feeding animals or handling real food. Do not ask about pupils’ weight, calories, personal meals or food available at home. Use neutral food language; no foods, bodies or families labelled good or bad. This is a scientific teaching model, not a diet plan; adults follow existing individual support plans. Access and offline alternatives Choose two cards with adult-read evidence and point to a reason; direct one revision. Build both fictional cases and explain two food jobs and a revision. Compare alternatives and explain why one food or one model cannot cover every need. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes: workshop 32, pupil feedback 4, exit 4. Record one next teaching step based on the actual response. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Source file Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Food-jobs evidence mission

Workshop reference — 0 minutes within the source's 40-minute lesson. Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 2 · Retrieve the food-job cards

Independent Work — retrieve — 4 minutes within the source's 40-minute lesson. Four-minute preparation. Six revisit foods: bread, potato, beans, lentils, carrot, apple; water card. Adult can read or cut. No real food, personal meal reporting or portion calculations.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 3 · Case 1: only bread and water

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. First five minutes of source 20-minute investigation. Bread provides starchy carbohydrate and other nutrients; water has transport/temperature roles but no food energy. The fictional model is limited in range. Do not call a child’s lunch bad; discuss only this constructed case.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 4 · Add variety and give evidence

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Example add beans/lentils for protein growth/repair and carrot/apple for vitamins/minerals/fibre. Multiple valid sets; no prescribed personal meal plan or exact portions. A food may supply several nutrients.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 5 · Case 2: change the protein source

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Beans or lentils can replace the meat as a protein source in this simplified model. Rice and vegetables remain. No requirement to disclose beliefs, religion or diet; fictitious requirement suffices.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 6 · Compare two workable choices

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Final five minutes of 20-minute phase. Both supply protein and additional nutrients. Pupils can point to information table or dictate. Do not claim exact nutritional equivalence per gram or that one model covers all bodily needs.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 7 · Pause: check the reason

Independent Work — check — 2 minutes within the source's 40-minute lesson. Two-minute check within source workshop. Preference may be valid in life, but this task’s evidence must connect food and body function. Keep original choice even if reason needs revision.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 8 · Improve one choice or explanation

Independent Work — improve — 6 minutes within the source's 40-minute lesson. Source final six minutes includes revision and tidy. Example vague “healthy” becomes “lentils provide protein for growth and repair.” Pupil can dictate exact meaning. Retain both versions; no photographs/public sharing required.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 9 · Your voice can change the lesson

Lundy Loop — 4 minutes within the source's 40-minute lesson. Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Slide 10 · Explain a food job

Exit Ticket — 4 minutes within the source's 40-minute lesson. Answers in teacher notes: food gives energy and nutrients for growth/repair and body functions; variety supplies a wider range of nutrients; beans/lentils provide protein plus carbohydrate/fibre. Water essential but no food energy. Accept evidence-linked speech/sign/pointing and record support.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W5_Right_Nutrition.html Git blob: 21014244de9f92bea3c1e10e53d0ce8592ea43ce.
  • SHA256: 1d06ba869b18be8328cf4723cc91b46298a63c494f95e92aa9563f23b15161d3.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1 Food groups, 2 Understand the five food groups and 5 Animal diets. Concepts inform original card tasks; source photographs and printables are not redistributed.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W5B/BUILD_Science_Autumn1_W5B_Food_Jobs_Mission.pptx. Use the matching original teaching pack for the full printable plan and resources.

Building a balanced plate

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TEACHER GUIDANCE / ANSWERS SEPARATE Building a balanced plate Autumn 1 · Week 6 · Lesson A · 40 minutes Learning objective Classify example foods into broad Eatwell groups and explain that balance concerns a range of foods over a day or week, not exact personal portions. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–1 | Overview | 1 1–5 | Arrival Task | 4 5–7 | Today at a Glance | 2 7–12 | I Do 1 | 5 12–16 | I Do 1b | 4 16–22 | We Do 1 | 6 22–26 | We Do 1b | 4 26–30 | I Do 2 | 4 30–40 | We Do 2 | 10 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original paper food/job cards and fictional case cards Pupil record, pencil or adult scribe Movable group labels; adult can read all cards aloud TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Building a balanced plate · 1 minute Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson. Slide 2: Retrieve a food-job idea · 4 minutes No pupil meal or diet disclosure. Supported points to a food label; standard names a job; stretch recognises overlap. Explain that this model is about broad groups, not judging any individual’s food. Slide 3: Three things we will do · 2 minutes Prepare eight source cards: rice, bread, carrot, apple, chicken, beans, milk, fortified soya alternative. The source model also names oils/spreads as a small group; do not imply the eight-card set itself shows every food needed. Slide 4: Five broad food groups · 5 minutes Name full protein group orally: beans, pulses, fish, eggs, meat and other protein. These are broad Eatwell groups; fats/sugars is not substituted as a fifth group. Oils/spreads form a small group in the guide. No exact area proportions or personal portion targets inferred from this text model. Slide 5: Place one food, explain its group · 4 minutes Model evidence rather than preference. Potato is classed with starchy foods in Eatwell grouping, although botanically a plant food. A mixed dish may contain several groups; not every food has one exclusive nutrient role. Slide 6: Where do these four cards go? · 3 minutes Collect choices before explanation. Rice/bread = starchy foods. Carrot/apple = fruit and vegetables. Pupil may point to the groups; colour is supplementary, words stay visible. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Now place the other four cards · 3 minutes Chicken/beans = broad protein group. Milk/fortified soya alternative = dairy and alternatives. “Alternative” does not mean identical nutrient profile; chosen example is fortified soya. Check package evidence in real life, but use only paper cards here. Slide 8: What does balance mean? · 4 minutes Ask which two groups are the largest in the Eatwell model: fruit/vegetables and starchy foods. State oils/spreads is small. The eight source cards omit an oil example; this is a limitation of a simplified activity, not a ban. Teacher may name olive oil as a reference example without requiring extra food. Slide 9: Explain it without a vague label · 4 minutes The word healthy alone is not the scientific explanation. Model a specific explanation with variety, groups and time. Avoid “bad food”, banned food, weight or calorie discussion. Teacher follow individual support plan outside this lesson. Slide 10: Which claims need improving? · 5 minutes First claim fits broad concept; only one group is insufficient to represent balance; banned claim false. Foods high in fat/salt/sugar can be included less often/in smaller amounts in official general guide, but no individual targets or moral labels. Source false claim “chips are a bad food” is challenged rather than endorsed. Slide 11: Swap within a group and save · 5 minutes Five minutes completes source ten-minute stage. Swaps preserve broad group, not exact nutrient equivalence or portion. Each learner can point, sign or direct. A mixed-food example can be unpacked if offered; no personal eating disclosures. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. The five-group reference Five broad groups follow accepted website/NHS Eatwell approach. Oils/spreads is small; foods high fat/salt/sugar are outside the main guide rather than a required sixth group. No exact quantities assessed. 2. Sort the eight cards Rice/bread starchy foods; carrot/apple fruit/vegetables; chicken/beans protein-source group; milk/fortified soya alternative dairy/alternatives. 3. Check the claims All three need correction: balance considered over a day/week; range across groups supports needs; no moral bans. Explain general guidance without personal food judgement or exact portions. 4. A swap with a reason Broad group preserved for rice/bread or chicken/beans; same group does not imply identical nutrition/portion. Limits include exact portions, complete day/week intake, individual requirements and mixed dishes. Misconceptions and corrections A food-group plate prescribes exact portions for every pupil: this activity supplies none. Every meal must copy the model: balance is considered over a day/week. Protein means only meat: beans and other pulses are in that group too. Sometimes foods are bad or banned: use neutral inclusive language. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper cards and invented examples only; no tasting, feeding animals or handling real food. Do not ask about pupils’ weight, calories, personal meals or food available at home. Use neutral food language; no foods, bodies or families labelled good or bad. This is a scientific teaching model, not a diet plan; adults follow existing individual support plans. Access and offline alternatives Point or direct food cards to clearly worded groups with an adult reader. Sort eight foods and explain balance over a day/week. Justify a group-preserving swap and explain a limitation of the model. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes. Keep named cards and records for Wednesday Week 6; do not start the workshop early. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Source file Git blob: 186a497288fca4483f58539306d07e5a12d7d819 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets. Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included. Five broad Eatwell groups are used consistently. Uploaded source’s alternative labels are not copied where they differ from the current accepted website/NHS grouping.

Slide 1 · Building a balanced plate

Overview — 1 minutes within the source's 40-minute lesson. Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 2 · Retrieve a food-job idea

Arrival Task — 4 minutes within the source's 40-minute lesson. No pupil meal or diet disclosure. Supported points to a food label; standard names a job; stretch recognises overlap. Explain that this model is about broad groups, not judging any individual’s food.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 3 · Three things we will do

Today at a Glance — 2 minutes within the source's 40-minute lesson. Prepare eight source cards: rice, bread, carrot, apple, chicken, beans, milk, fortified soya alternative. The source model also names oils/spreads as a small group; do not imply the eight-card set itself shows every food needed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 4 · Five broad food groups

I Do 1 — 5 minutes within the source's 40-minute lesson. Name full protein group orally: beans, pulses, fish, eggs, meat and other protein. These are broad Eatwell groups; fats/sugars is not substituted as a fifth group. Oils/spreads form a small group in the guide. No exact area proportions or personal portion targets inferred from this text model.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 5 · Place one food, explain its group

I Do 1b — 4 minutes within the source's 40-minute lesson. Model evidence rather than preference. Potato is classed with starchy foods in Eatwell grouping, although botanically a plant food. A mixed dish may contain several groups; not every food has one exclusive nutrient role.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 6 · Where do these four cards go?

We Do 1 — first sort — 3 minutes within the source's 40-minute lesson. Collect choices before explanation. Rice/bread = starchy foods. Carrot/apple = fruit and vegetables. Pupil may point to the groups; colour is supplementary, words stay visible.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 7 · Now place the other four cards

We Do 1 — second sort — 3 minutes within the source's 40-minute lesson. Chicken/beans = broad protein group. Milk/fortified soya alternative = dairy and alternatives. “Alternative” does not mean identical nutrient profile; chosen example is fortified soya. Check package evidence in real life, but use only paper cards here.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 8 · What does balance mean?

We Do 1b — 4 minutes within the source's 40-minute lesson. Ask which two groups are the largest in the Eatwell model: fruit/vegetables and starchy foods. State oils/spreads is small. The eight source cards omit an oil example; this is a limitation of a simplified activity, not a ban. Teacher may name olive oil as a reference example without requiring extra food.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 9 · Explain it without a vague label

I Do 2 — 4 minutes within the source's 40-minute lesson. The word healthy alone is not the scientific explanation. Model a specific explanation with variety, groups and time. Avoid “bad food”, banned food, weight or calorie discussion. Teacher follow individual support plan outside this lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 10 · Which claims need improving?

We Do 2 — sort — 5 minutes within the source's 40-minute lesson. First claim fits broad concept; only one group is insufficient to represent balance; banned claim false. Foods high in fat/salt/sugar can be included less often/in smaller amounts in official general guide, but no individual targets or moral labels. Source false claim “chips are a bad food” is challenged rather than endorsed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 11 · Swap within a group and save

We Do 2 — check and save — 5 minutes within the source's 40-minute lesson. Five minutes completes source ten-minute stage. Swaps preserve broad group, not exact nutrient equivalence or portion. Each learner can point, sign or direct. A mixed-food example can be unpacked if offered; no personal eating disclosures.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W6A/BUILD_Science_Autumn1_W6A_Balanced_Plate.pptx. Use the matching original teaching pack for the full printable plan and resources.

Compare and revise model plates

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TEACHER GUIDANCE / ANSWERS SEPARATE Compare and revise model plates Autumn 1 · Week 6 · Lesson B · 40 minutes Learning objective Compare two fictional food-card models, replace a protein source and justify the group relationship while stating model limits. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–32 | Independent Work | 32 32–36 | Lundy Loop | 4 36–40 | Exit Ticket | 4 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original paper food/job cards and fictional case cards Pupil record, pencil or adult scribe Movable group labels; adult can read all cards aloud TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Compare and revise model plates · 0 minutes Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time. Slide 2: Return to your labelled groups · 4 minutes Four-minute source preparation. Use eight reference food cards and five broad group labels. Oils/spreads group remains in the reference although the eight-card set has no oil card. This is a simplified model, not actual meals. Slide 3: Case A: group the four foods · 5 minutes First five minutes of 20-minute investigation. Read case A as fictional food cards. Expected groups: starchy, protein, fruit/vegetables, dairy/alternatives. Ask pupil to place labels. Do not claim a complete balanced real meal from these four cards or infer portions. Slide 4: Case B: different cards · 5 minutes Next five minutes. Same broad group pattern as case A using different foods. Fortified soya is a labelled example, not every plant drink automatically nutritionally equivalent. Keep examples fictional and neutral. Slide 5: Compare the two models · 5 minutes Next five minutes. These arrows indicate a card swap, not food-chain energy arrows. Adult can read full fortified-soya-alternative label. Same group pattern does not mean matching nutrients/portions. Ask learners to explain one correspondence. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 6: Make a protein-source swap · 5 minutes Final five minutes of source 20-minute phase. Beans/lentils are protein-source examples. Lentils can be written as an additional answer; main eight-card set stays intact. Multiple alternatives allowed; no personal belief/diet justification required. Slide 7: Pause and check what is missing · 2 minutes Two-minute source check. Eight-card examples omit oils/spreads. A simplified single model does not show the full day/week or all requirements. Do not mark pupil as unhealthy because a paper model is incomplete. Slide 8: Revise, explain and keep evidence · 6 minutes Final six-minute phase includes tidy. Explanation: beans replace chicken within broad protein group; whole diets and exact amounts not established. Pupil can point to matching group or dictate a reason. No real food, photos or public sharing needed. Slide 9: Your voice can change the lesson · 4 minutes Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback. Slide 10: What stays the same after a swap? · 4 minutes Teacher answers only: chicken/beans/lentils/fish/eggs etc in protein group; swap preserves broad group but not exact nutrient equivalence; personal needs, full day/week intake and portions lie outside this simple model. Adult receives actual reasoning and chooses next step. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Compare the cases Cases use different examples within same four broad groups; oils/spreads omitted from simplified eight-card activity. That limitation must be explained rather than concealed. 2. Make and justify a swap Replace chicken with beans; lentils another valid protein source. Broad group relationship is assessed, not exact nutrient/portion equivalence. Do not require personal dietary choice explanation. 3. What can this model show? Oils/spreads absent. Model shows broad groups and substitutions; cannot show exact portions, individual needs, complete intake over time or every mixed dish. Each meal need not replicate a diagram. 4. Improve the explanation Credit precise nutrient/group reason and explicit limitation. Chicken and beans share broad protein group; balance concerns day/week and individual needs lie beyond cards. Adult listens to access feedback without forced disclosure. Misconceptions and corrections Same food group means identical nutrient amounts: it does not. A meat-free choice removes the entire protein group: pulses are protein sources. Missing card proves an actual diet problem: fictional model limits do not diagnose pupils. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper cards and invented examples only; no tasting, feeding animals or handling real food. Do not ask about pupils’ weight, calories, personal meals or food available at home. Use neutral food language; no foods, bodies or families labelled good or bad. This is a scientific teaching model, not a diet plan; adults follow existing individual support plans. Access and offline alternatives Use adult-read labels to compare cases and direct one swap. Name group similarities and explain one meat-free protein swap. Compare alternative swaps and explain the missing-group/time/portion limits. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes: workshop 32, pupil feedback 4, exit 4. Record one next teaching step based on the actual response. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Source file Git blob: 186a497288fca4483f58539306d07e5a12d7d819 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets. Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Compare and revise model plates

Workshop reference — 0 minutes within the source's 40-minute lesson. Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 2 · Return to your labelled groups

Independent Work — retrieve — 4 minutes within the source's 40-minute lesson. Four-minute source preparation. Use eight reference food cards and five broad group labels. Oils/spreads group remains in the reference although the eight-card set has no oil card. This is a simplified model, not actual meals.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 3 · Case A: group the four foods

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. First five minutes of 20-minute investigation. Read case A as fictional food cards. Expected groups: starchy, protein, fruit/vegetables, dairy/alternatives. Ask pupil to place labels. Do not claim a complete balanced real meal from these four cards or infer portions.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 4 · Case B: different cards

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Same broad group pattern as case A using different foods. Fortified soya is a labelled example, not every plant drink automatically nutritionally equivalent. Keep examples fictional and neutral.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 5 · Compare the two models

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. These arrows indicate a card swap, not food-chain energy arrows. Adult can read full fortified-soya-alternative label. Same group pattern does not mean matching nutrients/portions. Ask learners to explain one correspondence.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 6 · Make a protein-source swap

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Final five minutes of source 20-minute phase. Beans/lentils are protein-source examples. Lentils can be written as an additional answer; main eight-card set stays intact. Multiple alternatives allowed; no personal belief/diet justification required.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 7 · Pause and check what is missing

Independent Work — check — 2 minutes within the source's 40-minute lesson. Two-minute source check. Eight-card examples omit oils/spreads. A simplified single model does not show the full day/week or all requirements. Do not mark pupil as unhealthy because a paper model is incomplete.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 8 · Revise, explain and keep evidence

Independent Work — improve — 6 minutes within the source's 40-minute lesson. Final six-minute phase includes tidy. Explanation: beans replace chicken within broad protein group; whole diets and exact amounts not established. Pupil can point to matching group or dictate a reason. No real food, photos or public sharing needed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 9 · Your voice can change the lesson

Lundy Loop — 4 minutes within the source's 40-minute lesson. Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Slide 10 · What stays the same after a swap?

Exit Ticket — 4 minutes within the source's 40-minute lesson. Teacher answers only: chicken/beans/lentils/fish/eggs etc in protein group; swap preserves broad group but not exact nutrient equivalence; personal needs, full day/week intake and portions lie outside this simple model. Adult receives actual reasoning and chooses next step.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W6_Balanced_Plate.html Git blob: 186a497288fca4483f58539306d07e5a12d7d819.
  • SHA256: 238e4f1c87b3932dd255105b0f7fcffa9cd55c9fefc39a89defa500f1c8ae8a2.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024): Nutrition and diet, steps 1-4, including Balanced diets and Compare diets.
  • Original teaching models follow current website safeguards and NHS Eatwell grouping; no publisher slide/media copied.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W6B/BUILD_Science_Autumn1_W6B_Model_Plate_Comparison.pptx. Use the matching original teaching pack for the full printable plan and resources.

Animals get food by eating

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TEACHER GUIDANCE / ANSWERS SEPARATE Animals get food by eating Autumn 1 · Week 7 · Lesson A · 40 minutes Learning objective Distinguish producers and consumers in simple green-plant food chains, read arrows from food to eater and justify a correction. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–1 | Overview | 1 1–5 | Arrival Task | 4 5–7 | Today at a Glance | 2 7–12 | I Do 1 | 5 12–16 | I Do 1b | 4 16–22 | We Do 1 | 6 22–26 | We Do 1b | 4 26–30 | I Do 2 | 4 30–40 | We Do 2 | 10 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Original printed organism labels and loose arrow strips Feeding-clue cards; opaque paper cover Pupil record or adult scribe; native chain diagram TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Animals get food by eating · 1 minute Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson. Slide 2: Start with a feeding link · 4 minutes Supported points to grass label; standard names rabbit food; stretch proposes one feeding link. Use source examples, not a pupil’s own food. No collecting or feeding animals. First idea can be uncertain. Slide 3: Three things we will do · 2 minutes Producer/consumer are roles in these examples. Green plants make food using light; animals obtain food from eating. Do not teach that plant roots take food from soil or that all producers must be plants. Slide 4: Read the chain from food to eater · 5 minutes Original native editable scientific chain. Arrows run grass → rabbit → fox. “Is eaten by” is the accessible reading. Grass is the producer in this model; rabbit and fox are consumers. The chain selects possible feeding links rather than describing everything the animals eat. Slide 5: A reversed arrow changes meaning · 4 minutes Use feeding clue to diagnose the source deliberate error. Ask who gets the food. Do not explain arrows as “points to what the animal eats”, which reverses this convention. A pupil can physically turn a paper arrow to correct it. Slide 6: Producer or consumer? · 3 minutes Grass producer; rabbit and fox consumers. Do not imply fox eats only rabbits or every green plant/animal interaction is represented. At this level focus on these stated examples. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 7: Try a second set of living things · 3 minutes The green plant bearing the leaves is producer; caterpillar/robin consumers. Leaves are part of the producer plant, not a separate species. Caterpillars can eat leaves and robins can eat caterpillars. State “can” because real diets vary. Slide 8: Cover the plant: what might change? · 4 minutes Pupils predict without pretending a paper cover is measured ecological data. Less grass can mean less food for rabbits and indirectly affect foxes; exact changes uncertain because other foods and conditions matter. The plant starts food production in this model; sunlight is the energy source, not an edible food-chain organism. Slide 9: Explain a consumer using because · 4 minutes Model complete role-plus-reason statement. Green plants in model produce food using light; animals do not make food in that way. Supported learner can point from fox to consumer and feeding clue; teacher records actual meaning. Slide 10: Put the chain the right way round · 5 minutes Build grass → rabbit → fox and correct source reversed chain fox → rabbit → grass. “Animals make their own food” false in intended biology sense; they obtain it by eating. We are discussing biological food production, not human cooking. Slide 11: Repair one arrow and save it · 5 minutes Five minutes completes current ten-minute We Do 2. Every pupil may point, direct, sign or speak before teacher reveal. Keep the first and repaired arrangement or a note of reason. Do not begin Wednesday change investigation early. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Food-source clues Grass producer; all named animals consumers. Plant leaves are a food source and part of the producer plant. “Can” signifies a selected feeding link, not an exclusive diet. 2. Build the first chain Grass → rabbit → fox. Arrows show food/energy passes to eater; grass is eaten by rabbit, rabbit can be eaten by fox. Grass is producer because green parts make food using light. 3. Correct a deliberate error Repair grass → rabbit. Rabbit is the eater receiving food/energy. Not an arrow from predator to prey or towards food eaten. A spoken/pointer correction is equivalent evidence. 4. Explain the model’s meaning Fox consumer because it eats. Less grass may reduce available rabbit food; outcome uncertain because other food/conditions exist. Model cannot establish exact animal counts or every feeding relationship. Misconceptions and corrections Arrows point to what an animal eats: here they point from food to eater. Plants obtain their food from soil: green plants make food using light; roots absorb water/minerals. A simple chain lists all foods an animal eats: it selects a few links. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Paper models only: do not collect or feed plants/animals. Adult cuts labels if needed; pupil may direct all movements. Treat changes as predictions about a model, not a claim real organisms were harmed or a field investigation performed. Access and offline alternatives Point to producer/consumer and direct one arrow using a read-aloud clue. Build a three-organism chain and explain both arrows. Diagnose reversed arrows and qualify a prediction about fewer plants. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes. Keep named cards and records for Wednesday Week 7; do not start the workshop early. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Source file Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website. Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Animals get food by eating

Overview — 1 minutes within the source's 40-minute lesson. Monday P3, 11:00-11:40. This one-minute overview is included in the 40-minute lesson.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 2 · Start with a feeding link

Arrival Task — 4 minutes within the source's 40-minute lesson. Supported points to grass label; standard names rabbit food; stretch proposes one feeding link. Use source examples, not a pupil’s own food. No collecting or feeding animals. First idea can be uncertain.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 3 · Three things we will do

Today at a Glance — 2 minutes within the source's 40-minute lesson. Producer/consumer are roles in these examples. Green plants make food using light; animals obtain food from eating. Do not teach that plant roots take food from soil or that all producers must be plants.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 4 · Read the chain from food to eater

I Do 1 — 5 minutes within the source's 40-minute lesson. Original native editable scientific chain. Arrows run grass → rabbit → fox. “Is eaten by” is the accessible reading. Grass is the producer in this model; rabbit and fox are consumers. The chain selects possible feeding links rather than describing everything the animals eat.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 5 · A reversed arrow changes meaning

I Do 1b — 4 minutes within the source's 40-minute lesson. Use feeding clue to diagnose the source deliberate error. Ask who gets the food. Do not explain arrows as “points to what the animal eats”, which reverses this convention. A pupil can physically turn a paper arrow to correct it.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 6 · Producer or consumer?

We Do 1 — commit — 3 minutes within the source's 40-minute lesson. Grass producer; rabbit and fox consumers. Do not imply fox eats only rabbits or every green plant/animal interaction is represented. At this level focus on these stated examples.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 7 · Try a second set of living things

We Do 1 — compare — 3 minutes within the source's 40-minute lesson. The green plant bearing the leaves is producer; caterpillar/robin consumers. Leaves are part of the producer plant, not a separate species. Caterpillars can eat leaves and robins can eat caterpillars. State “can” because real diets vary.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 8 · Cover the plant: what might change?

We Do 1b — 4 minutes within the source's 40-minute lesson. Pupils predict without pretending a paper cover is measured ecological data. Less grass can mean less food for rabbits and indirectly affect foxes; exact changes uncertain because other foods and conditions matter. The plant starts food production in this model; sunlight is the energy source, not an edible food-chain organism.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 9 · Explain a consumer using because

I Do 2 — 4 minutes within the source's 40-minute lesson. Model complete role-plus-reason statement. Green plants in model produce food using light; animals do not make food in that way. Supported learner can point from fox to consumer and feeding clue; teacher records actual meaning.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 10 · Put the chain the right way round

We Do 2 — sort — 5 minutes within the source's 40-minute lesson. Build grass → rabbit → fox and correct source reversed chain fox → rabbit → grass. “Animals make their own food” false in intended biology sense; they obtain it by eating. We are discussing biological food production, not human cooking.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 11 · Repair one arrow and save it

We Do 2 — explain and save — 5 minutes within the source's 40-minute lesson. Five minutes completes current ten-minute We Do 2. Every pupil may point, direct, sign or speak before teacher reveal. Keep the first and repaired arrangement or a note of reason. Do not begin Wednesday change investigation early.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W7A/BUILD_Science_Autumn1_W7A_Food_Sources.pptx. Use the matching original teaching pack for the full printable plan and resources.

Food-chain change investigation

Open slideshow

TEACHER GUIDANCE / ANSWERS SEPARATE Food-chain change investigation Autumn 1 · Week 7 · Lesson B · 40 minutes Learning objective Build two food-chain models, repair arrow errors and make qualified predictions about a reduced plant food source. Evidence to look for Record the pupil decision or explanation and the support used. Accept pointing, signing, adult scribing or directing the model. A photograph alone does not establish understanding; no photography or public sharing is required. Source lesson timing Elapsed minutes | Source stage | Minutes 0–32 | Independent Work | 32 32–36 | Lundy Loop | 4 36–40 | Exit Ticket | 4 Split slide times are added within their original source stages. Printed tasks and adaptations replace activity within these timings; they do not add extra lesson time. Equipment and preparation Monday chain cards plus leaves/caterpillar/robin labels Two sets of arrow strips, producer/consumer labels and feeding clues Opaque paper cover and pupil record; adult scribing option TEACHING SEQUENCE Guide the lesson Use the source stage times; choose prompts appropriate to the pupil. Slide 1: Food-chain change investigation · 0 minutes Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time. Slide 2: Retrieve a chain and read one arrow · 4 minutes Four-minute source preparation. Grass → rabbit → fox. Explain food/energy passes to eater. Choose card mover, pointer, adult director or recorder. Keep models on table; no real organism collection. Slide 3: Build the grass chain from evidence · 5 minutes First five minutes of source 20-minute investigation. Correct grass → rabbit → fox; grass producer, animals consumers. Every pupil uses evidence rather than simply remembering sequence. Alternative adult moves cards under pupil direction. Slide 4: Build the second chain · 5 minutes Next five minutes. Leaves → caterpillar → robin. Leaves represent part of a green producer plant. Consumer labels apply caterpillar/robin. Diagram shows selected links only. Printed labels are original and remain usable without any online animation. Slide 5: Make an error, then repair it · 5 minutes Next five minutes. Example wrong robin → caterpillar would pass food from robin to caterpillar, conflicting with supplied clue robin eats caterpillar. Correct leaves → caterpillar → robin. No requirement to generate a novel biological counterexample. TEACHING SEQUENCE / CONTINUED Guide the lesson - continued Keep the source stage times; pause and check understanding as needed. Slide 6: Cover the plant and predict · 5 minutes Final five minutes of source 20-minute phase. Reduced plant resource may affect direct consumer, and indirectly later consumer. Model cannot predict exact survival/population counts; real organisms may use other food sources. Paper cover represents hypothetical reduced availability, not experimental data. Slide 7: Pause and test your explanation · 2 minutes Source two-minute check. Adult/partner optional; independent checking valid. A prediction should link food availability through a stated chain, not merely “everything dies”. Real food webs, conditions and time add uncertainty. Slide 8: Improve, save and clear the model · 6 minutes Source final six-minute phase includes tidy. Record first and revised reasoning. A qualified conclusion can be “less grass may mean less food for rabbits; that could affect foxes, but they may eat other foods.” No pupil measurements or real ecological experiment claimed. Slide 9: Your voice can change the lesson · 4 minutes Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback. Slide 10: Read the evidence behind the chain · 4 minutes Supported can read grass → rabbit as grass is eaten by rabbit. Standard fox may be affected by grass via rabbits despite not directly eating the grass. Stretch model omits other foods, conditions, behaviour and time, so exact numbers unsupported. Adult receives explanation and records next step. Separate Week 8 enrichment/checkpoint remains outside this W3-7 pack. TEACHER ANSWERS Worked answers and expected evidence Use after an attempt. Accept equivalent correct explanations; record support given. 1. Build two chains A grass → rabbit → fox. B leaves → caterpillar → robin. Producer is green plant/leaf-bearing plant; animals consumers. Each chain selects possible links, not exclusive diets. 2. Diagnose and repair an arrow A valid repair uses food-to-eater convention consistent with a supplied feeding clue. e.g. robin → caterpillar reversed to caterpillar → robin because robin eats caterpillar. 3. Predict a model change Less grass may reduce rabbit food and could affect fox food availability; fewer leaves may reduce caterpillar food and could affect robin food. Other foods and conditions mean outcomes/exact numbers uncertain. This is a hypothetical paper model, not field observations. 4. Improve your explanation Improved explanation should use correct arrows and an indirect food link with uncertainty. Accept qualified prediction via herbivore prey. Model cannot establish exact numbers, all food links, time or conditions. Adult records actual understanding, not just assembled cards. Misconceptions and corrections A fox is independent of plants because it does not eat them directly: links can be indirect. Removing a paper plant proves all animals will die: model supports a qualified prediction only. One chain is a full food web: other links and conditions are omitted. PREPARATION / ACCESS / SOURCE RECORD Teach safely; keep the evidence The source record identifies this conversion; it is not a claim of publication. Safety Use paper models; do not collect/feed plants or animals. Adult reads or cuts; pupil can direct without handling equipment. Clearly label model predictions; do not claim ecological measurements or certain outcomes. Access and offline alternatives Build/direct both chains with an adult reader, repair one arrow and choose a prediction. Label both chains, justify arrow repair and explain one possible indirect effect. Compare both changes and explain why the model cannot predict exact animal numbers. Adult receives one real pupil observation or access request, acts on a feasible change and explains limits. A learner can pass privately. Close and continue Finish at 40 minutes: workshop 32, pupil feedback 4, exit 4. Record one next teaching step based on the actual response. Source and revision Repository: MattRoper1977/Lessons Source path: Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Source file Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393 Current source link (mutable): https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Document revision: 2026-09-06 Uploaded supporting sources White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website. Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied. Recorded conversion changes Original editable classroom text, scientific diagrams and pupil tasks follow the current weekly HTML, not the older retained A/B teaching version. White Rose uploads inform concepts and task choices; no publisher-owned slide, photograph, worksheet page or video is redistributed in these public files. Website animations and drag-and-drop controls become teacher-led reveals, movable paper labels and accessible spoken/drawn responses. No internet connection or video is needed. Autumn 1 Weeks 1-2 were baseline assessment. This is a Weeks 3-7 teaching pack, not a claim that baseline assessments or the separate Week 8 enrichment are included.

Slide 1 · Food-chain change investigation

Workshop reference — 0 minutes within the source's 40-minute lesson. Wednesday P2, 10:10-10:50. Reference screen only; start the 32-minute workshop immediately. No additional starter or lesson time.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 2 · Retrieve a chain and read one arrow

Independent Work — retrieve — 4 minutes within the source's 40-minute lesson. Four-minute source preparation. Grass → rabbit → fox. Explain food/energy passes to eater. Choose card mover, pointer, adult director or recorder. Keep models on table; no real organism collection.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 3 · Build the grass chain from evidence

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. First five minutes of source 20-minute investigation. Correct grass → rabbit → fox; grass producer, animals consumers. Every pupil uses evidence rather than simply remembering sequence. Alternative adult moves cards under pupil direction.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 4 · Build the second chain

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Leaves → caterpillar → robin. Leaves represent part of a green producer plant. Consumer labels apply caterpillar/robin. Diagram shows selected links only. Printed labels are original and remain usable without any online animation.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 5 · Make an error, then repair it

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Next five minutes. Example wrong robin → caterpillar would pass food from robin to caterpillar, conflicting with supplied clue robin eats caterpillar. Correct leaves → caterpillar → robin. No requirement to generate a novel biological counterexample.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 6 · Cover the plant and predict

Independent Work — investigate — 5 minutes within the source's 40-minute lesson. Final five minutes of source 20-minute phase. Reduced plant resource may affect direct consumer, and indirectly later consumer. Model cannot predict exact survival/population counts; real organisms may use other food sources. Paper cover represents hypothetical reduced availability, not experimental data.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 7 · Pause and test your explanation

Independent Work — check — 2 minutes within the source's 40-minute lesson. Source two-minute check. Adult/partner optional; independent checking valid. A prediction should link food availability through a stated chain, not merely “everything dies”. Real food webs, conditions and time add uncertainty.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 8 · Improve, save and clear the model

Independent Work — improve — 6 minutes within the source's 40-minute lesson. Source final six-minute phase includes tidy. Record first and revised reasoning. A qualified conclusion can be “less grass may mean less food for rabbits; that could affect foxes, but they may eat other foods.” No pupil measurements or real ecological experiment claimed.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 9 · Your voice can change the lesson

Lundy Loop — 4 minutes within the source's 40-minute lesson. Four minutes within the source lesson. Receive an actual observation or access request; do not force a peer audience. Name what can change now, make the change where possible and check whether it helped. The adult receives and names back the science shown as well as access feedback.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Slide 10 · Read the evidence behind the chain

Exit Ticket — 4 minutes within the source's 40-minute lesson. Supported can read grass → rabbit as grass is eaten by rabbit. Standard fox may be affected by grass via rabbits despite not directly eating the grass. Stretch model omits other foods, conditions, behaviour and time, so exact numbers unsupported. Adult receives explanation and records next step. Separate Week 8 enrichment/checkpoint remains outside this W3-7 pack.

Sources
  • https://github.com/MattRoper1977/Lessons/blob/main/Science_Teesside/Build/SCI_B_W7_Where_Food_Comes_From.html Git blob: 3d5eb9032e658d14ac5911d9031b5bc5fe6fa393.
  • SHA256: a5d84a74f963224ee2d643bb8e2f98397f61ae569ba685ba571331d63a35f767.
  • User-supplied logo: approved-logo.jpg (unchanged attachment bytes).
  • White Rose Education, Year 3 Autumn Block 3 (2024), step 5 Animal diets, enriches producer/consumer discussion from the current website.
  • Original food-chain models supply the current curriculum content; publisher media and worksheets are not copied.
Sources

Original source: Science_Teesside/Teaching_Packs/BUILD/lessons/W7B/BUILD_Science_Autumn1_W7B_Food_Chain_Investigation.pptx. Use the matching original teaching pack for the full printable plan and resources.