← Lessons
Lesson overview
BUILD · Science · Week 6B · Do

Balanced Plate Design Challenge

🎯 Learning objective: I can design, build and explain a balanced plate model using food groups.
✅ Success criteria
  • Build a labelled model rather than a personal meal plan.
  • Explain the grouping decisions.
  • Use feedback to improve clarity or balance.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 FoodWise Design Lab⏱ 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.
⏱ 3 min
🚪 Arrival · retrieve last lesson
Retrieve the actual previous lesson: W6A — foods can be sorted into groups and a balanced pattern includes a range across groups.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported

1 · Last lesson: Place one example card into its group.

2 · Last week: Match one card to GROWTH/REPAIR.

3 · Older learning: Point to where the model arm bends.

4 · Lead-in: Look at the design brief card. Point to the plate shape.

▲ Standard

1 · Last lesson: Name three groups from the Explore lesson.

2 · Last week: Name two jobs food can support.

3 · Older learning: Say what contracts means in the arm model.

4 · Lead-in: Today you design. Say one thing a clear model needs.

★ Stretch

1 · Last lesson: Explain why balance does not mean identical group sizes.

2 · Last week: Explain why a range of jobs needs a range of foods.

3 · Older learning: Explain why the model arm needed two muscles.

4 · Lead-in: What would make your plate model easy for someone else to read?

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

Design brief: a fictional community café display needs a model plate that shows a range of groups clearly. How will visitors be able to read the Science?

FRAME 1 / 4
DESIGN THE MODEL
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
ADULT GIVES ONE PROMPT
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
PUPIL CHANGES SOMETHING
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
EXPLAIN THE IMPROVEMENT
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 wordsCRITERIONthe rule used for a groupMODELa simple version of the real thingREVISEimprove after evidence or feedback
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 design-make-evaluate: choose group label → place card → check pattern.
STEP Show a deliberately unclear design with missing labels; improve it without changing the Science goal.
STEP Model an adult feedback prompt that creates a pupil re-attempt.
🛡 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: What is the best improvement to an unlabelled plate model?
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 evidence pair: finished model + pupil explanation/re-attempt.
STEP Show that a photo alone is not enough to prove understanding.
STEP If fine-motor/reading access blocks the task, change the mode while keeping the classification/explanation goal.
✅ What this model helps us see

The model lets us check whether the group rules are visible and the pattern is easy to read.

⚠ What this model does not show

It is a learning model, not a plan for any person’s eating, body or health.

🛡 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.
⏱ 15 min
✏️ Independent · evidence of learning

✏️ Independent product / demonstration

FoodWise Design Lab. Build a made-up plate display. Add a label to each part. Show an adult two choices. Say why you put them there. The adult gives one prompt. Then make one change we can see.

🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentReusable plate mats; cards; labels; sticky tack/magnets; optional camera/tablet for authorised evidence.
Safety / sensoryUse fictional examples. No tasting or personal intake discussion. Avoid competitive ‘best plate’ scoring.
Evidence targetYour model before and after, with your reason. A photo, your voice, or an adult watching.
15 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ The plate sections are labelled for you. Choose from a small set of cards.
Use one card at a time. The adult reads the labels. The pupil points or places it.
Fade it: remove the first prompt no longer needed.
▲ Build the full card model. Then explain two decisions.
Explain group → why it belongs → how the whole plate shows range.
Fade it: remove the first prompt no longer needed.
★ Judge your model as a way to teach. Change one part. A new learner should then see the group pattern.
Judge how clear it is. Check the science is right. Looks are not enough.
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 group and one matching card.

▲ Standard

Explain what makes your model balanced.

★ Stretch

Name the feedback you used and how the model improved.

🔁 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

Feedback must create a response. After giving one prompt, wait for the pupil to alter, explain or re-attempt.

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 W6B · Balanced Plate Design Challenge

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 design, build and explain a balanced plate model using food groups.

Model: helps us see — The model lets us check whether the group rules are visible and the pattern is easy to read. Does not show — It is a learning model, not a plan for any person’s eating, body or health.

Previous lesson retrieval: W6A — foods can be sorted into groups and a balanced pattern includes a range across groups.

Arrival (Supported forms): 1) Place one example card into its group.  2) Match one card to GROWTH/REPAIR.  3) Point to where the model arm bends.  4) Look at the design brief card. Point to the plate shape.

Supported

◆ The plate sections are labelled for you. Choose from a small set of cards.

Use one card at a time. The adult reads the labels. The pupil points or places it.

Standard

▲ Build the full card model. Then explain two decisions.

Explain group → why it belongs → how the whole plate shows range.

Stretch

★ Judge your model as a way to teach. Change one part. A new learner should then see the group pattern.

Judge how clear it is. Check the science is right. Looks are not enough.

Evidence target

Your model before and after, with your reason. A photo, your voice, or an adult watching.

Exit + BUILD Audience

Supported: Point to one group and one matching card.

Standard: Explain what makes your model balanced.

Stretch: Name the feedback you used and how the model improved.

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 · W6B · Balanced Plate Design Challenge

Date: ____________________   PUPIL / EVIDENCE ID: ____________________

Learning objective: I can design, build and explain a balanced plate model using food groups.

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