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BUILD · Science

Where did the water go?

Autumn 2 · Week 3 · Explore · 40 minutes

Learning intention

I can use evidence to tell if water went through a rock sample.

Success criteria

  • Point to water on top, inside or below.
  • Use water in the cup to show it went through.
  • Spot when water leaks round the edge.

Use Next to begin. Ask for word help or your usual support when needed.

Arrival · 2 min

Two different questions

A rock was hard to scratch. Will water pass through it?

Hardness tells us about scratching.

Today we ask a new question: can water pass through?

Point to the top and bottom of the sample.

Top and below0 mL below
Hard to scratch? Water goes through? These are two different questions.
Starter · 3 min

A drop has vanished

The top is wet. The cup below is hidden. Has water passed through?

Look closely.

Choose “yes” or “not enough evidence yet”.

Say or show what you would check next.

Water on the topCup hidden
The top is visible. The cup is hidden; its result is not known yet.

Can this top view prove water went right through?

I do · 5 min

Follow one drop

Trace the water route. Stop where the evidence stops.

On top: water stays at the surface.

Inside: water enters the sample.

Through: water reaches the cup below.

Water going around the edge is a leak.

  1. Find the top.
  2. Trace the blue route.
  3. Check the cup below.
On top0 mL below
Inside0 mL below
ThroughWater collected
We do · 6 min

Sort the evidence

Where was the water seen?

Choose a picture card.

Place it: ON TOP, SOAKED IN, THROUGH or CHECK THE TEST.

Explain one choice using the picture.

You can move a card after checking.

Paper or spoken route

Print the six pictured cards and four mats; pupil places cards or directs an adult. Use a finger or drawn arrow to trace each route.

I do · 4 min

Check the route

Water is in the tray. Can we be sure it went through the rock?

The collar is loose.

Water ran down the outside.

This does not show that water went through.

Fix the leak, then test again.

Secure collarThrough the sample
Loose collarWater went round
We do · 5 min

Choose a careful claim

No water reached the cup in two minutes. What can we say?

Use the time in your answer.

Say what you saw.

One short test cannot tell us about all rocks or all time.

Which claim fits what we saw?

Independent · 12 min

Three new records

Help the team read the pictures.

For Delta, Echo and Foxtrot, choose: THROUGH, NOT SHOWN YET or CHECK THE TEST.

Show what you saw in each picture.

For one record, say what the team should check next.

D · Delta0 mL · 2 minutes
E · Echo1.5 mL · 2 minutes
F · FoxtrotCheck the edge

Delta

After two minutes, water is part-way inside. The edge is sealed. The cup holds 0 mL.

Made-up test record for this lesson

Echo

After two minutes, the cup holds 1.5 mL. The edge is sealed. The outside stayed dry.

Made-up test record for this lesson

Foxtrot

Water is in the tray. A gap let it run round the edge.

Made-up test record for this lesson

Supported

Compare Delta and Echo. Point to the cup in each. Choose “through” or “not shown yet”, then direct a water-route arrow.

Look at two pictures. Say “It reached …” or point. Then try Foxtrot.

No name is needed. Save your written notes before closing or reloading.

Exit · 3 min

Show what proves it

Choose the best evidence that water passed through.

Show where the water started and ended.

Tell your adult what you noticed.

Use what they say to check your choice.

Lundy Loop

Choose how to share. Your adult will listen and say what happens next.

Complete

Lesson complete

Show one thing you learned.

Tell your adult what helped or what needs another look.

Save any written notes you want to keep. Your teacher will agree the next step.

Use Print for pupil sheets or Back to revisit a stage.

Slide 1

TA Brief

Current stage

BUILD · Where did the water go?

Autumn 2 · Week 3 · Explore

SoW

BUILD Weekly - Autumn!B41, C41

  • Test rocks for hardness and whether they let water through.

Aut2·W3; current calendar absolute W11. This Explore exemplar develops evidence for the water-through part. Hardness and carrying out a prepared rock test remain paired lesson work; this single lesson is not the whole weekly outcome.

Prior: Earlier rock work compared scratch marks using the same tool and method. Hardness means resistance to scratching; it does not tell us whether water passes through.

Next: Use the picture evidence to plan and carry out the paired water-through test with prepared samples and adult-checked equipment. Compare results only for those samples and that method.

Preparation

Care and safety

Teacher response guidance

Evidence of learning

Check whether the pupil follows the route and separates “water entered” from “water reached below”. Accept directed arrows or speech. This lesson does not certify that the pupil carried out a practical test.

Access and independence

Show one cross-section at a time. Use large blue paths with labels rather than colour alone. Offer pointing or object placement before requiring writing; fade the adult prompt once the pupil independently checks below.

Lundy Loop

Allow a comfortable response mode. The adult receives the exact observation and names it back. If the pupil confuses inside and through, the next teaching move is to reveal the cup and re-trace one route. No compulsory written close for BUILD.

Arrival · Two different questions

Retrieve the previous method with one picture of a scratch mark. Do not equate hard with waterproof. Accept “we need a water test”. Keep the main topic as water passage; this is not a new scratching practical.

Starter · A drop has vanished

Take a prediction before revealing the cup. Expected next check: look or measure underneath. A dark wet patch alone is insufficient. Avoid implying that all wet darkening proves the whole sample absorbed water.

I do · Follow one drop

Model one route at a time: “The blue route ends inside. I can say water entered, but I cannot yet say it passed through.” Show a sealed collar directing water through a prepared sample. The diagram enlarges pores and is not a construction instruction.

We do · Sort the evidence

Use cards A–F supplied in the interaction. Model only A. For B avoid saying absorption always excludes passage; this record says no water was observed below in that time. For D and F discuss why method or missing observations prevent the proposed conclusion.

I do · Check the route

Think aloud: “I can see water below, but its route went around the sample. I will not call that proof. I need a secure edge and a new check.” This is a method fault, not a pupil fault.

We do · Choose a careful claim

Model is deliberately time-limited. Expected “No passage was observed in two minutes.” Zero does not prove water could never pass under other times or conditions. Pupil vocabulary can remain “none reached the cup yet”.

Independent · Three new records

These are fresh records named Delta, Echo and Foxtrot on screen and paper. Guided cards retain A–F labels. Have pupils give a fresh choice before feedback. Supported route works with Delta and Echo first, then the method fault if core is secure.

Exit · Show what proves it

Expected start at top, path through sample, arrival below with no bypass. Adult names the actual observation heard. BUILD needs no extra pupil-written reflection or signature. Offer a next check based on the response, such as distinguishing inside from through.

Misconceptions

A dark wet patch proves permeability. It may indicate water entered the top; check whether it reached below.

Any water in the tray proves through. Trace the route and rule out the visible edge leak.

0 mL means waterproof forever. Keep the conclusion with the tested time, sample and method.

Sources

British Geological Survey · Permeability
Permeability concerns whether and how water flows through rock; pores and fractures can form routes.

BGS · User guide, Permeability version 8
Water movement depends on rock properties and connected pathways; a single sample test has a limited scope.

Review trace

Science_Teesside/Build/W8-W13_2026-27/SCI_B_W11A_Rock_Permeability_Explore.html

Separate review copy. No live lesson or award record has been changed.

Word help

permeable: lets water pass through

absorb: take water in; soak it up

evidence: what we see or measure

sample: one piece we study

Cold Call

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Lesson tools

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Teacher Print Tools

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