Made by Matt · GROW Science
Teacher implementation guide
A concise teaching and access guide for all twelve GROW Science lessons.
Before teaching
- Open the lesson locally and check the title slide, equipment and safety notes.
- Prepare the physical route and its offline digital/no-equipment equivalent.
- Identify the familiar adult who can genuinely receive pupil Voice at the exit.
- Decide whether a selected print tier is needed; printing is always an explicit action.
Nine-stage routine
| Stage | Teacher action | TA least-prompt action |
|---|---|---|
| Arrival | Retrieve only taught learning; use the read-it-here box for absence/new starter access. | Wait → gesture → repeat → offer two modes → model one step → exact scribe. |
| Starter | Invite a prediction without marking it. | Reflect the idea back; do not supply the answer. |
| I Do / I Do 2 | Reveal the model in small steps and state both help and limitation. | Keep vocabulary visible; add the bridge only when needed. |
| We Do | Collect a response from everyone and branch from evidence. | Protect point, sign, model, type and exact-scribe routes. |
| We Do 2 | Operate the local evidence lab; retry without penalty. | Support handling only where necessary; ask what changed. |
| Independent | Select Supported, Standard or Stretch without treating a tier as a pupil label. | Fade support as soon as independence returns. |
| Exit | Receive the response, say back the Science, then choose one next move. | Make the change visible; preserve the pupil’s exact words. |
Read-aloud and accessibility
Device speech is intentionally omitted: no media permission is requested, and the deck remains dependable offline. A familiar adult may read the exact current task while the text stays visible. Word help adds a plain-language bridge while preserving the scientific term. Calm view stops automatic local-film motion; Teacher Freeze pauses lesson motion. Large text increases the interface text.
Truthful Lundy closure
Space is offered by the equivalent participation routes. Voice changes state only after a pupil commits a response. Audience changes only after a familiar adult genuinely receives it. Influence changes only after an adult selects and enacts one next teaching move. Reload begins a fresh session; no static completion claim survives.
Branch menu
| Evidence | Next move |
|---|---|
| Secure | Transfer to an unfamiliar example or remove one scaffold. |
| Mixed | Contrast two examples, allow peer reasoning, then recheck every pupil. |
| Misconception | Use the lesson counterexample, re-model and ask a fresh question. |
| Access barrier | Keep the Science goal; change mode, sensory load, density or adult role. |
| Method/evidence | Preserve the first result, repair the method and repeat. |
Lesson list
- W8A · Day and Night: Sky Shift — I can explain that Earth's rotation causes day and night and makes the Sun appear to move across our sky.
- W8B · Day and Night: 24-Hour Control Room — I can use a rotating-Earth model to collect and explain evidence across one complete day-night cycle.
- W9A · Spherical Bodies: Shape Evidence — I can use observations from different viewpoints to describe the Sun, Earth and Moon as approximately spherical bodies.
- W9B · Spherical Bodies: World Shape Lab — I can collect fair comparison observations and combine them with real space evidence to describe the Sun, Earth and Moon as approximately spherical.
- W10A · Solar System Research: Evidence Desk — I can research one Solar System focus using suitable sources, accurate notes and a clear source record.
- W10B · Solar System Presentation: Mission Briefing — 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.
- W11A · Climate Chain: From Gas to Warming — I can explain how extra greenhouse gases raise Earth's average temperature and connect warming to wider climate effects.
- W11B · Climate Action: Plan, Measure, Improve — I can explain how an action reduces climate impact, distinguish reducing causes from coping with effects, and plan evidence to check whether it worked.
- W12A · Science Connections: Evidence Control — I can connect a scientific question to the right idea and use evidence to explain my answer.
- W12B · Answer Lab: Say It, Support It, Improve It — I can give a scientific answer with evidence and reasoning, then improve it after audience response.
- W13A · Rover Rescue: Plan a Fair Test — I can plan a fair investigation of how surface type affects a rover's travel distance.
- W13B · Rover Evidence Lab — I can carry out a comparative fair test, use repeated distance results for a conclusion and improve the method.