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Lesson overview

BUILD · Science · Week 8B · Do

Body Science Checkpoint

Sequence outcome: Sugar investigation and Autumn 1 consolidation: skeletons, muscles and nutrition.

🎯 Learning objective: I can use models and evidence to show what I know about skeletons, muscle pairs, nutrition, balance and food sources.
✅ Success criteria
  • I can show one secure idea from each checkpoint strand.
  • I can connect at least two ideas using because.
  • I can keep my first evidence and identify the strand to practise next.
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
🧪 Body Science Checkpoint: show, connect and choose the next learning step.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty
🦴SKELETON · SUPPORT,PROTECT AND MOVE.backbone evidence💪MUSCLES · ONE CONTRACTSWHILE ITS PARTNER RELAXES.pull to move🍽️NUTRITION · VARIETY, BODYJOBS AND FOOD SOURCES.evidence, not judgement
🛡 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. W8A: a fair label comparison used the same nutrient, unit and per-100 g basis.
  2. W7: animals obtain food by eating; food-chain arrows show transfer.
  3. W4: muscles work in pairs and pull on bones to move a joint.
  4. W2–W3: skeletons support, protect and help movement; vertebrates have an internal backbone.
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 skull and choose its job: protect or digest.
  2. Show contract with a fist and relax with an open hand.
  3. Choose the animal with an internal backbone.
  4. Lead-in: point to one W8A label value and read g per 100 g.
▲ Standard
  1. Name one skeleton job and one bone example.
  2. Explain what one muscle does while its partner relaxes.
  3. Define vertebrate using backbone.
  4. Lead-in: state one supported claim from the sugar labels.
★ Stretch
  1. Connect a named bone to support, protection or movement.
  2. Explain why a muscle can pull but cannot push a bone back.
  3. Trace food or energy through a three-part chain.
  4. Lead-in: explain why a sugar result cannot describe a whole diet.
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

A pupil says, ‘The bone pushes the muscle, so the arm bends.’ Which idea should the checkpoint test?

LOCAL VISUAL HOOK · FRAME 1
SKELETON · three jobs
SUPPORTPROTECTMOVE
Bones hold you up, keep soft parts safe, and give muscles something to pull on.
LOCAL VISUAL HOOK · FRAME 2
MUSCLE PAIR · pull, never push
BICEPS CONTRACTS · short + fatTRICEPS relaxes · long + thin
The biceps contracts (short and fat) and pulls the arm up. Its partner relaxes.
LOCAL VISUAL HOOK · FRAME 3
NUTRITION · food does jobs
a varied plate🌱 plant→🐛 caterpillarthe arrow means: food goes this way
Food gives energy, growth and repair. Animals must eat to get it. Plants make their own.

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

SUPPORThold up and give shapea skeleton function that provides a firm framework for the body
CONTRACTshorten and pullwhat a muscle does when it becomes shorter and pulls on a bone
NUTRITIONgetting what the body needs from foodobtaining nutrients needed for energy, growth, repair and healthy function

WHAT THIS MODEL HELPS US SEE

The four checkpoint strands make the half-term knowledge visible without turning one response mode into the only way to show understanding.

WHAT THIS MODEL DOES NOT SHOW

Models simplify bodies, joints, diets and food chains. This checkpoint samples key ideas; it is not a medical, dietary or full attainment diagnosis.

Step 1

Checkpoint 1: use a skeleton model to match support, protection and movement to an example; classify one animal using backbone evidence.

Step 2

Checkpoint 2: operate the arm model. Name which muscle contracts, which relaxes and how the bone moves at the joint.

Step 3

Keep each pupil's first response. Feedback adds a repair beside it rather than erasing the evidence.

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

💪 Arm model · press to bend and straighten

Watch which muscle gets short and fat. That one is contracting and pulling. Muscles pull. They never push.

BICEPS CONTRACTS · short + fatTRICEPS relaxes · long + thin
Bent: biceps contracts and pulls the forearm bone up. Triceps relaxes.
Checkpoint 2 evidence: the pupil says which muscle contracts, which relaxes, and how the bone moves at the joint.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
🤝 We Do · everyone commits

When the biceps contracts to bend the elbow, what should the triceps do in the simple model?

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

Checkpoint 3: match food evidence to body jobs such as energy, growth and repair; explain why variety matters.

Connection 2

Checkpoint 4: sort foods with a stated rule and build a simple producer-to-consumer food-source chain.

Connection 3

Connect W8A carefully: a sugar value is one piece of nutrition evidence, not a score for a food or person.

MODEL STRENGTH

The four checkpoint strands make the half-term knowledge visible without turning one response mode into the only way to show understanding.

MODEL LIMIT

Models simplify bodies, joints, diets and food chains. This checkpoint samples key ideas; it is not a medical, dietary or full attainment diagnosis.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min
🤝 We Do 2 · interactive lab

Four-Strand Body Science Checkpoint

Route each evidence card to the strand it checks. Then choose one strand to explain and one to revisit.

Choose one evidence card.Place it with its strand.State or point to the science idea.Repair after feedback without deleting the first response.Choose the next strand.

Cards to place

Matching groups

The checkpoint is unscored in the page. Every first response remains visible so teaching can respond to it.

🧩 Science glitch · find and repair it

Claim: Checkpoint glitch: bones move by themselves and food with less sugar always makes every body healthier.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 15 min
✏️ Independent · evidence of learning

Complete or direct four short checkpoint stations, preserve a piece of evidence from each and explain one connection between two strands.

👐 Physical route

Skeleton or labelled diagram; vertebrate/invertebrate cards; safe card-and-split-pin arm model; nutrition/body-job cards; food-group mats; simple food-chain cards; tiered checkpoint sheet.

Same outcome: I can use models and evidence to show what I know about skeletons, muscle pairs, nutrition, balance and food sources.

🖥 Offline digital / director route

Use the in-page four-strand checkpoint. The same conceptual evidence is produced through card placement, explanation and next-strand choice.

Same evidence: One observable response from each strand, one because connection, the pupil's chosen next strand and an adult witness note naming independence and prompts.

🧰 Equipment / setupSkeleton or labelled diagram; vertebrate/invertebrate cards; safe card-and-split-pin arm model; nutrition/body-job cards; food-group mats; simple food-chain cards; tiered checkpoint sheet.
🛡 Safety / sensoryTeach bodies and food on models, diagrams and supplied cards, never by judging a pupil's body, diet or home. No food is eaten. Check split pins and small parts, offer a no-touch route and avoid public scores or rank order.
🖥 Offline parityUse the in-page four-strand checkpoint. The same conceptual evidence is produced through card placement, explanation and next-strand choice.
No-equipment/access route: A pupil may point, sign, operate one switch, direct an adult, use eye gaze or have exact words scribed. Keep the science demand while changing access.

◆ Supported

Complete one two-choice item at each station, then choose a secure strand and a next strand.

Scaffold

Use symbols, model handling or pointing. Read each option exactly and scribe the pupil's own explanation.

▲ Standard

Complete all four stations, justify one response from each and connect two strands using because.

Scaffold

Use: __ works with __ because __. My evidence is __. Next I need to practise __.

★ Stretch

Explain two cross-strand links, repair one misconception and evaluate one model limitation.

Scaffold

Keep the claim within the model and distinguish evidence from a wider health judgement.

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 meaningOne observable response from each strand, one because connection, the pupil's chosen next strand and an adult witness note naming independence and prompts.
🛡 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 to one secure strand and one strand to practise next.

Standard

Explain one connection between skeletons, muscles, nutrition or food sources using evidence.

Stretch

Repair one checkpoint misconception, state a model limit and choose the next teaching step.

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.