Teacher notes

Title — 1 minute. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Introduce the objective from the current weekly lesson: explain what friction does and when it helps or hinders. Read the success criteria aloud: identify the contact force, give a helpful and an unhelpful example, and predict a surface comparison. The actual comparison investigation takes place in Lesson B.

Arrival Task — 4 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Hand rubbing is optional. Offer observation, remembered experience or a spoken description as an equal route. Supported: notice warmth. Standard: name friction. Stretch: explain movement energy transferring to heat. Do not rub hard enough to hurt or make a pupil perform a sensory task. Use the selected response route on pupil page1.

Today at a Glance — 2 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Maintain the source lesson sequence. The demonstration supports a prediction; do not claim pupil practical completion today. Establish before the demonstration which mode of response/access support each learner prefers.

I Do 1 — definition and model — 3 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Use the native block-and-surface diagram as a simplified model. The block slides right relative to the surface; sliding friction on the block acts left. Explain surface, grip and wear. Qualify the source shorthand “friction always acts against movement”: friction opposes relative sliding or attempted sliding at a contact; static friction can help a person walk forward. The arrow length is not a measured force.

I Do 1 — demonstration — 6 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Same block, same adult-secured low ramp, same release mark and fixed angle; no push. Change the level run-out surface only. Repeat a release before changing surfaces. Measure from the same ramp-foot zero to the same edge of the stopped block. Record no slide honestly. Keep the ramp-to-surface join fixed and hands clear. Use a padded stop; no oil, loose powders or pupils sliding on floors. If equipment is unavailable, use the schematic below and ask for a prediction, not an invented observation. The diagram is not a measured result. Identify model limits and avoid a universal rough-versus-smooth ranking.

We Do 1 — first decisions — 6 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Ask for a decision before revealing the next slide. Begin with bike brakes and moving engine parts, as in the weekly source extension. Identify the surface pair, the relative movement and the intended job for each. Trainers on a wet floor means friction helps grip; this is discussion, not a wet-floor practical. Engine friction can cause unwanted heat and wear. A heavy box is harder to slide across carpet. Grip on a handle is helpful. Remaining examples are optional practice within the ten-minute source stage.

We Do 1 — check and explain — 4 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Reveal after an attempt. Use this as teacher-led feedback, not a self-scoring activity. Useful friction: brake pad and wheel/disc; shoe and floor; hand and handle. Unwanted resistance: moving engine parts; box and carpet when sliding it is the goal. Discuss that a real situation can have more than one effect. Pupil correction is part of the existing stage.

I Do 2 — 4 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Model the source sentence shape aloud. Focus on naming contact surfaces and linking friction to the intended job. Learners may point, dictate or write. The weekly source witness triad includes predicting/testing/recording: mark the demonstration/prediction today and retain the actual investigation evidence for Lesson B. Do not assume photography or public sharing; follow existing consent and evidence safeguards.

We Do 2 — sort — 4 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Use pupil sheet2 or cut-out cards; sort by pointing, speaking or moving paper. This replaces HTML drag/tap sorting. Three categories: true, false, not a scientific claim. Scientific qualifications are intentional: replace the over-broad source “Friction acts against movement” with “Sliding friction opposes sliding at the contact”; qualify “Oil reduces friction” to suitable lubricated contacts. Do not use oil in the practical. Make decisions before going to the answer slide.

We Do 2 — check — 3 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Answers match the qualified claims. Sliding friction opposes sliding at contact: true. Only rough surfaces: false; smooth surfaces also have friction. Oil can reduce friction in suitable contacts: true, not a universal guarantee. Walking normally needs static grip: true. Bad force: value judgement; ask the job/context. Test a changed case in discussion: smooth rubber and smooth glass can still grip. A material nickname alone does not establish a universal ranking.

We Do 2 — model explanation — 2 minutes. This slide is within Monday's existing 40-minute sequence, not extra teaching time. Offer the model only after a first attempt. This is the source WAGOLL with a precision edit: “transfers movement energy to heat and slows the wheel” rather than “converts the movement into heat and stops the wheel”. Learners correct one detail using the model or explain the same contrast in their own mode. Do not require copying the whole model.

We Do 2 — stop and retain work — 1 minute. This slide is within Monday's existing 40-minute sequence, not extra teaching time. End Monday here, exactly as the source period break requires. Label and keep the work. Learners identify one helpful/unhelpful example or improvement already discussed. Do not add Tuesday’s workshop, feedback or exit ticket to today. Tuesday source: 32-minute investigation/workshop, 4-minute pupil feedback, 4-minute exit ticket. A separate Lesson B deck will retain that pacing and the source three-surface repeated-trial task.

Independent Work — workshop reference — 0 minutes within the source's 40-minute lesson. Reference screen only: no extra starter time. Tuesday begins with the source's 32-minute Independent Work workshop. Retain Monday's prediction; use slide 2 immediately.

Independent Work — retrieve and prepare — 2 minutes within the source's 40-minute lesson. First half of source four-minute preparation phase. Supported: point or direct an adult; standard: explain prediction; stretch: name a control or an uncertainty. Prediction can be wrong and still useful. Agree clear start/stop signals and sensory adjustments.

Independent Work — retrieve and prepare — 2 minutes within the source's 40-minute lesson. Completes source four-minute preparation. Equipment: adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape, tray or padded stop. No oil, loose powders or pupils sliding on floors. Adult-operated apparatus or no-equipment data route are available.

Independent Work — test and record — 2 minutes within the source's 40-minute lesson. First two minutes of the source 20-minute test phase. Diagram is a measurement schematic, not measured data: arrow starts under fixed zero and ends under front/right edge of stopped block. Choose the front edge and use it every time. Check ruler zero rather than its physical end. Do not label a block that never reaches the run-out as a made-up distance: write 'did not slide' and describe what happened.

Independent Work — test and record — 6 minutes within the source's 40-minute lesson. Six minutes within source 20-minute test phase. Adult/director checks start and zero. Record surface, Trial 1/cm, Trial 2/cm and what stayed the same. Supported pupils can point, dictate or enter selected values. If using source model data, identify card 42 and 44 cm as invented teaching data, not observed results.

Independent Work — test and record — 6 minutes within the source's 40-minute lesson. Next six minutes of the source 20-minute test. Check that sample thickness has not changed the ramp join; adult adjusts safely before release. Do not restart the test with a different block. For no-equipment route, source model fabric values are 25 and 27 cm, clearly labelled invented.

Independent Work — test and record — 6 minutes within the source's 40-minute lesson. Final six minutes of source 20-minute test. No rush to operate unsafe kit. Adult-recorded data are acceptable but identify who operated and who interpreted. No-equipment model rubber-mat values: 15 and 18 cm. Their difference alone does not prove an error. Do not invent the second run if it was not performed.

Independent Work — alternative reference — 0 minutes within the source's 40-minute lesson. Alternative reference within the same test time; not an additional activity. Exact model data provided in current source. Model answer: rubber mat has the shortest distances in both trials, supporting greater resistance to sliding in this stated setup if the controls were kept. Cannot claim a pupil experiment occurred or that rubber always has the greatest friction. For real experiments, keep actual results even if unlike these values.

Independent Work — evidence check — 2 minutes within the source's 40-minute lesson. Source's planned two-minute check. Pens down if writing, but speech/signing allowed. A changed push, slope or zero weakens the comparison. Variation need not mean a mistake. Ask 'What did we notice about the method?' before proposing a repeat. No photography or public sharing required.

Independent Work — improve and conclude — 2 minutes within the source's 40-minute lesson. First two minutes of source final six-minute phase. A valid reason is 'the block was pushed' or 'the sample moved'; not 'I wanted the result to match'. If no concern or safe time remains, compare controls and evidence instead. Do not erase or selectively keep data.

Independent Work — improve and conclude — 3 minutes within the source's 40-minute lesson. Three minutes within final six-minute phase. Accept pointing to the relevant pair and dictating conclusion. Model-data answer: rubber mat 15/18 cm shorter than card 42/44 cm and fabric 25/27 cm; evidence supports more resistance to sliding for this block and setup. Do not force real results into that order. Stretch: qualify conclusion and explain one measurement/control improvement.

Independent Work — improve and conclude — 1 minutes within the source's 40-minute lesson. Final minute of source six-minute improvement/conclusion/tidy phase. Keep prediction, results, conclusion and control check together. Distinguish participation, observation and independent interpretation in teacher record. No photo/export requirement.

Lundy Loop — pupil feedback — 4 minutes within the source's 40-minute lesson. Exact four-minute source feedback stage. Ramps can clatter; recorder/director role remains science. Adult listens, names what can change now, acts where possible and checks whether it helped. Examples: quieter landing tray, clearer release signal, wider table. No display, photography or sharing assumed.

Exit Ticket — 3 minutes within the source's 40-minute lesson. First three minutes of four-minute source exit. Choose a response route appropriate to the learner; not three compulsory questions. Supported: brakes, shoes, tyres or handles. Standard: brake pads rub a disc/wheel; energy transfers to heat and wheel slows, with tyre-road grip also needed. Stretch: contrast intended functions, not a claim that friction always acts opposite overall movement.

Exit Ticket — 1 minutes within the source's 40-minute lesson. Reveal after response, final exit minute. Accept equivalent scientifically sound answers. Record whether pupil named a surface pair, helpful/unhelpful effect and evidence from the comparison. Clarify that friction opposes relative sliding or attempted sliding at a contact; static grip can help a person walk forwards.

Title — 1 minutes within the source's 40-minute lesson. Introduce source learning intention. A mechanism may change force size, direction or both; a fixed pulley need not reduce force. The lesson explores the source's force-distance idea without claiming energy is created. Monday stops after We Do 2.

Arrival Task — 3 minutes within the source's 40-minute lesson. Source arrival task adapted for safe access: blunt scissors adult-approved or a drawing, no cutting task. Answer: scissors pivot is the screw/joint; wheelbarrow lever pivot is wheel axle. Wheelbarrow example can be drawn on board, no publisher image required. Never handle sharp blades to point. Use the next slide for the wheelbarrow drawing and one-minute check within this same Arrival stage.

Arrival Task — 1 minutes within the source's 40-minute lesson. Final minute of source four-minute Arrival stage. Original editable schematic supplied as the wheelbarrow picture: the small amber centre of the wheel is its axle/pivot. Ask learner to locate the turning point before reading the explanation. Wheelbarrow is a second-class lever: load between wheel axle and effort at handles. Drawing is schematic, not a scale force diagram. No physical wheelbarrow or heavy load needed.

Today at a Glance — 2 minutes within the source's 40-minute lesson. Retain current source sequence. Agree response and sensory choices. Today's controlled adult demonstration prepares Tuesday's pupil/director comparison; don't count it as their independent practical.

I Do 1 — 4 minutes within the source's 40-minute lesson. First four minutes of source nine-minute I Do 1. Define lever: rigid bar rotating about pivot; mechanism changes force size or direction. Arrow diagram schematic only, not force magnitude. The little secured eraser is the load. Effort arm is distance pivot-to-effort; load arm pivot-to-load. No numerical calculations needed.

I Do 1 — 5 minutes within the source's 40-minute lesson. Completes source nine-minute demonstration. Adult-secured broad pivot, ruler/card lever and light secured load, small lift target; never launch objects, hands clear. Near-load pivot lengthens effort arm relative to load arm, reducing needed effort force ideally; for same load rise, effort end travels farther. Repeat both positions. Real friction/bending means report observations honestly. No kit: use lever sketch as explanation/prediction only.

We Do 1 — 2 minutes within the source's 40-minute lesson. First two of source ten-minute We Do 1. Wheelbarrow rotates around wheel axle; scissors are a pair of levers around joint; spanner turns around bolt axis. Name where effort is applied. Adult models the wheelbarrow using drawing rather than heavy equipment. Pointing, speech or annotations equally valid.

We Do 1 — 3 minutes within the source's 40-minute lesson. Next three minutes source We Do 1. Trace rope over fixed top wheel on board/native sketch. Ideal fixed pulley effort force is approximately load weight; real friction can increase it. This differs from a pulley system with more supporting rope sections. No pupil lifting, hanging or rope-around-body activity. Offline diagram fully substitutes animation.

We Do 1 — 3 minutes within the source's 40-minute lesson. Next three minutes of source We Do 1. Source everyday example 'bicycle chain and cogs' is a chain drive with gear ratios, not two directly meshing gears. Explain torque as turning effect in accessible words. With lower gearing, wheel torque is greater for comparable pedal torque but wheel speed per pedal turn is lower; rider must turn pedals more often for same distance. Keep fingers away from real moving gears. No ratio maths required.

We Do 1 — 2 minutes within the source's 40-minute lesson. Final two minutes source We Do 1. Reveal after classification. Learner chooses one example and describes force or movement direction. Do not imply each example reduces force in every use; names alone do not establish a benefit. Correct one label with reason.

I Do 2 — 4 minutes within the source's 40-minute lesson. Exact four-minute I Do 2 evidence loop. Model lever: rigid bar about pivot; near-load pivot can need less effort force but hand travels farther for same load rise. Record named mechanisms, correctly identified pivot and gain/cost. Do not require photographs: labelled diagram and explanation suffice. Actual comparison evidence follows Tuesday.

We Do 2 — 5 minutes within the source's 40-minute lesson. First five of source ten-minute We Do 2. Sort into GAIN, COST, NEITHER, or GAIN AND COST. Give an attempt before next slide. Explain intended task matters. 'Creates extra energy' is false, not a legitimate benefit. Spoken pointing or paper cards replace tap/drag controls.

We Do 2 — 3 minutes within the source's 40-minute lesson. Next three minutes. Source bins classify false energy claim as NEITHER. Explain gears' 'stronger turn' means greater turning effect/torque, not energy creation. For lever, compare same load and rise before claiming easier. Invite pupil to move/draw model showing both outcomes.

We Do 2 — 2 minutes within the source's 40-minute lesson. Final two minutes of source We Do 2. No mechanism creates energy; real mechanisms also dissipate some. Stop Monday here, label and keep work. Tuesday uses 32-minute lever comparison, 4-minute feedback and 4-minute exit. Do not add practical or exit today.

Independent Work — workshop reference — 0 minutes within the source's 40-minute lesson. Reference title only; source 32-minute workshop begins immediately with retrieval. No extra ten-minute starter/practical substituted from an older pack.

Independent Work — retrieve and prepare — 2 minutes within the source's 40-minute lesson. First two minutes of source four-minute preparation. Supported: point/choose; standard: describe change in effort arm; stretch: predict effort and hand travel for same load rise. Keep prediction visible. No compulsory equipment handling.

Independent Work — retrieve and prepare — 2 minutes within the source's 40-minute lesson. Final two minutes of preparation. Source kit: adult-secured ruler/card lever, broad stable pivot, light secured eraser, two marked pivot positions, fixed effort point, small target height. Adult-preassembled or operated option. Do not use heavy masses. A ruler/tape may measure hand travel; force values require suitable meter.

Independent Work — compare positions — 3 minutes within the source's 40-minute lesson. First three minutes of source 20-minute comparison. Change the pivot position only. Mark target height with adult. Keep load position on lever fixed too; moving pivot changes relative arm lengths. Do not compare a tiny lift with a large lift. Agree easier/similar/harder as qualitative observations. Explain no numbers may be invented to make table look complete.

Independent Work — compare positions — 3 minutes within the source's 40-minute lesson. Next three minutes within 20-minute comparison. Diagram is schematic, not actual measurements. Left effort point and right load position stay fixed. Triangle is pivot; eraser block load. Near-load arm ratio means lower effort force ideally but larger effort travel for equal small load rise. For no kit, use diagram to explain prediction, label task 'diagram explanation' rather than performed test.

Independent Work — compare positions — 5 minutes within the source's 40-minute lesson. Five minutes of source 20-minute comparison. Keep light secured load, fixed effort point and hands clear. Teacher/director may operate. Record baseline effort qualitatively; later compare second position. If measuring hand travel, mark start/end and unit, using an appropriate method; arc motion is not automatically equal to straight-line displacement. Repeat small controlled lift if safe.

Independent Work — compare positions — 5 minutes within the source's 40-minute lesson. Next five minutes in 20-minute comparison. Do not lead pupils into claiming easier if it felt similar. Expected ideal trend: smaller effort force; effort end moves farther for same rise. Real friction/bending may obscure the effect. Report uncertainty honestly. Stop if pivot slips or load detaches.

Independent Work — compare positions — 4 minutes within the source's 40-minute lesson. Final four minutes of 20-minute comparison. Native worksheet table should use configuration columns middle/near load. Mark whether observation or measurement. Supported: tick/dictate; standard: compare and explain arm ratio; stretch: hand-travel observation/measurement and model limitations. A force estimate from feeling is not a measurement in newtons.

Independent Work — evidence check — 2 minutes within the source's 40-minute lesson. Exact source two-minute workshop pause. An adult/partner can move apparatus while learner observes. A changed effort point or load rise prevents clean comparison. Check labels on sketch. No compulsory sharing or photo evidence.

Independent Work — improve and conclude — 3 minutes within the source's 40-minute lesson. First three of source final six-minute phase. Adult resets to same light load, lift target and effort position. Do not keep only expected observations. If kit unavailable, revise labelled explanation using the diagram; identify this as no-equipment route.

Independent Work — improve and conclude — 2 minutes within the source's 40-minute lesson. Next two minutes final six. Expected explanation links effort arm relative to load arm, not 'longer lever creates energy'. Supported may select easier/similar/harder and point; standard describes arm change; stretch qualifies real friction/bending. Actual observation may be uncertain. No invented force/distance figures.

Independent Work — improve and conclude — 1 minutes within the source's 40-minute lesson. Final minute 32-minute workshop. Adult secures/stores apparatus. Note independent/observed/directed participation accurately; diagram-only work is not recorded as a practical. No new photographs needed.

Lundy Loop — pupil feedback — 4 minutes within the source's 40-minute lesson. Four-minute source feedback. Adult listens and explains what can change or limits. Keep feet clear if objects are dropped; anyone can ask for adult operation. Possible adjustments: stable preassembled model, quieter reset, larger labels. Do not assume public display or sharing.

Exit Ticket — 3 minutes within the source's 40-minute lesson. First three minutes source four-minute exit. Choose appropriate route. Answers: pivot; effort arm longer relative to load arm so less effort force needed ideally; effort moves farther for same load rise and mechanism cannot create energy. Accept communication aids or dictated answer.

Exit Ticket — 1 minutes within the source's 40-minute lesson. Final exit minute. Reveal after attempt, correct one detail. Do not claim all mechanisms make every force smaller; fixed pulley example changes direction. Record whether gain and cost are both understood and any unresolved practical limitation.

Title — 1 minutes within the source's 40-minute lesson. Introduce current weekly intention; Monday plans and models, Tuesday runs the investigation. Here 'fair' means controlling a comparison, not merely sharing turns. No claim to have completed Tuesday's practical.

Arrival Task — 4 minutes within the source's 40-minute lesson. Source arrival tier choices: supported circle/point to the one change, standard write/dictate it, stretch also two controls. Answer: run-out surface; controls include same trolley, ramp height, release point and no push. Same fixed measuring zero. Board question explicitly supplied so pupil can answer without internet.

Today at a Glance — 2 minutes within the source's 40-minute lesson. Source sequence: name variables, run three trials, judge data. Explain actual pupil/director trials are in Tuesday period. Agree accessible record mode before apparatus. No compulsory writing if pointing/dictation demonstrates same science.

I Do 1 — 4 minutes within the source's 40-minute lesson. First four minutes source nine-minute I Do 1. Adult demonstrates carefully on low secured ramp with padded stop, clear run and light trolley; no dangerous hard push. If no apparatus, describe hypothetical case clearly. Cannot identify cause because both surface and push changed. Avoid saying all data are worthless; comparison cannot isolate surface effect.

I Do 1 — 5 minutes within the source's 40-minute lesson. Last five minutes source nine-minute I Do 1. Independent variable=deliberate change; dependent variable=measurement; control variables=things deliberately kept same. Re-run adult model with no-push release from fixed mark. Same ramp height, trolley, join, level samples and measurement zero. Diagram is editable plan, not experiment result.

We Do 1 — 5 minutes within the source's 40-minute lesson. First five of source ten-minute We Do 1. Decide CHANGE, MEASURE or KEEP for each before checking. Source 'how hard we push' is clarified to no-push release: keep release procedure constant, don't attempt to match a subjective push. Speaking/pointing/card sort substitutes tapping.

We Do 1 — 3 minutes within the source's 40-minute lesson. Next three minutes source We Do 1. Reveal after attempt. Add same level run-out, ramp join and fixed zero. Control list need not imply every environmental factor perfectly controlled; choose relevant practical controls. A dependent variable is what is measured, not what is deliberately changed.

We Do 1 — 2 minutes within the source's 40-minute lesson. Final two minutes source We Do 1. Use source's deliberately misplaced ruler-zero example. Real ruler edge may precede zero. Check distance from same ramp-foot mark to same trolley edge at rest. Safe adult handles apparatus. For paper alternative, point to agreed start and explain correction without fabricated readings.

I Do 2 — 4 minutes within the source's 40-minute lesson. Exact source four-minute evidence loop. Model: change run-out surface; keep same trolley and ramp/release mark, release without push; measure stopping distance in centimetres from fixed zero. Planning and results together will later support evidence; no compulsory photographs. Witness variable naming, correct-unit record and evaluation at actual independence level.

We Do 2 — 4 minutes within the source's 40-minute lesson. First four minutes of source ten-minute We Do 2. Sort source bins FAIR/NOT FAIR/NOT SCIENCE/NOT A UNIT. Qualify same-height/different-surface as consistent with fair method only if other relevant controls held. Three repeats support consistency but alone do not make an unfair method fair. Decide before answer reveal.

We Do 2 — 2 minutes within the source's 40-minute lesson. Next two source We Do 2 minutes. Source classification: fair, not fair, fair, not science, not a unit. Explain 'not science' refers to rejecting data just because disliked, not a surprising result itself. Prefer precise diagnosis to labels alone. Units should be cm in this planned investigation.

We Do 2 — 2 minutes within the source's 40-minute lesson. Next two minutes source We Do 2 extension. A surprising observation isn't automatically a mistake. If adult observed a push, note that known method issue separately. If no known cause, keep uncertainty. Never remove or replace a value only to make a mean or pattern look better. No extra invented numerical data needed.

We Do 2 — 2 minutes within the source's 40-minute lesson. Final two minutes source We Do 2. Label and keep planning frame. Stop Monday here; Tuesday is 32-minute workshop plus 4-minute feedback and 4-minute exit. Source sample carpet conclusion is not copied as pupil evidence because current test has not occurred. Next lesson uses actual results or explicitly labelled model data.

Independent Work — workshop reference — 0 minutes within the source's 40-minute lesson. Reference title only, no added starter. Begin source 32-minute workshop immediately: 7-minute plan/setup, 17-minute trials, 2-minute check, 6-minute improve/conclude/tidy.

Independent Work — plan and set up — 3 minutes within the source's 40-minute lesson. First three source seven-minute plan phase. Use Monday plan. Supported: choose or point with adult and direct trials; standard: write/dictate full plan; stretch: explain controls and intended evaluation. Select two actual available level samples, not automatically carpet/board. Measure distance in centimetres.

Independent Work — plan and set up — 4 minutes within the source's 40-minute lesson. Final four minutes source seven-minute plan phase. Equipment: same trolley, adult-secured low ramp, two level surface samples, tape/ruler, padded stop. Hands clear; agree audible/visual release signal and roles. Observation/direction equals valid participation. Do not accept an unclear zero or changed sample height without correction. Use data alternative if safe setup unavailable.

Independent Work — run trials — 2 minutes within the source's 40-minute lesson. First two of source 17-minute trials. Keep units in headers; no numeric entry for unperformed run. Optional XLSX can record results, but paper/dictation remains equivalent. Add named observer/recorder only according to ordinary classroom practice, no account or upload required.

Independent Work — run trials — 6 minutes within the source's 40-minute lesson. Six minutes of source 17-minute trials. Adult checks run clear before each release; no racing. Supported may direct these three trials and later compare adult-recorded second surface. Three trials are target, not permission to invent missing values. Retain surprising measurements. Alternative source set A=48, 50, 49 cm is invented teaching data only.

Independent Work — run trials — 6 minutes within the source's 40-minute lesson. Next six source 17-minute trials. Keep same trolley, ramp height, release mark and measuring edge. If second surface handled by adult, learner can direct and interpret; identify actual contribution. No-equipment source B=27, 29, 28 cm remains invented model data, never pupil observations.

Independent Work — run trials — 3 minutes within the source's 40-minute lesson. Final three minutes source 17-minute trial phase. Compare within-surface consistency and between-surface differences. Do not call every unusual value an error; uncertainty can remain. Stretch may prepare optional means; basic comparison doesn't require mean. Unfinished trials must remain labelled unperformed.

Independent Work — alternative reference — 0 minutes within the source's 40-minute lesson. Reference alternative within existing trial time, not extra stage. Exact source values. Model conclusion: all B distances shorter than A for stipulated setup; supports surface effect if controlled. State this is interpreting supplied data, not performing an experiment. Names A/B intentionally do not invent actual surface materials.

Independent Work — evidence check — 2 minutes within the source's 40-minute lesson. Source's two-minute planned check. Pens down if writing; adult/pupil may discuss privately. Difference alone not reason to delete. If pushed release observed, note it as specific method issue; keep original. Mean of unfair trials remains unfair.

Independent Work — improve and conclude — 2 minutes within the source's 40-minute lesson. First two of source final six-minute phase. Retry only safe feasible issue; no compelled extra trials if time unavailable. Keep original and repeated values with reason. Alternative route: evaluate control needed, don't fabricate a repeated model-data measurement.

Independent Work — improve and conclude — 1 minutes within the source's 40-minute lesson. One minute within source final six, optional stretch only. Model B=(27 + 29 + 28)/3=28 cm. Real mean only when all three valid comparable numeric trials available; missing trial isn't zero. Keep original trial data and any separately labelled retry. A mean doesn't cure unfair setup or prove all surfaces behave universally. Other learners use this minute to compare repeated values.

Independent Work — improve and conclude — 2 minutes within the source's 40-minute lesson. Two minutes source final six. Real conclusion uses actual numbers, even no clear difference. Source model answer: B 27/29/28 cm consistently shorter than A 48/50/49 cm; suggests greater overall resistance to rolling on B under controlled setup. Do not imply trolley stopping distance directly measures friction force, or invent carpet identity. Rolling wheels also affected by deformation/bearings; qualify to setup.

Independent Work — improve and conclude — 1 minutes within the source's 40-minute lesson. Final minute 32-minute workshop. Teacher witness records observed variable knowledge, unit use and evaluation with actual support level; no photo/public upload required. Keep raw values and retries, not just spreadsheet mean.

Lundy Loop — pupil feedback — 4 minutes within the source's 40-minute lesson. Exact four-minute feedback stage. Waiting is part of a measured investigation. Offer meaningful observer/director tasks or quieter space without excluding science. Adult acts on one feasible suggestion and explains any limits. No assumption of classroom display or onward sharing.

Exit Ticket — 3 minutes within the source's 40-minute lesson. First three source exit minutes. One chosen route, not mandatory all. Answers: one planned independent variable; same trolley/ramp height/release point/no push/zero; repeats show consistency and help identify unusual results, improving judgement of reliability. They do not guarantee truth or fix confounding.

Exit Ticket — 1 minutes within the source's 40-minute lesson. Final exit minute. Reveal after attempts. Accept qualified real conclusion including insufficient evidence. Teacher logs unresolved measurement/control misconceptions for next lesson. Preserve source intent to judge data rather than reward a predetermined answer.

Title — 1 minutes within the source's 40-minute lesson. Current W6 objective. Success: order eight planets; describe near-circular orbits; explain the Sun's inward gravitational pull. Assess these through pupil responses, not completion of slide viewing. This deck is Monday's 40-minute lesson.

Arrival Task — 4 minutes within the source's 40-minute lesson. Offer four name cards to supported pupils, including an accessible pointing/directing route. Standard answer Mercury, Venus, Earth, Mars. Stretch continues Jupiter, Saturn, Uranus, Neptune. Keep initial answer for later correction; do not treat this as a timed memory competition.

Today at a Glance — 2 minutes within the source's 40-minute lesson. Use current source sequence. An orbit is a curved path around another object. A year here means one planet's time for an orbit of the Sun; it is not the same number of days for every planet.

I Do 1 — 3 minutes within the source's 40-minute lesson. Read from the Sun outwards. Sun is a star, not one of the eight planets. Source terms: Solar System means Sun and everything orbiting it; gravity attracts objects; orbit is path; year is orbit time. Rocky planets are the inner four, while outer group contains two gas and two ice giants.

I Do 1 — 3 minutes within the source's 40-minute lesson. Explain the existing two-arrow model. Amber is the direction of the planet's velocity, not a force; teal is gravitational force towards the Sun. Their directions are approximately perpendicular for a near-circular orbit. Gravity changes motion continuously. Do not describe equal opposing forces or an outward gravitational push. The schematic circle represents a near-circular orbit; sizes and distances are not to scale.

I Do 1 — 3 minutes within the source's 40-minute lesson. Use desk counters rather than require public walking. Gravity arrow points Sunward; motion arrow is tangent to the path at that point. Without gravity, the straight-on tangent is the idealised prediction, not a line directly away from the Sun. Counters are moved by hand; this demonstrates an explanation, not gravity in action. Do not swing objects on strings.

We Do 1 — 5 minutes within the source's 40-minute lesson. Use spoken answers or two paper headings. Ask pupils to choose before revealing. Mercury and Mars rocky; Jupiter gas giant; Neptune ice giant. For the year comparison supply Earth 365 and Mars 687 Earth days. Mars takes longer because 687 is greater than 365.

We Do 1 — 5 minutes within the source's 40-minute lesson. Correct one card and explain the group. Difference 687 − 365 = 322 days is optional arithmetic; required science is Mars takes longer for one orbit. Further-out Solar System planets have longer orbital periods. Do not infer the diagram gives accurate distances or speed. Repeat the inner-planet order; remaining source cards optional within stage.

I Do 2 — 4 minutes within the source's 40-minute lesson. Source answer shape and evidence loop. Look for order, rocky/giant classification and gravity's role. An adult may keep pupil work or write an observation with independence level; photographs are optional and not assumed. Use pupil's own explanation, with pointing to arrows equivalent to writing.

We Do 2 — 4 minutes within the source's 40-minute lesson. Pupils choose TRUE/FALSE for each and prepare one reason. Expected T,F,T,F,T for the simplified Solar System context. If a pupil raises motion around the Solar System's shared centre of mass, acknowledge extension but keep required heliocentric model clear. Avoid pretending 'Sun never moves' is necessary.

We Do 2 — 3 minutes within the source's 40-minute lesson. Check the five original statements in order T,F,T,F,T. Repair false claims: Earth orbits Sun; gravity acts in space and curves planetary paths. Do not add a false claim that Sun never moves. Correct one explanation after pupils have attempted the sort.

We Do 2 — 2 minutes within the source's 40-minute lesson. Source WAGOLL. Neptune's approximately 60,190 Earth days ÷365 is about 165. Its longer period reflects both a larger orbital path and lower orbital speed; do not imply equal speed. Comparing numbers suffices at supported level. No additional numerical assessment beyond source intent.

We Do 2 — 1 minutes within the source's 40-minute lesson. Stop Monday here as current source directs. Do not add Tuesday 32-minute workshop or exit now. Pupil may save a dictated or adult-scribed response. Next session checks model limitations, two year comparisons at standard level, and the same source success criteria.

Workshop · retrieve — 1 minutes within the source's 40-minute lesson. First minute of the source 4-minute retrieval, not an extra starter. Return Monday's order strip. Today's 32-minute workshop includes all setup, work, check and tidy; feedback and exit follow.

Workshop · retrieve — 3 minutes within the source's 40-minute lesson. Order Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Provide all eight cards; adult can hold or read them. At current model position, gravity points inward; motion tangent. Support may direct an adult, draw or use counters. This completes the source 4-minute retrieval.

Workshop · build and compare — 4 minutes within the source's 40-minute lesson. First 4 of the 20-minute model/data phase. Supported: order names with support and Earth/Mars comparison. Standard: order and group, two arrows, two data pairs. Stretch: test farther-out/longer-year prediction and model limits. No bodily movement required. Supply paper ruler only if useful for layout; this is not distance measurement.

Workshop · build and compare — 4 minutes within the source's 40-minute lesson. Pupils manipulate their own or adult-operated model. Inward arrow represents gravitational force, tangent arrow represents direction of motion. They are not two opposing forces. Native schematic is an explanation aid; hand motion supplies movement in classroom model. No claim that counter orbit demonstrates gravity experimentally.

Workshop · build and compare — 5 minutes within the source's 40-minute lesson. Current source approximate orbital periods. Compare one pair supported; two pairs standard. All numbers share unit Earth days. Ask which finishes a single orbit first when starting together; shorter year finishes first. These are supplied scientific data, not student measurements. NASA Space Place years-on-other-planets and NASA planets are source facts; no internet needed.

Workshop · build and compare — 5 minutes within the source's 40-minute lesson. Worked answer for adult after attempt: Mars 687 > Earth 365, so Mars takes longer and Earth completes one orbit first; Neptune 60,190 > Jupiter 4,333, so Neptune longer. Mercury 88 < Earth 365, so Mercury shorter. Stretch checks farther-out pattern using given order and table. No invented relation that planets move at equal speed.

Workshop · build and compare — 2 minutes within the source's 40-minute lesson. Final 2 minutes of source 20-minute build/data phase. Scribe or accept dictated/pointed evidence. Model shows Sunward pull direction and curving path/order; does not show accurate size, distance, speed or actual gravitational mechanism. Pupils can use two supported sentence halves rather than full paragraph. Keep own predictions visible.

Workshop · check — 2 minutes within the source's 40-minute lesson. Exact source 2-minute check inside 32. Expected yes: longer time, not a bigger physical planet. Use 365/687 to verify unit understanding. Adult records actual demonstrated science and independence. An incorrect first arrow is an opportunity to correct, not proof of failure.

Workshop · correct and tidy — 3 minutes within the source's 40-minute lesson. First 3 of source 6-minute correction/tidy. Examples shows orbit path and inward pull direction; does not show scale, speed or real gravitational movement. Differentiate: adult records a spoken model limit, standard writes one, stretch explains why a hand-moved counter is no gravity experiment.

Workshop · correct and tidy — 3 minutes within the source's 40-minute lesson. Completes 32-minute workshop. Keep or record evidence without assuming a photograph/public display. Adult can record direct observation instead of forcing writing. No extension consumes feedback/exit. Do not award external accreditation solely because a worksheet exists.

Pupil feedback — 2 minutes within the source's 40-minute lesson. First 2 of source 4-minute Lundy/pupil feedback. Ask about science or access, e.g. colour distinction, movement demand, instruction pace. Offer chosen partner to convey feedback. Do not require public performance or disclosure.

Pupil feedback — 2 minutes within the source's 40-minute lesson. Adult makes one possible change, e.g. labelled paper arrows instead of colour alone, static drawing instead of movement. Explain real limits and check response. Pupil may pass. A brief private note can preserve voice/action; no unnecessary photograph or sharing.

Exit Ticket — 2 minutes within the source's 40-minute lesson. Pupil chooses agreed source tier; not all three compulsory. Responses may be spoken/pointed/drawn. Answers on next slide/teacher notes after independent attempt. Source assessed outcomes: order, orbit description, gravitational explanation. Prompting level should be recorded.

Exit Ticket — 2 minutes within the source's 40-minute lesson. Source answers. Stretch: its sideways motion and inward gravitational pull combine to produce a continuing curved orbit rather than a radial fall. Avoid false 'gravity cancels forward motion' or 'there is no gravity'. Ask pupil to correct one word or arrow. This completes 40 minutes, not a new activity.

Title — 1 minutes within the source's 40-minute lesson. Current W7 learning objective. Success: state Moon orbits Earth roughly monthly; explain it reflects sunlight; describe ordinary phases. This lesson stops at We Do 2; Tuesday contains the phase-wheel workshop. Do not introduce a cumulative term test that is not the current source.

Arrival Task — 4 minutes within the source's 40-minute lesson. Provide original three-circle new/half/full strip or a simple adult drawing; pupil can draw/direct rather than write. Full Moon shows the whole illuminated face from Earth. Orbit about 27.3 days, roughly a month; light is reflected sunlight. Keep initial response for correction.

Today at a Glance — 2 minutes within the source's 40-minute lesson. A satellite is an object orbiting a planet; Moon is Earth's natural satellite. Phase means the apparent shape of the illuminated part visible from Earth. Reflection is light returning from a surface. Crescent means a thin curved visible sunlit portion.

I Do 1 — 3 minutes within the source's 40-minute lesson. Native diagram traces a possible light path schematically, not a measured ray diagram or phase map. Sun is light source; Moon reflects/scatters sunlight towards observers, rather than glowing like a star. This diagram does not show the illuminated half; use the ball model next.

I Do 1 — 3 minutes within the source's 40-minute lesson. Adult operates low-power torch, never into eyes. Get agreement before changing light levels; no blackout required. Keep ball above the observer's shadow and compare positions from a fixed observer point. Outside eclipses, about half the Moon is sunlit. Do not say the whole ball becomes physically crescent-shaped.

I Do 1 — 3 minutes within the source's 40-minute lesson. Demonstrate new near the light direction, half at side, full opposite the light direction while preventing observer-shadow eclipse. A 'half Moon' in appearance is commonly a quarter phase in cycle terminology. Phase depends on viewing geometry, not Earth's shadow. Pupil may direct positions or use still diagrams. Repeat the model from one pupil-requested view.

We Do 1 — 6 minutes within the source's 40-minute lesson. Decide first with cards or speech. First three are ordinary phases from seeing differing illuminated portions; new Moon is near Sun's direction with near side mostly unlit, not Moon ceasing to exist. Lunar eclipse involves Earth blocking direct sunlight; reddish light reaching Moon has passed through Earth's atmosphere. Explain red briefly only if asked; key contrast is shadow versus phase.

We Do 1 — 4 minutes within the source's 40-minute lesson. Ask pupil to repair the claim 'a crescent is Earth's shadow'. Expected: as Moon orbits Earth, we see a different amount of its sunlit half. A lunar eclipse can occur at full Moon but not each full Moon because lunar orbit is tilted; this is optional explanatory note, not extra assessed content.

I Do 2 — 4 minutes within the source's 40-minute lesson. Source evidence loop: roughly monthly orbit, reflected sunlight, cause of phases. Model with pupil's own words rather than copying. An adult may keep a pupil-labelled view or record explanation; no compulsory photo, public display or accreditation claim.

We Do 2 — 4 minutes within the source's 40-minute lesson. Mark T/F before checking. Expected T,F,F,T,F. 'Glows by itself' means own visible light source in this classroom context. Pupil may point to labels or ask adult to read. Correct one false claim with explanation.

We Do 2 — 3 minutes within the source's 40-minute lesson. Original claim order T,F,F,T,F. Correct false claims: Moon reflects sunlight; ordinary phases depend on viewing illuminated half; Moon can be visible in daytime. Exact time distinction is 27.3-day orbit relative to stars versus 29.5-day new-to-new cycle, not contradictory month lengths.

We Do 2 — 2 minutes within the source's 40-minute lesson. Retains source WAGOLL. Qualify that outside an eclipse about half is illuminated. A pupil can produce a labelled sequence with an oral explanation. Do not use a ball entering head-shadow as evidence of ordinary phases.

We Do 2 — 1 minutes within the source's 40-minute lesson. End Monday after We Do 2 as source instructs. Tuesday follows 32-minute workshop,4-minute feedback and 4-minute exit. No extra test or private-pack replacement. Adult may note the pupil's chosen question.

Workshop · retrieve — 1 minutes within the source's 40-minute lesson. First minute inside source 4-minute retrieval. Return Monday's sheet. Success is explaining motion, reflected light and phases; do not present this as a whole-term test or replace accepted private materials.

Workshop · retrieve — 3 minutes within the source's 40-minute lesson. Completes 4-minute retrieval. Moonlight is reflected sunlight. The Moon/ball stays round while visible illuminated fraction changes. About half is sunlit outside eclipses. Agree before changing room light; no blackout. Adult can do all equipment handling.

Workshop · build and compare — 4 minutes within the source's 40-minute lesson. First 4 of source 20-minute build/check-views phase. Adult holds light and guides movement; keep ball above observer's head shadow. No lasers, Sun observation or pupil cutting required. Standard creates labelled phase wheel or three-view strip; supported arranges examples; stretch adds eclipse/model limit explanation.

Workshop · build and compare — 6 minutes within the source's 40-minute lesson. Observer remains at same location; ball moves around them slightly above shadow height. New near light direction, near-side mostly dark; side about half visible disc lit; opposite light mostly/all visible disc lit. Do not block beam with observer for full position. Still alternative adult draws the same geometry and pupil explains each expected view; call it predicted/modelled, not observed practical.

Workshop · build and compare — 6 minutes within the source's 40-minute lesson. Within 20-minute phase. Expected new: visible disc mostly unlit; half: one visible half lit, either orientation accepted if model corresponds; full: whole visible disc lit. Circle is view from Earth, not top-down orbit map. A coloured crescent is not the Moon physically changing shape. Adult may scribe/draw as pupil directs.

Workshop · build and compare — 4 minutes within the source's 40-minute lesson. Completes 20-minute build/compare phase. Supported points to lit portion and one matching label. Standard gives cause linked to orbit and checks three views. Stretch distinguishes Earth-shadow eclipse and one model limit. No requirement to reproduce all eight named phases; current source asks new/half/full.

Workshop · check — 2 minutes within the source's 40-minute lesson. Exact 2-minute check inside 32. Correct answer visible lit part. Same observer position matters: another angle sees a different illuminated fraction. Record actual observed explanation/independence. A pupil can pass on partner work and ask adult privately.

Workshop · correct and tidy — 3 minutes within the source's 40-minute lesson. First 3 of source 6-minute correction/tidy. Model shows viewing geometry, reflected illumination and round shape. It does not show true size/distance scales, orbital tilt well or real phase-cycle times; torch is near and can introduce shadows not representing normal phases. Use wrong label as specific correction opportunity.

Workshop · correct and tidy — 3 minutes within the source's 40-minute lesson. Completes 32-minute workshop; do not start a second 20-minute activity. Adult switches/collects torch. No photo or public display assumed; keep pupil product or witness record. Source numerical distinction remains 27.3 versus 29.5 days if relevant to explanation.

Pupil feedback — 2 minutes within the source's 40-minute lesson. First 2 of source 4-minute feedback. Invite science/access voice without requiring public performance or personal disclosure. A chosen partner may relay. Light sensitivity is accommodated without requiring an explanation from pupil.

Pupil feedback — 2 minutes within the source's 40-minute lesson. Adult offers one possible change such as labels, static diagram or normal lighting, explains any limit, and checks whether it helped. Pupil can pass. Feedback is meaningful influence, not a mandatory extra written task.

Exit Ticket — 2 minutes within the source's 40-minute lesson. Attempt the selected source tier before next slide or answers. Standard about 27.3 days/roughly month, with distinction from 29.5-day cycle. Supported no, reflects sunlight. Stretch geometry versus lunar eclipse. Accept oral/pointed/drawn evidence.

Exit Ticket — 2 minutes within the source's 40-minute lesson. Completes 40 minutes. Source key outcomes: Moon orbits Earth, reflected light, changing visible sunlit portion. Earth's shadow is relevant to lunar eclipses. Correct one response without claiming all Autumn 1 science assessed. Keep honest record of what was demonstrated and assistance provided.