Choose one task, model or clip within the current lesson stage. These resources support the existing two separate 40-minute lessons; they do not add another lesson or extra time.
Week 5 · Monday: Plan a test we can trust
Name: ____________________ Date: ______________
We Do · think together
Repair the plan
Choose the first changes needed to make this method useful.
Use the model to explain or predict. Only record observations and practical steps that actually happened.
- “Use two different trolleys.”
- “Push until it feels fast.”
- “Measure from wherever the ruler starts.”
- “Keep only the longest result.”
Discuss, point, draw, write or dictate a first explanation. Choose one example first; extend only if there is time.
Reveal a worked explanation after an attempt
Use the same trolley and a fixed no-push release. Measure from a marked zero to the same trolley edge. Keep and compare repeated results, noting mistakes. Changing several things prevents a clear causal conclusion.
Give a smaller support cue
Use the three headings CHANGE / KEEP / MEASURE. Give one item under each before extending.
Writing stays in this open page only. It is not saved or sent. Copy any record you want to keep before leaving.
Apply it
Use the current workshop
Complete a plan with the question, CHANGE, MEASURE with unit, at least two controls and three repeats per surface. Sketch the starting mark and measuring zero.
Teacher model · compare with the pupil’s evidence
Question: does run-out surface affect stopping distance? CHANGE: surface. MEASURE: stopping distance/cm. KEEP: trolley, ramp height, release point, no push and the measuring method. Run three trials on each surface and keep every result.