◆ Supported
Sort nine supplied record cards into the three topic headings. Choose one sentence frame per topic: ‘The record shows __. It can support __. It cannot show __.’ An adult may read each card exactly and place it only as directed.
0 min
Lesson overviewBUILD · Science · Week 14A · Explore
Autumn Science Review Map
Verbatim workbook outcome: Review and evidence learning on skeletons, nutrition & rocks (Entry Level Science / UAS). · Trace: 'BUILD Weekly - Autumn'!C45
Objective: Organise previously learned observations about skeletons, nutrition and rocks into an evidence map, then identify what each observation can and cannot support.
Success evidence:
- Records stay attached to the topic and question they address.
- A claim says no more than the available observation supports.
- At least one limit or honest missing item remains visible.
BUILD Science40 minutesoffline
FOCUS→EVIDENCE→LIMIT
Evidence gate: record → question → cautious claim → limit.
wait · self-prompt · visual cue · general verbal · specific verbal · model · direct support · fade
Staff card: preserve the learning goal; change modality before changing demand.
Modal guidance carrier.
▲ Standard
Select two records per topic, write a cautious claim for each topic and add a specific evidence limit. Explain one fair-comparison link between nutrition labels and a rock test without mixing their conclusions.
★ Stretch
Evaluate the strength of one record from each topic by considering method, comparison basis and uncertainty. Defend one cross-topic connection and reject one tempting connection that the evidence does not support.
Truth boundary: never backdate, never reconstruct a quotation, never stage an event, and never convert adult wording into the learner’s voice. Use only existing school-approved local records and clean classroom models. Do not repeat scratch, water, food or body-related activities during this review unless they are separately planned, risk assessed and authorised. No diagnosis or medical advice. No personal or family disclosure. Learning does not depend on a runtime connection. A learner may use the supplied fictional examples, pause, observe, direct an adult, or take the printed route.
At the Lesson overview stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
Arrival · retrieveRetrieve without guessing
Skeleton work used named parts and models to connect structure with support, protection or movement.
Nutrition work compared labelled information on the same basis before drawing a conclusion.
Rock work described visible properties and used controlled tests for properties that cannot be judged safely by appearance alone.
A record becomes useful evidence only when its source, question and limit remain clear.
Arrival decision: Choose one available record and identify what it shows. If it is unavailable, mark it MISSING rather than recreating it.
At the Arrival · retrieve stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
Starter · create the needHow can a review map keep three science topics separate while still showing how evidence supports an explanation?
Picture first: three topics, kept separate. Every record you own belongs under one of them.
1 · notice
2 · choose
3 · explain
Commit before explanation. Use the supplied record, compare the available options and keep any first prediction open to revision.
Checking questions:
- What can be read directly from the record?
- Which words are interpretation rather than observation?
- What method or comparison basis must be named?
- What would be unsafe or dishonest to infer?
At the Starter · create the need stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
I Do · modelModel the thinking
🗂 Record → topic → what it shows
Press a record from the autumn evidence folder, then the topic it belongs to.
Press a card.
OBSERVATIONwhat was seen, measured or recorded
EVIDENCEan observation used for a stated question
LIMITwhat the available record cannot establish
Place each record under one topic heading first. Name exactly what the record shows. Add the question it can help answer, then add one boundary sentence. A labelled skeleton diagram can support a statement about where a bone is and what it protects or supports; it cannot show how every body moves. A same-basis nutrition label comparison can support a cautious comparison between the supplied labels; it cannot judge a person's diet or health. A recorded rock observation or fair-test result can support a claim about the tested specimens under that method; it cannot identify every rock or promise how it will behave in every use.
- Read the supplied record without improving it.
- Name the task or question it addresses.
- Make one bounded response.
- Add a limit or checking point.
- Check that no missing detail has been silently supplied.
Staff-only guidance: model one complete route, remove the model, and receive a fresh learner decision.
At the I Do · model stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
We Do · everyone commitsA learner places ‘Sample B allowed less water through in the stated test’ under rocks. Which follow-up keeps the claim honest?
Everyone commits through pointing, selecting, saying, signing, typing or directing an adult. Compare the bounded and over-strong responses, then answer a fresh example.
Audience check: the adult names back exactly what was received. The learner confirms or corrects before the class moves on.
At the We Do · everyone commits stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
3 min
I Do 2 · connectConnect the second idea
Same reasoning move
Connect only records that share a named reasoning move.
Different evidence job
Keep each source attached to the question it can address.
Honest absence
Use MISSING or AWAITING AUTHORISED CHECK rather than filling a gap.
Name the connection explicitly. Remove any link that cannot be explained from the supplied material.
Audit a sample reader route before independent work. Begin with a labelled skeleton record and state whether it shows location, structure or function. Move to a nutrition record and name the comparison basis retained from its label. Move again to a rock record and distinguish a visible description from a property established by a controlled test. At each stop, select the exact observation, connect it to one cautious claim and attach a limit. Reject any arrow that joins topics merely because the same everyday word appears. Finish by rehearsing how a reader will find the source or method without asking the learner to recreate an event or practical.
At the I Do 2 · connect stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
We Do 2 · labDecision lab
◆ Supported
Sort nine supplied record cards into the three topic headings. Choose one sentence frame per topic: ‘The record shows __. It can support __. It cannot show __.’ An adult may read each card exactly and place it only as directed.
▲ Standard
Select two records per topic, write a cautious claim for each topic and add a specific evidence limit. Explain one fair-comparison link between nutrition labels and a rock test without mixing their conclusions.
★ Stretch
Evaluate the strength of one record from each topic by considering method, comparison basis and uncertainty. Defend one cross-topic connection and reject one tempting connection that the evidence does not support.
Build a three-part review map from the supplied class records. For skeletons, nutrition and rocks, select at least two genuine records already available in the pack or lesson folder. For each record, write or select: the observation; the science question; a cautious claim; and a limit. Add one connection arrow only when the link is scientifically meaningful—for example, both a label comparison and a rock test require a fair basis. Finish with a short evidence audit: identify one strong record, one record that needs its method named, and one question that remains open. Add a reader route through the finished map: begin at a labelled record, follow the evidence arrow to its cautious claim, and finish at the boundary statement. Check that a reader cannot accidentally carry a skeleton conclusion into nutrition or a rock result into body evidence. Where two topics use the same reasoning move, label the move rather than merging their scientific conclusions. Existing work may be pointed to, sorted, spoken, signed, typed or exactly scribed. Do not recreate a practical simply to make a photograph, and do not invent a result that is missing.
At the We Do 2 · lab stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
16 min
Independent · evidenceIndependent evidence
Build a three-part review map from the supplied class records. For skeletons, nutrition and rocks, select at least two genuine records already available in the pack or lesson folder. For each record, write or select: the observation; the science question; a cautious claim; and a limit. Add one connection arrow only when the link is scientifically meaningful—for example, both a label comparison and a rock test require a fair basis. Finish with a short evidence audit: identify one strong record, one record that needs its method named, and one question that remains open. Add a reader route through the finished map: begin at a labelled record, follow the evidence arrow to its cautious claim, and finish at the boundary statement. Check that a reader cannot accidentally carry a skeleton conclusion into nutrition or a rock result into body evidence. Where two topics use the same reasoning move, label the move rather than merging their scientific conclusions. Existing work may be pointed to, sorted, spoken, signed, typed or exactly scribed. Do not recreate a practical simply to make a photograph, and do not invent a result that is missing.
◆ Supported
Sort nine supplied record cards into the three topic headings. Choose one sentence frame per topic: ‘The record shows __. It can support __. It cannot show __.’ An adult may read each card exactly and place it only as directed.
▲ Standard
Select two records per topic, write a cautious claim for each topic and add a specific evidence limit. Explain one fair-comparison link between nutrition labels and a rock test without mixing their conclusions.
★ Stretch
Evaluate the strength of one record from each topic by considering method, comparison basis and uncertainty. Defend one cross-topic connection and reject one tempting connection that the evidence does not support.
Trace
Keep the source, material or action locator visible.
Demand
Supported, Standard and Stretch change the task demand rather than merely softening a verb.
Truth
Use PRESENT, MISSING or AWAITING AUTHORISED CHECK; never stage a record.
Exit route remains available: pause, use the print pack, reduce visual density or direct an adult. The named learning demand remains available.
At the Independent · evidence stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
4 min
Exit · Audience and InfluenceAudience receives; Influence changes one next action
Choose one topic. State the record, the claim it supports and one limit. The receiving adult repeats the science back without upgrading it. Confirm, correct or point to the part that needs changing. Then choose the next honest action: retain the claim, add the missing method detail, or mark the question as still open.
SPACE: the learner may pause or choose a private response.
VOICE: the evidence statement remains in the learner’s chosen communication mode.
AUDIENCE: a familiar adult receives and names back exactly what was heard or seen.
INFLUENCE: one real next action is recorded: retain, add method detail, or leave open.
Final check: no result, quote, date, event or pupil wording has been created to make the map look complete. The HTML stores no learner response.
At the Exit · Audience and Influence stage, keep the current science question visible and use the lightest access route that still lets the learner decide. Pointing, selecting, signing, speaking, typing and exact-word scribing are equivalent response routes for Autumn Science Review Map. A familiar adult may read the displayed wording exactly, but the adult does not supply a pupil decision or turn a partial observation into a stronger claim. If regulation or access is the barrier, pause, reduce visual density, offer the printed route or let the learner direct an adult. Nothing is scored, uploaded or saved by this page, and a retry is information rather than a penalty.
SPACEVOICEAUDIENCEINFLUENCE
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.