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Lesson overview
BUILD · Science · Week 5A · Explore

What a Body Needs

🎯 Learning objective: I can name different jobs food helps a body to do and explain why variety matters.
✅ Success criteria
  • Name at least three jobs food supports.
  • Match example food cards to useful jobs without judging the food or the person.
  • Explain why different types are needed rather than relying on one type.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 Food Jobs Lab⏱ 40 minutes🔁 Live Lundy loop
⚡ENERGYmove · stay warm ▲GROWTH &REPAIR ⚙BODYWORKING
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD starts with safe participation and a familiar adult.
⏱ 4 min
🚪 Arrival · retrieve last lesson
Retrieve the actual previous lesson: Aut1·W4 — muscles and bones work together to produce movement. In the model the bands stood for the muscles: pulling a band bent or straightened the arm, and neither band ever pushed.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported

1 · Last lesson: From last lesson: point to the part of the model that pulled.

2 · Last week: Point to the muscle that contracts to bend the arm.

3 · Older learning: Point to the backbone on the skeleton picture.

4 · Lead-in: Point to a picture of a body working hard.

▲ Standard

1 · Last lesson: Say what your model showed about muscle pairs.

2 · Last week: State one job muscles do with bones.

3 · Older learning: Name one vertebrate and one invertebrate.

4 · Lead-in: Muscles work hard when they pull. What do you think keeps a body going?

★ Stretch

1 · Last lesson: Explain one thing your model could show and one thing it could not.

2 · Last week: Explain how a muscle pair moves a bone.

3 · Older learning: Give the vertebrate rule from week 3.

4 · Lead-in: A working body needs something to keep it working. Where might that come from?

Arrival retrieves. It does not assume today’s new concept.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Predictable retrieval; if access is blocked, change the mode before increasing demand.
⏱ 4 min
🌱 Starter · create the need to know

🔍 Today’s puzzle

Three mystery job cards say ENERGY, GROWTH & REPAIR and KEEPS THE BODY WORKING. Can one food card do every job by itself?

FRAME 1 / 4
THREE BODY JOBS
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
MATCH THE FUNCTION
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
NO ‘GOOD’ OR ‘BAD’ FOOD
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
VARIETY COVERS DIFFERENT JOBS
Pause whenever pupil Voice changes what should happen next.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil Voice opens the new question before the teacher supplies the explanation.
⏱ 5 min
👩‍🏫 I Do · picture first
🧠 Watch the thinking — picture first, words after the idea lands.
🔤 Key wordsNUTRITIONgetting and using what the body needsNUTRIENTa part of food the body usesFUNCTIONthe job something does
Word help shows an everyday bridge under each scientific word — the scientific word always stays. TA route: say the bridge, then fade it as the pupil uses the formal term.
STEP Teach the jobs, not personal diets: energy; growth/repair; keeping body systems working.
STEP Match example cards to the job they can help with. The card is evidence for a job, not a ‘good/bad’ label.
STEP State clearly: this lesson never comments on anyone’s body, size, weight or what they personally eat.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 5 min
🤝 We Do · everyone commits
Commit before reveal: Why does variety matter?
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 4 min
👩‍🏫 I Do 2 · connect the second idea
🧠 Watch the thinking — picture first, words after the idea lands.
STEP Use fictional animal examples to show different species need different foods.
STEP Keep ‘right amount’ neutral: bodies need suitable amounts for their needs; we are not measuring or judging anybody’s intake.
STEP Model the sentence: ‘A body needs ___ because it helps with ___.’
✅ What this model helps us see

The model links one nutrient to one function. You reason from the evidence given.

⚠ What this model does not show

Real foods mix many nutrients, and needs vary. This lab never scores or judges what anybody eats.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 4 min
🤝 We Do 2 · interactive lab
Interactive exploration: predict → manipulate → explain → adult receives → next move.

🧰 Nutrition Evidence Lab

CHOOSE EVIDENCECOMMIT A GROUPCHECKEXPLAIN

1 · Choose one evidence card. 2 · Press the group its words support. Every control is a button — no dragging.

Choose one evidence card. More cards unlock as you place them.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 10 min
✏️ Independent · evidence of learning

✏️ Independent product / demonstration

Food Jobs Lab. Look at the food cards. Look at the animal cards. There are three job stations. Sort each card to a job or need. Then pick one match. Explain the Science.

🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentFood picture cards/clean unopened packaging images; job station mats; animal-food cards; optional magnetic sorting board.
Safety / sensoryNo tasting. Check allergy/sensory context before real packaging enters the room. Zero calorie, weight, restriction or ‘good/bad food’ language.
Evidence targetYour sorted job mat and your reason. A photo with your voice, an adult watching, or your words scribed.
10 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ Match six picture cards. Use the three job stations. The labels help you. Ask if you are stuck.
Job icons and words: ⚡ ENERGY · ▲ GROWTH/REPAIR · ⚙ BODY WORKING. Word bank: energy · growth · repair · work.
Fade it: remove the first prompt no longer needed.
▲ Sort all the cards. Then explain one match. Use ‘because’.
Stem. ‘___ can help with ___ because ___’. Then say the job.
Fade it: remove the first prompt no longer needed.
★ One food type cannot do every job. Explain why. Then compare what two animals need.
Use ‘different needs’ and ‘variety’. Talk about animals only. Never talk about a pupil’s food.
Fade it: remove the first prompt no longer needed.
1 · Pupil decisionchoice, prediction, plan or classification
2 · Observable Sciencesort, model, demonstration, result or re-attempt
3 · Pupil meaningexplanation, justification or changed response
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil authors a choice, model or demonstration; staff fade prompting and receive the Science.
⏱ 4 min
🎫 Exit · adult Audience closes BUILD
◆ Supported

Which job can bread/rice help with: energy / backbone?

▲ Standard

Name one food example and one job it can support.

★ Stretch

Explain why different types of food are useful for different body jobs.

🔁 BUILD Lundy close

The pupil responds in a workable modality. The adult genuinely receives it — reads, listens or watches, and names back the Science they heard. The adult then calibrates the next learning move.

No extra pupil-written closure line is required for BUILD. If local policy uses an R code, it only belongs after genuine Audience; this file never adds it automatically.

BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD closes through genuine adult Audience. Influence is the next calibrated learning move.
🧑‍🏫 SUPPORT STAFF · THIS SLIDE

ONE SCIENCE RULE

Talk about what food DOES in the model — never what a pupil ate, should eat, weighs or looks like.

Priority now

Move learning forward

Least prompt first
waitself-promptvisual cuegeneral verbalspecific verbalmodeldirect support

Move right only as needed, then fade back left. Support level records access. It does not define ability.

🔁 BUILD LIVE FEEDBACK–RESPONSE LOOP

Response changes what happens next

SPACECo-regulation, familiar adult, time, sensory tools, no public comparison.
VOICEPoint, sign, say, demonstrate, re-attempt, edit or authorised short clip.
AUDIENCEAdult genuinely watches/listens/reads and names back what was received.
INFLUENCECalibrate the next try, instruction, regulation choice, question or scaffold.

Choose the teaching move

Listen first. The response decides the next teaching move.

Uploaded-policy code reference · staff side

VF · verbal feedbackWS · worked with supportI · independentNS+ · one next stepE · evidenceR · responded / Audience happened// · self-edit? · read this back

This lesson stores no code or pupil response. R is never automatic and only follows genuine Audience.

BUILD Science W5A · What a Body Needs

Name: _______________________________   Date: ______________________

New to this class, or not sure? Everything you need is in the Retrieval box below — read it, then answer.

Learning objective: I can name different jobs food helps a body to do and explain why variety matters.

Model: helps us see — The model links one nutrient to one function. You reason from the evidence given. Does not show — Real foods mix many nutrients, and needs vary. This lab never scores or judges what anybody eats.

Previous lesson retrieval: Aut1·W4 — muscles and bones work together to produce movement. In the model the bands stood for the muscles: pulling a band bent or straightened the arm, and neither band ever pushed.

Arrival (Supported forms): 1) From last lesson: point to the part of the model that pulled.  2) Point to the muscle that contracts to bend the arm.  3) Point to the backbone on the skeleton picture.  4) Point to a picture of a body working hard.

Supported

◆ Match six picture cards. Use the three job stations. The labels help you. Ask if you are stuck.

Job icons and words: ⚡ ENERGY · ▲ GROWTH/REPAIR · ⚙ BODY WORKING. Word bank: energy · growth · repair · work.

Standard

▲ Sort all the cards. Then explain one match. Use ‘because’.

Stem. ‘___ can help with ___ because ___’. Then say the job.

Stretch

★ One food type cannot do every job. Explain why. Then compare what two animals need.

Use ‘different needs’ and ‘variety’. Talk about animals only. Never talk about a pupil’s food.

Evidence target

Your sorted job mat and your reason. A photo with your voice, an adult watching, or your words scribed.

Exit + BUILD Audience

Supported: Which job can bread/rice help with: energy / backbone?

Standard: Name one food example and one job it can support.

Stretch: Explain why different types of food are useful for different body jobs.

Adult Audience: the adult truly receives the response. The adult says back the Science they heard or saw. Then the adult picks the next learning move. No pupil signature is needed.

Evidence capture sheet · W5A · What a Body Needs

Date: ____________________   PUPIL / EVIDENCE ID: ____________________

Learning objective: I can name different jobs food helps a body to do and explain why variety matters.

Optional one-page capture. Point, say, draw or have an adult scribe — writing is never required. This sheet adds to the tiered pack; it never replaces it.

My decision

What I observed

Evidence I used

What the evidence means

What I changed after checking

Audience — who received it

What changed because of my voice

Teacher / TA comment