WHAT THIS MODEL HELPS US SEE
The common answer route reduces memory load while keeping the scientific idea specific to each topic.
GROW · Science · Week 12A · Explore
Science Connections: Evidence Control
Sequence outcome: Consolidate forces, space and climate; answer scientific questions.
🎯 Learning objective: I can connect a scientific question to the right idea and use evidence to explain my answer.
✅ Success criteria
- I can identify whether a question is about forces, space or climate.
- I can select evidence that is relevant to the question.
- I can link an answer to evidence using a scientific reason.
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
🧪 Evidence Control: choose the right idea, evidence and reason for each question.⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
🚪 Arrival · retrieve last lessonRetrieve only what has already been taught
- Lessons 7–8: retrieve your First question card; if unavailable, use: How could we check whether an unused-light routine reduced wasted-light minutes?
- Lessons 5–6: useful information answers the exact question.
- Lessons 3–4: several observations can support a model.
- W5: repeated results reveal a more dependable pattern.
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
- Match friction to forces, rotation to space and greenhouse gas to climate.
- Point to the reminder that repeated results reveal a more dependable pattern.
- Choose: evidence should answer the question — yes or no?
- Complete: The rover travelled less because ___.
▲ Standard
- State what friction does to movement.
- Explain one cause of day and night.
- Name the mechanism linking extra greenhouse gas to warming.
- Explain why repeated results are stronger than one result.
★ Stretch
- Explain one limitation of a classroom model.
- Compare an observation with an inference.
- State why a relevant result may still be uncertain.
- Connect one idea from forces, space and climate to evidence.
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
⏱ 4 min
🌱 Starter · create the need to knowA rover travels less far on fabric than on a smooth surface. Which idea should control the answer?
LOCAL VISUAL HOOK · FRAME 1
QUESTION · what must I answer?
Read the question twice. Which science idea is it really about?
LOCAL VISUAL HOOK · FRAME 2
EVIDENCE · which result matters?
Smooth 46, 44, 45 cm. Fabric 18, 20, 19 cm. Every fabric result is lower.
LOCAL VISUAL HOOK · FRAME 3
REASON · which idea explains it?
Connect the result to the idea with because.
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
⏱ 5 min
👩🏫 I Do · picture firstMake the first scientific idea visible
EVIDENCEwhat we observedan observation or result used to support an answer
CONNECTIONhow ideas linka meaningful link between a question, evidence and idea
CAUSEwhat makes a change happenan event or process that produces an effect
WHAT THIS MODEL DOES NOT SHOW
One short answer cannot show every force, space or climate detail; select only what directly answers the question.
Step 1
Worked practice question: Why did the rover travel less far on fabric? Name the topic first: forces and friction. These practice data are not next lesson's investigation.
Step 2
Worked evidence: smooth 46, 44, 45 cm; fabric 18, 20, 19 cm. Every fabric result is lower.
Step 3
Reason: fabric creates more friction on the rover, opposing motion, so it travels a shorter distance.
Word help keeps the scientific term visible and adds a plain-language bridge.
🔗 Question → idea matcher
Press a question, then the science idea that should control the answer.
Press a question.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 5 min
🤝 We Do · everyone commitsWhich answer best connects the rover question, evidence and reason?
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.
Audience move: the adult names back the Science heard or seen, without upgrading the pupil’s words.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
👩🏫 I Do 2 · connect the second ideaConnect the model to the second idea
Connection: the model is useful when its visible pattern is translated into a scientific explanation.
Connection 1
Space answer: day and night happen because Earth rotates, moving a place into and out of sunlight.
Connection 2
Climate answer: extra greenhouse gases absorb and re-emit more infrared energy, so the global average rises.
Connection 3
For every topic, keep the same control route: question, relevant evidence, scientific reason, honest limit.
MODEL STRENGTH
The common answer route reduces memory load while keeping the scientific idea specific to each topic.
MODEL LIMIT
One short answer cannot show every force, space or climate detail; select only what directly answers the question.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
🤝 We Do 2 · interactive labEvidence Control Board
Place each evidence card under Forces, Space or Climate. Say the scientific link, not just the topic name.
Read the questionChoose the topicSelect relevant evidenceState the reason
Cards to place
Matching groups
Start with any card. Topic is not enough: explain how its evidence answers a question.
🧩 Science glitch · find and repair it
Claim: Every scientific question can use the same fact as evidence.
The incorrect idea is shown as a challenge, never as teaching.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 10 min
✏️ Independent · evidence of learningAnswer the embedded questions: Forces — why did the rover travel less far on fabric? Space — why do day and night happen? Climate — why can extra greenhouse gas raise Earth's average temperature?
👐 Physical route
Topic cards; evidence cards; three-column response sheet; pencil; optional local card sort.
Same outcome: I can connect a scientific question to the right idea and use evidence to explain my answer.
🖥 Offline digital / director route
Choose one embedded Forces, Space or Climate question, select its local evidence card and give the answer by speaking, pointing, typing in a pupil document or exact adult scribing.
Same evidence: At least one complete answer with relevant evidence, scientific reasoning and one honest limit.
🧰 Equipment / setupTopic cards; evidence cards; three-column response sheet; pencil; optional local card sort.
🛡 Safety / sensoryThis consolidation uses cards and data only. Keep any physical models still unless staff set them up.
🖥 Offline parityChoose one embedded Forces, Space or Climate question, select its local evidence card and give the answer by speaking, pointing, typing in a pupil document or exact adult scribing.
No-equipment/access route: Use printed cards, speak, point or direct an adult. An exact scribed answer counts equally.
◆ Supported
Choose one embedded question: rover and friction, day and night, or extra greenhouse gas and warming. Match one claim, evidence card and reason.
Scaffold
Use icon-backed choices and the stem: I think ___ because the evidence shows ___.
▲ Standard
Answer two of the three embedded questions from different topics and underline the evidence used.
Scaffold
Use Question, Evidence and Reason headings, then check relevance.
★ Stretch
Answer all three embedded topic questions, compare evidence quality and name one model or data limitation.
Scaffold
Explain why an alternative piece of evidence is less relevant or less secure.
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 meaningAt least one complete answer with relevant evidence, scientific reasoning and one honest limit.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
🎫 Exit ticket · response becomes the next stepFinish with evidence, a genuine Audience and one next step
Supported
Which topic explains why a rover travels less far on fabric?
Standard
Use one result to answer a forces, space or climate question.
Stretch
Explain how relevance and a limitation affect the strength of an answer.
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.
Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting