Lesson overview

BUILD · Science · Week 9A · Explore

Rock Evidence Lab: Look Before You Label

Sequence outcome: Compare and group rocks by their appearance and simple properties.

🎯 Learning objective: I can compare rock specimens using observed properties and create a group using a stated rule.

✅ Success criteria

I can observe at least two properties.
I can compare two coded specimens.
I can state and apply one grouping rule.

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

🧪 Rock Evidence Lab: inspect coded specimens before anyone guesses a name.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🚪 Arrival · retrieve last lesson

Retrieve only what has already been taught

W8B: models and evidence showed what we know about skeletons, muscles and nutrition.
W8A: the same label basis made a fair sugar comparison.
W6–W7: clear rules helped us group foods and trace food sources.
Lead-in: a rock name is a claim; first collect visible evidence.

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

Point to one skeleton, muscle or nutrition fact checked in W8B.
Choose a property word: smooth, rough or favourite.
Put two food cards into groups using one shown rule.
Lead-in: point to a visible grain, band or hole on a macro card.

▲ Standard

Name the label basis kept the same in W8A.
Define property as something we can observe or test.
Explain why a sorting rule must be stated.
Lead-in: give one observation without naming the rock.

★ Stretch

Explain why a sugar value and a whole-diet claim answer different questions.
Distinguish an observation from an inference about a rock's identity.
Explain how two valid rules can produce different groups.
Lead-in: state why one photograph cannot prove an unknown rock's name.

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

⏱ 4 min

🌱 Starter · create the need to know

Two rocks are both grey. Is that enough evidence to place them in the same useful group?

LOCAL VISUAL HOOK · FRAME 1

CODE A · look closely

Speckled. Lots of little crystals fitted together.

LOCAL VISUAL HOOK · FRAME 2

CODE C · look closely

Rough and sandy. Tiny grains. Faint bands.

LOCAL VISUAL HOOK · FRAME 3

QUESTION · both grey-ish. Same group?

Colour is not enough. Which feature you can SEE will be the rule?

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

Choose one idea. The lesson will test it; nothing is scored or saved.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

👩‍🏫 I Do · picture first

Make the first scientific idea visible

PROPERTYa feature we can notice or testa characteristic used to describe and compare a material

OBSERVElook closely and recorduse senses or suitable tools to collect information without guessing beyond it

CLASSIFYput into groups with a ruleorganise specimens by shared evidence

WHAT THIS MODEL HELPS US SEE

Coded macro views slow down naming and make the observation-to-rule sequence visible.

WHAT THIS MODEL DOES NOT SHOW

Appearance alone cannot prove an unknown rock's identity or hidden properties. Lighting, scale, weathering and natural variation can change how a specimen looks.

Step 1

Keep the code and hide the name. Place one specimen on a white tray and observe it from more than one angle.

Step 2

Select two or three useful features: grains, crystals, bands, sheet-like planes, holes, colour or surface appearance.

Step 3

Record only what is visible. ‘It is granite’ is a name claim; ‘several crystals are visible’ is an observation.

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

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

🤝 We Do · everyone commits

Which line is an observation that can be checked on the supplied specimen?

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.

Choose one response, then use the model to explain or retry.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 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

Inspect a second coded specimen using the same feature words. State one similarity and one difference.

Connection 2

Choose one rule, such as ‘visible bands or flat sheet-like planes’, and say the rule before grouping.

Connection 3

Apply the same meaning to every specimen. Another clear rule may create a different valid grouping.

MODEL STRENGTH

Coded macro views slow down naming and make the observation-to-rule sequence visible.

MODEL LIMIT

Appearance alone cannot prove an unknown rock's identity or hidden properties. Lighting, scale, weathering and natural variation can change how a specimen looks.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do 2 · interactive lab

Coded Rock Feature Lab

Place each coded observation under its strongest named visible feature. The name is not the target.

Choose a coded observation.Read only the visible evidence.Commit to the strongest feature group.Repair any mismatch.Use one feature as a grouping rule.

Cards to place

Matching groups

Names are hidden. Every placement must be defended with words from the supplied observation.

🧩 Science glitch · find and repair it

Claim: Rock glitch: if two rocks have the same colour, they must be the same type.

The incorrect idea is shown as a challenge, never as teaching.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 10 min

✏️ Independent · evidence of learning

Inspect or direct the inspection of coded rock specimens, compare two using the same features and create two groups with a stated rule.

👐 Physical route

Six teacher-pre-screened coded educational rock specimens or macro cards; white trays; hand lenses; feature tags; two hoops or sorting mats; Rock Comparison Ticket.

Same outcome: I can compare rock specimens using observed properties and create a group using a stated rule.

🖥 Offline digital / director route

Use the in-page coded-feature lab and record two specimen codes, two observations and one grouping rule.

Same evidence: A Rock Comparison Ticket with two codes, two observed properties, one similarity, one difference and one explicit grouping rule.

🧰 Equipment / setupSix teacher-pre-screened coded educational rock specimens or macro cards; white trays; hand lenses; feature tags; two hoops or sorting mats; Rock Comparison Ticket.

🛡 Safety / sensoryUse only pre-inspected educational samples. Keep them on trays and below shoulder height. No throwing, tasting, smelling, grinding, scratching or deliberate breaking. Wash hands after handling.

🖥 Offline parityUse the in-page coded-feature lab and record two specimen codes, two observations and one grouping rule.

No-equipment/access route: Use macro image cards, point while an adult moves a specimen, or direct the whole inspection. Touching rock is not required.

◆ Supported

Compare two coded macro cards with a four-word feature bank, then place them using one shown rule.

Scaffold

Use: I can see __. Both have __ / only __ has __. Adult exact scribing is valid.

▲ Standard

Observe four to six coded specimens, compare a pair and create two groups using one stated property rule.

Scaffold

Record the rule before moving specimens. Use only evidence that another person can check.

★ Stretch

Create two different valid groupings, explain why both work and state why neither proves every specimen's identity.

Scaffold

Separate classification under a rule from identification of an unknown rock.

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 Rock Comparison Ticket with two codes, two observed properties, one similarity, one difference and one explicit grouping rule.

🛡 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: I observed __. My rule was __.

Standard

Compare two coded specimens and defend one group using observed properties.

Stretch

Explain how a new valid rule could regroup the same specimens and why appearance cannot prove every name.

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

Receive the pupil’s Voice, complete real Audience, then choose what changes.

Optional exact record of what I said or showed:One next teaching move after the adult listened:

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

← Previous · W8B · Body Science Checkpoint ⌂ Start Next · W9B · Build a Rock Sorting Key →

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Rock Evidence Lab: Look Before You Label

Two rocks are both grey. Is that enough evidence to place them in the same useful group?

Make the first scientific idea visible

WHAT THIS MODEL HELPS US SEE

WHAT THIS MODEL DOES NOT SHOW

🔍 Rock lens · look before you label

Which line is an observation that can be checked on the supplied specimen?

Connect the model to the second idea

MODEL STRENGTH

MODEL LIMIT

Coded Rock Feature Lab

Cards to place

Matching groups

🧩 Science glitch · find and repair it

Inspect or direct the inspection of coded rock specimens, compare two using the same features and create two groups with a stated rule.

👐 Physical route

🖥 Offline digital / director route

◆ Supported

▲ Standard

★ Stretch

Evidence gate

Finish with evidence and a genuine adult Audience

Adult Audience

BUILD Science · W9A · Rock Evidence Lab: Look Before You Label

Model helps us see

Model does not show

Supported

Standard

Stretch

Evidence target

Exit, Audience and evidence · W9A

What I said, and what it changed

Next I will ______.

Influence — visible teaching change

Adult witness note