← Lessons
Lesson overview
BUILD · Science · Week 5B · Do

Nutrition Mission

🎯 Learning objective: I can use food-job information to make and explain a sensible scientific choice.
✅ Success criteria
  • Choose examples that cover different jobs or species needs.
  • Explain choices without personal diet judgement.
  • Change a choice when new evidence shows a better match.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 Body Toolkit Challenge⏱ 40 minutes🔁 Live Lundy loop
⚡ENERGYmove · stay warm ▲GROWTH &REPAIR ⚙BODYWORKING
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD starts with safe participation and a familiar adult.
⏱ 3 min
🚪 Arrival · retrieve last lesson
Retrieve the actual previous lesson: W5A — food can support different jobs; variety matters; animals may need different food sources.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported

1 · Last lesson: Match one card to ENERGY or GROWTH/REPAIR.

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

3 · Older learning: Point to BACKBONE or NO BACKBONE for a fish.

4 · Lead-in: Look at the mission card. Point to the animal on it.

▲ Standard

1 · Last lesson: Name two different jobs food can support.

2 · Last week: Say what a muscle pair does at a joint.

3 · Older learning: Name one invertebrate and say what supports its body.

4 · Lead-in: A rescue centre must choose food. Say one thing they should think about.

★ Stretch

1 · Last lesson: Explain why one type of food alone is unlikely to cover every job.

2 · Last week: Explain why muscles can only pull in the model.

3 · Older learning: Explain how an invertebrate can be supported without a backbone.

4 · Lead-in: What information would help you choose food for an animal? Say one idea.

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.
⏱ 3 min
🌱 Starter · create the need to know

🔍 Today’s puzzle

Fictional mission: a rescue-centre animal needs food that fits its natural diet, and a model human body needs examples covering different jobs. What evidence would you use to choose?

FRAME 1 / 4
MAKE A CHOICE
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
GIVE THE JOB REASON
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
ADULT RECEIVES IT
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
IMPROVE THE NEXT CHOICE
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.
⏱ 4 min
👩‍🏫 I Do · picture first
🧠 Watch the thinking — picture first, words after the idea lands.
🔤 Key wordsEVIDENCEwhat supports the claimNUTRIENTa part of food the body usesREVISEchange an idea after evidence
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 Model a fictional choice: choose a card because of the job/animal need, not taste or preference.
STEP Show a weak explanation (‘because it is healthy’) and improve it into a specific scientific reason.
STEP Demonstrate how a pupil can revise the choice after feedback.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 4 min
🤝 We Do · everyone commits
Commit before reveal: Which is the strongest scientific reason?
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.
⏱ 3 min
👩‍🏫 I Do 2 · connect the second idea
🧠 Watch the thinking — picture first, words after the idea lands.
STEP Model BUILD Voice: point, choose, demonstrate or explain verbally — writing is not required for every learner.
STEP Audience means the adult names back the reasoning they actually heard.
STEP Influence means the next choice/task changes, not just ‘well done’.
✅ What this model helps us see

The model shows claim → evidence → revise, step by step.

⚠ What this model does not show

It splits food jobs up to help learning. Real nutrition is more mixed. Nobody’s own meals are judged.

🛡 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.
⏱ 15 min
✏️ Independent · evidence of learning

✏️ Independent product / demonstration

Body Toolkit Challenge. Build a set of made-up cards. The cards must cover more than one body job. Or match four animals to the food each one needs. Then pick one choice and tell an adult why. Listen to what the adult asks. Change one choice if you change your mind.

🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentFood-job cards; fictional animal cards; mission envelopes; sorting mat; optional camera/voice capture if authorised.
Safety / sensoryFictional examples only. No discussion of pupils’ own meals, body size or intake. No tasting or opened food.
Evidence targetYour chosen toolkit and your reason, given to an adult. A before-and-after choice, a photo, or your voice.
15 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ Use three job stations. Use six cards we picked. Point to one match. Say why it fits.
The adult reads the card names. The pupil points or picks. Then the pupil says a short stem out loud.
Fade it: remove the first prompt no longer needed.
▲ Build a made-up toolkit. Use a mix of cards. Say why you made two of the choices.
Decision → reason → adult question → re-attempt.
Fade it: remove the first prompt no longer needed.
★ Compare two toolkits. Which one covers more body jobs? Say which set is stronger. Then say why.
Judge the whole set. Do not just list more cards.
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

Point to one card and say/choose its job.

▲ Standard

Explain one choice using a body job.

★ Stretch

Explain how feedback changed or strengthened one decision.

🔁 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

Receive the reasoning, then calibrate the next attempt. Do not turn the task into personal food advice.

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 W5B · Nutrition Mission

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 use food-job information to make and explain a sensible scientific choice.

Model: helps us see — The model shows claim → evidence → revise, step by step. Does not show — It splits food jobs up to help learning. Real nutrition is more mixed. Nobody’s own meals are judged.

Previous lesson retrieval: W5A — food can support different jobs; variety matters; animals may need different food sources.

Arrival (Supported forms): 1) Match one card to ENERGY or GROWTH/REPAIR.  2) Point to the muscle that pulls to bend the arm.  3) Point to BACKBONE or NO BACKBONE for a fish.  4) Look at the mission card. Point to the animal on it.

Supported

◆ Use three job stations. Use six cards we picked. Point to one match. Say why it fits.

The adult reads the card names. The pupil points or picks. Then the pupil says a short stem out loud.

Standard

▲ Build a made-up toolkit. Use a mix of cards. Say why you made two of the choices.

Decision → reason → adult question → re-attempt.

Stretch

★ Compare two toolkits. Which one covers more body jobs? Say which set is stronger. Then say why.

Judge the whole set. Do not just list more cards.

Evidence target

Your chosen toolkit and your reason, given to an adult. A before-and-after choice, a photo, or your voice.

Exit + BUILD Audience

Supported: Point to one card and say/choose its job.

Standard: Explain one choice using a body job.

Stretch: Explain how feedback changed or strengthened one decision.

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 · W5B · Nutrition Mission

Date: ____________________   PUPIL / EVIDENCE ID: ____________________

Learning objective: I can use food-job information to make and explain a sensible scientific choice.

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