WHAT THIS MODEL HELPS US SEE
The visible first-and-next answer makes Voice, Audience and Influence real without turning the task into a score.
GROW · Science · Week 12B · Do
Answer Lab: Say It, Support It, Improve It
Sequence outcome: Consolidate forces, space and climate; answer scientific questions.
🎯 Learning objective: I can give a scientific answer with evidence and reasoning, then improve it after audience response.
✅ Success criteria
- I can make a claim that answers the question.
- I can add relevant evidence and a scientific reason.
- I can keep my first answer and make one pupil-owned improvement.
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
🧪 Response Studio: make one scientific answer clearer after a real audience receives it.⏱ 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 lessonRetrieve only what has already been taught
- W12A: question, evidence and reason must connect.
- Lessons 7–8: a claim must stay within what was measured.
- Lessons 3–4: a model can be useful and still have a limitation.
- Lead-in: an improvement keeps the pupil's meaning and makes the Science clearer.
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
- Point to the claim in a three-part answer.
- Point to the rover numbers used as evidence.
- Choose the reason that names friction.
- Complete: My answer became clearer when I added ___.
▲ Standard
- Name the three parts of a strong short answer.
- Explain why the first answer must be kept.
- State one useful audience question.
- Improve: 'Fabric slowed it' by adding evidence.
★ Stretch
- Distinguish clarification from an adult rewriting the answer.
- Explain why more words do not always mean stronger evidence.
- Name one fair limitation of the rover data.
- State when a pupil might justify no change after audience response.
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 knowWhich addition would most improve: 'The rover went farther on smooth surface'?
LOCAL VISUAL HOOK · FRAME 1
CLAIM · answer the question
A claim on its own is a guess with confidence.
LOCAL VISUAL HOOK · FRAME 2
EVIDENCE · use a relevant result
Numbers with units, from repeats.
LOCAL VISUAL HOOK · FRAME 3
REASON · explain the science
The reason is the science idea joined to the evidence.
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 firstMake the first scientific idea visible
CLAIMmy answera statement that answers the scientific question
REASONINGwhy the evidence mattersthe scientific idea that connects evidence to a claim
REVISEmake meaning clearerchange an answer after checking it while keeping its ownership
WHAT THIS MODEL DOES NOT SHOW
One revised answer shows today's reasoning, not everything the pupil knows. Spoken, pointed, drawn and exactly scribed routes are equivalent.
Step 1
Worked practice answer: 'The rover went farther on the smooth surface.' Keep it visible as the pupil's starting Voice; these practice data are not next lesson's test.
Step 2
Add worked evidence: smooth 46, 44, 45 cm; fabric 18, 20, 19 cm. Select only the values that answer the question.
Step 3
Add reasoning: the fabric produced more friction, opposing motion, so the rover travelled less far.
Word help keeps the scientific term visible and adds a plain-language bridge.
🧱 Claim · Evidence · Reason builder
Press a sentence, then the slot it belongs in. Two of them are weak — say why.
Press a sentence.
Improve after the question.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
🤝 We Do · everyone commitsWhich revision is scientifically strongest?
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
⏱ 3 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
Adult Audience says what was heard: 'I heard your claim and the smooth-surface evidence.'
Connection 2
The adult asks one check, such as: 'How does friction explain the difference?' The pupil chooses the next move.
Connection 3
Keep the first answer, add the pupil's revision beside it, then name exactly what became clearer.
MODEL STRENGTH
The visible first-and-next answer makes Voice, Audience and Influence real without turning the task into a score.
MODEL LIMIT
One revised answer shows today's reasoning, not everything the pupil knows. Spoken, pointed, drawn and exactly scribed routes are equivalent.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 4 min
🤝 We Do 2 · interactive labThree-Topic Answer Lab
Match each complete question–evidence–reason answer or honest limitation to Forces, Space or Climate. Freeze one answer and its limit, then improve it after an audience check.
Choose a topic questionRead its evidenceExplain the scientific reasonAdd a fair limit and revise
Cards to place
Matching groups
Choose Forces, Space or Climate. Each embedded answer includes a question, evidence and reason; pair it with the same topic's limitation.
🧩 Science glitch · find and repair it
Claim: A longer answer is always a stronger scientific answer.
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 learningChoose one embedded question—rover friction, day and night, or extra greenhouse gas and warming—give a first answer, have it received by an adult, then revise or justify keeping it.
👐 Physical route
Question cards from forces, space and climate; first/next answer sheet; evidence cards; pencil.
Same outcome: I can give a scientific answer with evidence and reasoning, then improve it after audience response.
🖥 Offline digital / director route
Use the three on-screen answer sets and limitations. Respond by pointing, speaking, typing in a pupil document or exact adult scribing; nothing is uploaded.
Same evidence: First answer, adult read-back, pupil-selected next move and improved answer or justified decision to keep it.
🧰 Equipment / setupQuestion cards from forces, space and climate; first/next answer sheet; evidence cards; pencil.
🛡 Safety / sensoryNo forced public speaking or recording. Use an audience of one, pointing, quiet handover or exact adult scribing.
🖥 Offline parityUse the three on-screen answer sets and limitations. Respond by pointing, speaking, typing in a pupil document or exact adult scribing; nothing is uploaded.
No-equipment/access route: Use paper cards, drawing, pointing or spoken response. Preserve the first response beside the next response.
◆ Supported
Choose one embedded topic answer, identify its claim, evidence and reason, then communicate it in a preferred mode.
Scaffold
Adult reads back exact choices; pupil selects Add evidence, Clarify reason or Keep and explain.
▲ Standard
Answer one of the three embedded questions independently, receive one audience check and revise one part.
Scaffold
Use Claim, Evidence and Reason headings only if needed; fade them after the first success.
★ Stretch
Answer a second embedded topic question, compare evidence strength and justify the revision or no-change decision.
Scaffold
Add one limitation without weakening a secure conclusion.
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 meaningFirst answer, adult read-back, pupil-selected next move and improved answer or justified decision to keep it.
🛡 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
Point to what changed between your first and next answer.
Standard
Explain how audience response made your Science clearer.
Stretch
Justify a change or no-change decision using relevance, evidence and limitation.
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