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Lesson overview
BUILD · Science · Week 6A · Explore

Building a Balanced Plate

🎯 Learning objective: I can sort foods into groups and describe what balance means.
✅ Success criteria
  • Name the groups shown on the lesson plate.
  • Sort example foods into the appropriate group.
  • Describe balance as a pattern across groups rather than a judgement about a person.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 Balance Studio⏱ 40 minutes🔁 Live Lundy loop
FRUIT & VEGSTARCHYPROTEINDAIRY / ALT.BALANCE =A PATTERNnot a judgement
🛡 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·W5 — different foods can support different jobs; variety matters. The jobs were energy, growth and repair, and keeping the body working.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported

1 · Last lesson: Point to one food card and the job it helped with last lesson.

2 · Last week: Match one card to ENERGY.

3 · Older learning: Point to the muscle that contracts in the model.

4 · Lead-in: Look at the food cards. Point to two that seem to go together.

▲ Standard

1 · Last lesson: Say one choice you made last lesson and why.

2 · Last week: Recall why different types of food can be useful.

3 · Older learning: Say what a muscle pair does.

4 · Lead-in: Sorting needs a rule. Say one way you could group these cards.

★ Stretch

1 · Last lesson: Explain how evidence helped your food-job choice last lesson.

2 · Last week: Explain why variety was more useful than relying on one type.

3 · Older learning: Explain how muscles and bones make the body move.

4 · Lead-in: What rule could you use to put foods in groups? Say your 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.
⏱ 4 min
🌱 Starter · create the need to know

🔍 Today’s puzzle

A fictional plate has every card piled into one section. It contains food — but is it balanced? What would you change first?

FRAME 1 / 4
NAME THE GROUPS
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
BUILD THE PATTERN
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
CHECK THE WHOLE PLATE
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
BALANCE IS NOT A JUDGEMENT
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 wordsFOOD GROUPfoods sorted by a shared ruleCLASSIFYsort using a ruleBALANCEa range across groups
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 Introduce the simplified plate groups with icon + word labels, not colour alone.
STEP Place one example card by asking ‘which group?’ — never ‘is it a good/bad food?’.
STEP Explain that the guide is a model across a broader pattern, not a rule for judging one person or one meal.
🛡 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: Which statement best describes balance?
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 Show that group sizes are not equal; labels and words carry the meaning, not colour/area alone.
STEP Use ‘everyday / sometimes’ only as a neutral FoodWise frequency frame — never reward/punishment language.
STEP Model a fictional plate explanation with group names.
✅ What this model helps us see

The model shows the sorting rules and a range across groups.

⚠ What this model does not show

It shows a simple pattern, not a rule for any person. It must never judge a person, a body or one meal.

🛡 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.

🍽 Food Pattern 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

Balance Studio. Pick a made-up person. Pick a made-up day. Sort eight cards onto a plate mat. The mat has a label for each food group. Then look at the whole plate. Say what makes it balanced.

🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentFood cards; labelled plate mats; reusable sticky tack/magnets; fictional character cards; optional unopened packaging images.
Safety / sensoryNo personal meal/body discussion, calories, weight, restriction or ‘good/bad food’ labels. Check allergies before real packaging is handled.
Evidence targetYour finished plate model and your words. A photo with notes, or an adult hearing you explain.
10 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ Use a plate mat. It has group names and icons. Sort a set of six cards.
Match by group name. Or match by picture. The adult can hand you two cards at a time.
Fade it: remove the first prompt no longer needed.
▲ Place all eight cards. Then give one sentence. Make it about balance.
Stem: ‘This is balanced because it includes ___, ___ and ___.’
Fade it: remove the first prompt no longer needed.
★ Compare two made-up plates. Which plate has more food groups? Say which one. Say why. Then say what you would change.
Look at the whole pattern. Do not judge one food on its own.
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

What does ‘balanced’ mean: range across groups / all one group?

▲ Standard

Name two groups on the plate and explain balance.

★ Stretch

Explain why balance is not the same as equal amounts of every group.

🔁 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

Sort by group and describe the pattern — never judge a pupil, a family or a single meal.

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 W6A · Building a Balanced Plate

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 sort foods into groups and describe what balance means.

Model: helps us see — The model shows the sorting rules and a range across groups. Does not show — It shows a simple pattern, not a rule for any person. It must never judge a person, a body or one meal.

Previous lesson retrieval: Aut1·W5 — different foods can support different jobs; variety matters. The jobs were energy, growth and repair, and keeping the body working.

Arrival (Supported forms): 1) Point to one food card and the job it helped with last lesson.  2) Match one card to ENERGY.  3) Point to the muscle that contracts in the model.  4) Look at the food cards. Point to two that seem to go together.

Supported

◆ Use a plate mat. It has group names and icons. Sort a set of six cards.

Match by group name. Or match by picture. The adult can hand you two cards at a time.

Standard

▲ Place all eight cards. Then give one sentence. Make it about balance.

Stem: ‘This is balanced because it includes ___, ___ and ___.’

Stretch

★ Compare two made-up plates. Which plate has more food groups? Say which one. Say why. Then say what you would change.

Look at the whole pattern. Do not judge one food on its own.

Evidence target

Your finished plate model and your words. A photo with notes, or an adult hearing you explain.

Exit + BUILD Audience

Supported: What does ‘balanced’ mean: range across groups / all one group?

Standard: Name two groups on the plate and explain balance.

Stretch: Explain why balance is not the same as equal amounts of every group.

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 · W6A · Building a Balanced Plate

Date: ____________________   PUPIL / EVIDENCE ID: ____________________

Learning objective: I can sort foods into groups and describe what balance means.

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