Lesson overview

GROW · Science · Week 10B · Do

Solar System Presentation: Mission Briefing

Sequence outcome: Research and present findings about the Solar System using ICT.

🎯 Learning objective: I can present researched solar system findings clearly, credit sources and respond to an audience question with a change or a clear reason plus one transfer step.

✅ Success criteria

Present a focused claim supported by accurate facts.
Make source labels visible or say them aloud.
Receive an audience question and record a useful change, or explain why the content stays and set a transfer step.

Arrival · retrieve last lessonStarter · create the need to knowI Do · picture firstWe Do · everyone commitsI Do 2 · connect the second ideaWe Do 2 · interactive labIndependent · evidence of learningExit ticket · response becomes the next step

🧪 Mission Briefing: can accurate evidence survive an audience question?⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

🚪 Arrival · retrieve last lesson

Retrieve only what has already been taught

In Explore, research notes answered a focused question, kept the meaning and recorded source codes.
Prior week: point to or describe one useful model.
Older learning: what makes an observation useful as evidence?
Lead-in: what do you notice in today’s first picture?

New to this class, absent, or not sure? Everything needed is in the retrieval box above. Read it, point to it or ask a familiar adult to read it exactly.

◆ Supported

Last lesson: point to your research question.
Last lesson: share one fact in your own words.
Last lesson: choose the shape word for the Sun, Earth and Moon.
Lead-in: choose the clearest opening — a focused claim or a list of every fact.

▲ Standard

Last lesson: how can another person find the source card for your note?
Last lesson: explain paraphrase without using the word copy.
Last lesson: state one approximately spherical finding accurately.
Lead-in: what does an audience need in the first 20 seconds?

★ Stretch

Last lesson: justify one keep, check or reject decision.
Last lesson: name one uncertainty or limitation in the research record.
Last lesson: explain why several observations can strengthen a claim.
Lead-in: predict how an audience question could improve scientific communication.

Equivalent response routes

☝ point / choose🗣 say / sign🧩 demonstrate⌨ type / exact scribe↺ re-attempt

🔊 Read-aloud route: a familiar adult may read the task exactly while the text remains visible. No device voice or media permission is required.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

🌱 Starter · create the need to know

Which opening would help an audience understand a Solar System briefing? Commit before the model.

LOCAL VISUAL HOOK · FRAME 1

Open with the question and the answer claim

The audience needs the question before any fact.

LOCAL VISUAL HOOK · FRAME 2

Evidence, and show or say the source

Two or three facts, each with its source label beside it.

LOCAL VISUAL HOOK · FRAME 3

Pause for the audience question

Then record what changes — or why nothing does.

Commit one first idea. Predictions are held, not marked. Pointing, selecting, saying or signing all count.

Choose one idea. The lesson will test it; nothing is scored or saved.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

👩‍🏫 I Do · picture first

Make the first scientific idea visible

CLAIManswer statementa statement that evidence is used to support

EVIDENCEfacts that supportinformation used to justify or challenge a claim

AUDIENCEreal receiverthe person or people who receive and respond to the presentation

WHAT THIS MODEL HELPS US SEE

Use: Our question was __. Our claim is __. Evidence from __ shows __. Your question made me change __ / confirmed __, so next I will __.

WHAT THIS MODEL DOES NOT SHOW

A short briefing cannot contain every fact. Attractive slides do not prove accuracy, and an audience question does not replace source checking.

Step 1

State the focused question, then give one answer claim in a complete sentence.

Step 2

Select two or three facts that directly support the claim. Show a source label beside each or say the source aloud.

Step 3

Use a diagram, paper panel, slide or object only when it helps the audience follow the Science.

Word help keeps the scientific term visible and adds a plain-language bridge.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do · everyone commits

Which presentation panel gives the audience the strongest scientific case?

Everyone commits before explanation.

Use a button, point, say/sign or let an adult operate the chosen button. A retry is information, not a penalty.

Choose one response, then use the model to explain or retry.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 3 min

👩‍🏫 I Do 2 · connect the second idea

Connect the model to the second idea

Connection: the model is useful when its visible pattern is translated into a scientific explanation.

Connection 1

Invite one question about meaning, evidence or a limit; silence is not an audience response.

Connection 2

Repeat the question in your own words, then point to the part of the briefing it checks.

Connection 3

Make one visible improvement. If the feedback confirms the content is accurate and clear, record why no content change is needed and set one transfer step, such as using the claim with a new audience or less support.

MODEL STRENGTH

Use: Our question was __. Our claim is __. Evidence from __ shows __. Your question made me change __ / confirmed __, so next I will __.

MODEL LIMIT

A short briefing cannot contain every fact. Attractive slides do not prove accuracy, and an audience question does not replace source checking.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do 2 · interactive lab

Mission briefing studio

Route each presentation component to its scientific job before the live briefing.

Choose one presentation component.Commit it to claim, evidence or audience response.Repair any mismatch by asking what job it performs.Freeze a complete chain and rehearse it aloud or through an alternative mode.

Cards to place

Matching groups

The studio chain is empty. Decoration is not a scientific job on this console.

🧩 Science glitch · find and repair it

Claim: Presentation glitch: more animation always makes the Science stronger.

The incorrect idea is shown as a challenge, never as teaching.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 15 min

✏️ Independent · evidence of learning

Deliver a short Solar System briefing to a real audience, receive one question and record either a useful change or a clear no-content-change reason plus one transfer step.

👐 Physical route

Research record, paper panel or school device, source labels, audience question slip and revision record.

Same outcome: I can present researched solar system findings clearly, credit sources and respond to an audience question with a change or a clear reason plus one transfer step.

🖥 Offline digital / director route

Create one to three simple local slides, present them to a named adult or peer and save the changed version or a confirmed-content transfer note locally.

Same evidence: A saved slide, paper panel or witness record; source labels; one audience question; and either a before-and-after change or a clear confirmation plus one transfer step.

🧰 Equipment / setupResearch record, paper panel or school device, source labels, audience question slip and revision record.

🛡 Safety / sensoryUse only school-approved content and devices, share no personal information, avoid flashing effects and follow agreed volume and movement routines.

🖥 Offline parityCreate one to three simple local slides, present them to a named adult or peer and save the changed version or a confirmed-content transfer note locally.

No-equipment/access route: Use a paper poster, object arrangement, signed or spoken briefing, recorded audio without personal details, or an adult-scribed script.

◆ Supported

Present one claim and two facts with a three-panel frame; receive one choice-based question and change one panel, or mark it confirmed and choose one next audience.

Scaffold

Use symbols, pointing, switches, signing, speech or an adult scribing exact words. Rehearse with the sentence frame.

▲ Standard

Give a one-to-two-minute briefing with claim, evidence and sources, then respond with a visible change or a clear reason plus one transfer step.

Scaffold

Use cue cards: question, claim, evidence 1, evidence 2, source, audience response, next step.

★ Stretch

Present a justified finding, acknowledge one uncertainty or limit and respond to a probing question with a revision or a defended no-change decision plus transfer.

Scaffold

Explain why the response makes the Science clearer, more accurate or ready to transfer.

Evidence gate

1 · Pupil decisionPrediction, question, method or choice is visible.

2 · Observable evidenceA result, source note, model state or adult observation is preserved.

3 · Pupil meaningA saved slide, paper panel or witness record; source labels; one audience question; and either a before-and-after change or a clear confirmation plus one transfer step.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🎫 Exit ticket · response becomes the next step

Finish with evidence, a genuine Audience and one next step

Supported

Complete or point: I said __. My audience asked __. I changed __ / kept __ because __. Next __.

Standard

What did you say, who received it, and what changed? If no content changed, why was that right and what transfers next?

Stretch

Judge whether the response improved, confirmed or transferred the Science, then justify exactly one further step.

Adult Audience

The familiar adult genuinely receives the pupil response, then says back the Science they heard or saw. The adult does not add a score or rewrite the pupil.

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Receive the pupil’s Voice, complete real Audience, then choose what changes.

What I said, and what it changed:Next I will ______.One next step chosen after the adult listened.

Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.

← Previous · W10A · Solar System Research: Evidence Desk ⌂ Start Next · W11A · Climate Chain: From Gas to Warming →

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Solar System Presentation: Mission Briefing

Which opening would help an audience understand a Solar System briefing? Commit before the model.

Make the first scientific idea visible

WHAT THIS MODEL HELPS US SEE

WHAT THIS MODEL DOES NOT SHOW

🎤 Briefing builder · press the steps in order

Which presentation panel gives the audience the strongest scientific case?

Connect the model to the second idea

MODEL STRENGTH

MODEL LIMIT

Mission briefing studio

Cards to place

Matching groups

🧩 Science glitch · find and repair it

Deliver a short Solar System briefing to a real audience, receive one question and record either a useful change or a clear no-content-change reason plus one transfer step.

👐 Physical route

🖥 Offline digital / director route

◆ Supported

▲ Standard

★ Stretch

Evidence gate

Finish with evidence, a genuine Audience and one next step

Adult Audience

GROW Science · W10B · Solar System Presentation: Mission Briefing

Model helps us see

Model does not show

Supported

Standard

Stretch

Evidence target

Exit, Audience and evidence · W10B

What I said, and what it changed

Next I will ______.

Influence — visible teaching change

Adult witness note