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Lesson overview

BUILD · Science · Week 10B · Do

Hardness Evidence Lab

Sequence outcome: Rocks: test hardness.

🎯 Learning objective: I can use the same stated scratch method to compare four coded rock samples and give a cautious evidence-based conclusion.
✅ Success criteria
  • I can record an after-wipe result for all four codes.
  • I can keep every valid result, including an unexpected one.
  • I can compare relative scratch resistance and state one method or sample limitation.
Arrival · retrieve last lessonStarter · create the need to knowI Do · picture firstWe Do · everyone commitsI Do 2 · connect the second ideaWe Do 2 · interactive labIndependent · evidence of learningExit · adult Audience closes BUILD
🧪 Hardness Evidence Lab: test four codes fairly, keep every result and explain the pattern.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty
🔒LOCK · SAME TOOL,GUIDE AND PASSES.fair method📋KEEP · RECORD ALL FOURAFTER-WIPE RESULTS.no cherry-picking🧠CONCLUDE · COMPAREWITHIN THIS METHOD.name a limit
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min
🚪 Arrival · retrieve last lesson
Retrieve only what has already been taught
  1. W10A: hardness means resistance to scratching under a stated method.
  2. W10A: a tool streak is wiped before a remaining groove is recorded.
  3. W10A: weight and resistance to breaking are different properties.
  4. Lead-in: four valid results are stronger evidence than one favourite sample.
New to this class, absent, or not sure? Everything needed is in the retrieval box above. Read it, point to it or ask a familiar adult to read it exactly.
◆ Supported
  1. Point to the after-wipe image with a groove.
  2. Choose what stays the same: tool or sample.
  3. Choose the safest response when a sample flakes: stop or press harder.
  4. Lead-in: count the four code rows that need a result.
▲ Standard
  1. Define relative hardness using scratch resistance.
  2. Name three controls in the stated method.
  3. Explain why the first pale line is not yet the final observation.
  4. Lead-in: state why every valid result must stay in the table.
★ Stretch
  1. Distinguish no groove under this method from impossible to scratch.
  2. Explain why a sample name does not remove natural variation.
  3. Evaluate why a force proxy is a limitation in a simple classroom method.
  4. Lead-in: predict how repeats could reveal an unreliable or variable result.
Equivalent response routes
☝ point / choose🗣 say / sign🧩 demonstrate⌨ type / exact scribe↺ re-attempt
🔊 Read-aloud route: a familiar adult may read the task exactly while the text remains visible. No device voice or media permission is required.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min
🌱 Starter · create the need to know

Codes A–D give four different after-wipe results. Which recording rule protects the evidence?

LOCAL VISUAL HOOK · FRAME 1
LOCK the method
SAME TOOL ✓SAME GUIDE ✓SAME PASSES ✓ONLY THE SAMPLE CHANGES
If the tool or the passes change, the results cannot be compared.
LOCAL VISUAL HOOK · FRAME 2
KEEP every result
Code A · line goneCode C · grooveCode D · groove (faint)Code F · flaked — STOPPEDall four rows kept · nothing crossed out
An unexpected result is still a result. A flaked sample is recorded as stopped, not guessed.
LOCAL VISUAL HOOK · FRAME 3
CONCLUDE within the method
A is the most scratch-resistant…under THIS tool and THIS method.Limit: one tool, one pass count, hand pressure.
Say what the evidence shows, then say one limit.

Commit one first idea. Predictions are held, not marked. Pointing, selecting, saying or signing all count.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
👩‍🏫 I Do · picture first

Make the first scientific idea visible

RELATIVEcompared with the othersdescribed in relation to samples tested with the same stated method
REPEATsame method againanother observation made under the same controlled conditions
CONCLUSIONwhat the results supportan answer to the question that uses the recorded evidence

WHAT THIS MODEL HELPS US SEE

The four-code table keeps raw observations, repeats and the conclusion together so an awkward result cannot disappear.

WHAT THIS MODEL DOES NOT SHOW

The fixed data represent particular teaching samples and one scratch method. They do not assign Mohs values, measure toughness or approve a rock for construction.

Step 1

Lock the method before Code A: same secured tool, dry start, guide length, passes, safe force proxy, wipe and viewing rule.

Step 2

Predict, run or reveal, wipe and record one code at a time. Keep the table visible and never alter an earlier result.

Step 3

If the method fails or the sample flakes, write the stop note, repair access or setup safely and use a pretested parity result.

Word help keeps the scientific term visible and adds a plain-language bridge.

📋 Hardness evidence table · record all four

Press each code and log what you saw after the wipe. The conclusion button only works when all four rows are filled.

CodeAfter wipeRelative hardness
Pick a code.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
🤝 We Do · everyone commits

Code C gives a faint groove when you predicted no groove. The method was followed safely. What should you do?

Everyone commits before explanation.

Use a button, point, say/sign or let an adult operate the chosen button. A retry is information, not a penalty.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min
👩‍🏫 I Do 2 · connect the second idea

Connect the model to the second idea

Connection: the model is useful when its visible pattern is translated into a scientific explanation.
Connection 1

Order only the tested codes by the remaining groove evidence: deeper groove means lower resistance to this scratch method.

Connection 2

Use a cautious conclusion such as ‘Code D resisted a groove more than Code A under this method.’

Connection 3

Add one limitation: specimens vary, the force proxy is simple and one classroom tool does not produce a universal hardness number.

MODEL STRENGTH

The four-code table keeps raw observations, repeats and the conclusion together so an awkward result cannot disappear.

MODEL LIMIT

The fixed data represent particular teaching samples and one scratch method. They do not assign Mohs values, measure toughness or approve a rock for construction.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
🤝 We Do 2 · interactive lab

Four-Code Hardness Evidence Matrix

Place each after-wipe result, method card and limitation in its correct evidence role.

Lock the method.Predict one code.Record the after-wipe result.Keep or repeat without erasing.Compare and limit the conclusion.

Cards to place

Matching groups

All four code rows must be complete. The representative pattern is A deep, B shallow, C faint and D no groove after wiping.

🧩 Science glitch · find and repair it

Claim: Evidence glitch: keep only the deepest and no-groove results because the middle results make the pattern untidy.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 15 min
✏️ Independent · evidence of learning

Run or direct the same safe scratch method on four coded samples, record every after-wipe result, repeat one check where appropriate and write a cautious conclusion.

👐 Physical route

Four teacher-pretested coded dry samples; stable individual trays; secured blunt scratch jig or teacher demonstration; fixed guide; wipes; hand lens; four-row result table; eye protection where assessed.

Same outcome: I can use the same stated scratch method to compare four coded rock samples and give a cautious evidence-based conclusion.

🖥 Offline digital / director route

Use the in-page four-code matrix with A deep, B shallow, C faint and D no groove after wiping. Identify it as representative model data.

Same evidence: A complete four-code raw-results table, one preserved repeat/check note, a relative comparison using at least two codes and one method or sample limitation.

🧰 Equipment / setupFour teacher-pretested coded dry samples; stable individual trays; secured blunt scratch jig or teacher demonstration; fixed guide; wipes; hand lens; four-row result table; eye protection where assessed.
🛡 Safety / sensoryFollow the local risk assessment. No hammering, breaking, tasting, smelling or dust blowing. An adult controls the secured tool. Stop on flaking, crumbling or dust; preserve the note and switch to fixed-data parity. Wash hands.
🖥 Offline parityUse the in-page four-code matrix with A deep, B shallow, C faint and D no groove after wiping. Identify it as representative model data.
No-equipment/access route: Direct the adult through the method or use the printed fixed observations. Recorder, observer and conclusion roles are complete participation routes.

◆ Supported

Match four after-wipe picture cards to Codes A–D and complete one two-code comparison.

Scaffold

Use deep, shallow, faint and none symbols. Adult handling and exact scribing are valid.

▲ Standard

Complete all four rows, keep one repeat/check note and write a conclusion comparing at least two codes.

Scaffold

Use: Code __ showed __ while Code __ showed __, so under this method __.

★ Stretch

Evaluate the relative pattern, explain an unexpected result and propose one safe improvement without claiming a universal hardness value.

Scaffold

Separate sample variation, method variation and properties the test did not measure.

Evidence gate

1 · Pupil decisionPrediction, question, method or choice is visible.
2 · Observable evidenceA result, source note, model state or adult observation is preserved.
3 · Pupil meaningA complete four-code raw-results table, one preserved repeat/check note, a relative comparison using at least two codes and one method or sample limitation.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
🎫 Exit · adult Audience closes BUILD

Finish with evidence and a genuine adult Audience

Supported

Point and complete: Code __ had the deepest groove; Code __ had no groove after wiping.

Standard

Use two code results to give a relative-hardness conclusion and state one limit.

Stretch

Explain why every valid result must remain and how a repeat could improve confidence without proving a universal value.

Adult Audience

The familiar adult genuinely receives the pupil response, then says back the Science they heard or saw. The adult does not add a score or rewrite the pupil.

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.

⌂ Start
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Staff route

TA Brief · Lesson overview

Priority

Settle, wait and protect the learning goal.

Least-prompt move

Use the least prompt needed, then fade it.

Prompt ladder

WAITSELF-PROMPTVISUAL CUEGENERAL VERBALSPECIFIC VERBALMODELDIRECT SUPPORT
Read-aloud availability: a familiar adult can read the exact current task while the text remains visible. Device speech is intentionally omitted so the deck asks for no media permission and stays dependable offline.

Guidance and access

Live Lundy loop

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Audience is real only when a familiar adult receives the response. Influence is real only when one next teaching move visibly changes.