Made by Matt · BUILD Science
Teacher implementation guide
A concise teaching and access guide for all 12 BUILD Science lessons.
Before teaching
- Open the lesson locally and check the title slide, equipment and safety notes.
- Prepare the physical route and its offline digital/no-equipment equivalent.
- Identify the familiar adult who can genuinely receive pupil Voice at the exit.
- Decide whether a selected print tier is needed; printing is always an explicit action.
Nine-stage routine
| Stage | Teacher action | TA least-prompt action |
|---|---|---|
| Arrival | Retrieve only taught learning; use the read-it-here box for absence/new starter access. | Wait → gesture → repeat → offer two modes → model one step → exact scribe. |
| Starter | Invite a prediction without marking it. | Reflect the idea back; do not supply the answer. |
| I Do / I Do 2 | Reveal the model in small steps and state both help and limitation. | Keep vocabulary visible; add the bridge only when needed. |
| We Do | Collect a response from everyone and branch from evidence. | Protect point, sign, model, type and exact-scribe routes. |
| We Do 2 | Operate the local evidence lab; retry without penalty. | Support handling only where necessary; ask what changed. |
| Independent | Select Supported, Standard or Stretch without treating a tier as a pupil label. | Fade support as soon as independence returns. |
| Exit | Receive the response, say back the Science, then choose one next move. | Make the change visible; preserve the pupil’s exact words. |
Read-aloud and accessibility
Device speech is intentionally omitted: no media permission is requested, and the deck remains dependable offline. A familiar adult may read the exact current task while the text stays visible. Word help adds a plain-language bridge while preserving the scientific term. Calm view stops automatic local-film motion; Teacher Freeze pauses lesson motion. Large text increases the interface text.
Truthful Lundy closure
Space is offered by the equivalent participation routes. Voice changes state only after a pupil commits a response. Audience changes only after a familiar adult genuinely receives it. Influence changes only after an adult selects and enacts one next teaching move. Reload begins a fresh session; no static completion claim survives.
Branch menu
| Evidence | Next move |
|---|---|
| Secure | Transfer to an unfamiliar example or remove one scaffold. |
| Mixed | Contrast two examples, allow peer reasoning, then recheck every pupil. |
| Misconception | Use the lesson counterexample, re-model and ask a fresh question. |
| Access barrier | Keep the Science goal; change mode, sensory load, density or adult role. |
| Method/evidence | Preserve the first result, repair the method and repeat. |
Lesson list
- W8A · Sugar Evidence: Read the Label — I can compare sugar values using the same label basis and order four supplied food labels from least to most sugar.
- W8B · Body Science Checkpoint — I can use models and evidence to show what I know about skeletons, muscle pairs, nutrition, balance and food sources.
- W9A · Rock Evidence Lab: Look Before You Label — I can compare rock specimens using observed properties and create a group using a stated rule.
- W9B · Build a Rock Sorting Key — I can apply a clear rock-grouping rule, check a mystery specimen and defend the placement with evidence.
- W10A · Rock Hardness: Mark or Groove? — I can explain relative hardness and identify a fair, safe scratch method for comparing rock samples.
- W10B · Hardness Evidence Lab — I can use the same stated scratch method to compare four coded rock samples and give a cautious evidence-based conclusion.
- W11A · Permeability: Surface or Through? — I can distinguish water on a surface, water soaking in and water passing through a supplied rock sample.
- W11B · Water Through Rock Lab — I can follow or direct a fixed water-passage method, record what reaches the collector and make a careful comparison of supplied samples.
- W12A · Rock Jobs: Which Property Matters? — I can identify which tested or observed rock property matters for a stated everyday job.
- W12B · Choose Rock for the Job — I can choose a supplied rock sample for a stated model job and justify the decision with relevant property evidence and a limit.
- W13A · Fair Test Planner: Change One Thing — I can plan a safe fair comparison by naming one changed variable, one measured result, the controls and the repeats.
- W13B · Method Pilot: Test the Test — I can carry out or direct a small method pilot, identify a procedural problem and revise the plan ready for W14.