Staff preview
Keep the 1BI0 Foundation explanation, approved local source set, privacy boundary and learner-authored evidence decision central. Optional IGCSE depth remains staff-directed.
LAUNCH · Science · Autumn · Lesson 1 of 3 · IntroduceLAUNCH · Science · Autumn · Week 14 · Introduce
Genetic Conditions: Frame a Safe Research Question
SoW outcome: Research a genetic condition online; present.
🎯 Learning objective: I can turn the SoW topic into a respectful research question, plan a school-approved source search, and separate biological explanation from personal or medical claims.
✅ Success checks for today's activity — not assessment criteria
- Write a bounded question about inheritance, variation or evidence without asking for anyone's personal or family information.
- Plan to use at least two school-approved sources and record publisher, date and purpose.
- List what the final explanation must distinguish: established evidence, probability, lived-experience variation and uncertainty.
F · Find the approved sourceL · Label the evidenceM · Map it to the questionG · Keep the gap visible
🧬 1BI0 Foundation core📍 C44 only⏱ 40 minutes🛡 no personal disclosure
F-L-M-G
Find · Label · Map · Gapresearch and present without overclaiming◆ Supported
Choose a teacher-approved question frame and two prepared source cards; identify what each source can answer.
▲ Standard
Refine a bounded question, plan two-source triangulation and identify one privacy or interpretation risk.
★ Stretch
Compare how question wording could bias the search, then design a neutral alternative and an uncertainty check.
Staff qualification / truth boundary
Core teaching anchor: Edexcel GCSE Biology 1BI0 Foundation / Combined Science 1SC0 Foundation. IGCSE 4BI1/4CH1/4PH1 is optional stretch for eligible pupils only. No diagnosis or medical advice. The SoW cell adds no unit, code, criterion or level. This lesson imports none of those as new criteria.
Staff-only stretch: eligible pupils may use approved 4BI1/4CH1/4PH1 depth. It never governs the core class route. Legacy 4SS0 framing is not the governing route.
A complete evidence trail lets another person locate every approved source, follow the bounded claim, and see exactly where uncertainty remains.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
⏱ 3 min
Arrival · retrieveChoose a private statement: I remember gene/allele links; I need a diagram; I need a full recap. No personal history is requested.
Gene and alleleA gene is a section of DNA involved in a characteristic. Alleles are different versions of a gene. Retrieve these ideas without naming a real person's genotype.
Genotype and phenotypeGenotype describes an allele combination in a model. Phenotype is the observed characteristic. A source may describe patterns, but it cannot diagnose a pupil.
Probability and certaintyAn inherited combination can affect probability. Probability is not a promise about one person, and a presentation must not turn a population pattern into an individual prediction.
Research boundaryThe C44 task is to research a teacher-approved genetic condition and present. It does not ask for family histories, test results, symptoms or medical decisions.
Quiet route: point, sort, write, use a diagram or ask for the exact task to be read. Keep the scientific decision the same while changing the response mode.
◆ Supported
Choose a teacher-approved question frame and two prepared source cards; identify what each source can answer.
▲ Standard
Refine a bounded question, plan two-source triangulation and identify one privacy or interpretation risk.
Least prompt first
Wait → self-prompt → visual cue → general verbal → specific verbal → model → direct support. Record adult support separately.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE protects privacy · VOICE can be pointing, writing, sorting or speaking · AUDIENCE waiting
⏱ 3 min
Starter · predictWhich question is safer and more scientific: one asking how evidence supports an inheritance explanation, or one asking pupils to disclose family information? Explain the boundary.
Picture first: a good question is about the biology. Personal and family disclosure is never part of this task.
Think → choose → explain or point → keep the first response visible.
Question test
A useful research question is answerable from approved sources, uses neutral language, has a clear science focus and leaves diagnosis, advice and personal disclosure outside the task. If the wording assumes its conclusion, rewrite it before searching.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE commits first · AUDIENCE asks for the evidence clue · INFLUENCE is the retry
⏱ 4 min
I Do · modelWatch the decision trail
❓ Respectful research question checker
Press a draft question, then judge it. The condition is the one your teacher approved.
Press a card.
Find the C44 purpose: research a genetic condition and present an evidence-led explanation.
Label the science needed: gene, allele, inheritance pattern, probability, variation and uncertainty at 1BI0 Foundation core.
Map each part of the question to an approved source field; leave a visible Gap where evidence cannot settle an individual outcome.
Broad topic“A genetic condition” is a topic, not yet a workable question. It gives no boundary for evidence or presentation.
Bounded question“How do two approved sources explain the inherited biology, variation and uncertainty?” identifies evidence that can be found and compared.
Presentation purposeThe audience needs a clear Foundation explanation and an honest limit, not a medical profile of a person.
Success decisionThe question is ready only when it is neutral, source-answerable, private and precise enough to organise the final explanation.
Foundation core: explain the inheritance idea accurately before evaluating presentation choices. Optional staff-set IGCSE depth may add complexity, but it does not replace the core question or move the task into diagnosis.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
SPACE protects observation · AUDIENCE watches the process · the learner's own VOICE comes next
⏱ 3 min
We Do · chooseChoose, then justify
Select the checks that make a source useful for this question, not merely easy to read.
Select a check, then explain what decision it supports.
AuthorityWho published the item, for what audience, and under what scientific or public-information responsibility?
CurrencyWhat date or review date is visible? A date helps locate the item; it does not make every claim correct.
RelevanceWhich exact part answers the bounded inheritance question? Do not collect an entire page when one defined idea is needed.
BoundaryDoes the source explain biology without inviting self-diagnosis, personal disclosure or unqualified advice?
A school-approved source set narrows access safely. The learner still makes the scientific choice, records why the source is relevant and keeps one uncertainty visible.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE gives the choice · AUDIENCE receives the reason · INFLUENCE is a bounded next move
⏱ 3 min
I Do 2 · testAccuracy includes limits
Use neutral language: a person with a condition, unless a teacher-approved source explains a community preference.
Separate inheritance probability from certainty about any individual person.
Keep medical decisions, diagnosis and personal advice outside the task.
Inside C44Explain inherited biology, compare approved evidence, credit sources, present variation and state uncertainty.
Outside C44Ask about symptoms, test results, family history, treatment choices or whether a named person has a condition.
Repair moveReplace personal wording with “What do approved sources explain?” and replace certainty with an evidence-bounded probability statement.
EscalationIf a pupil raises a personal concern, pause the public task and use the school's approved safeguarding or health-support route.
The research plan records what will be sought and what will not be sought. A missing answer remains a gap; it is not filled with an invented quotation, an assumption or an adult-written learner claim.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
AUDIENCE watches a boundary decision · learner VOICE remains unfilled
⏱ 4 min
We Do 2 · rehearseBuild the route together
1 · Locate
Write a bounded question and identify two teacher-approved source cards or locally saved extracts.
2 · Connect
Match each source type to one science field: inherited biology, probability, variation, evidence or uncertainty.
3 · Limit
Write one statement the sources must not be used to make about an individual person.
KeywordsUse the approved condition name plus inheritance, gene or allele, evidence, probability and variation. Avoid a real person's name or family detail.
Source recordPrepare fields for publisher, title, date or review date, purpose, local locator and the exact idea used.
Two-source reasonOne source can be incomplete. A second source allows agreement, emphasis and uncertainty to be compared rather than copied.
Presentation routeDecide whether the final explanation will be a private talk, four-panel card, narrated local slide or another agreed accessible form.
Current-main LAUNCH Science W12 DNA and W13 inheritance lessons, pack curriculum alignment, and teacher-approved local source cards; the HTML opens no live URL.
Rehearse the plan aloud or by pointing. The audience checks whether every field serves C44 and whether privacy, respect and evidence limits are explicit before the independent brief begins.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE shapes the shared route · AUDIENCE names it back · INFLUENCE selects the scaffold
⏱ 16 min
Independent · evidenceMake the evidence trail usable
Create a research brief for one teacher-approved genetic condition using no personal or family data. Record the question, keywords, two approved source types, the evidence categories required, a respectful-language check and one uncertainty that must remain visible.
A · QuestionWrite one neutral, source-answerable question. Underline the science concept and circle the word that keeps the claim bounded.
B · Search mapList two approved source types and the field each must answer. Add publisher, date, purpose and local locator boxes.
C · Evidence categoriesPrepare headings for inherited biology, source evidence, probability, variation, lived-experience variation and uncertainty.
D · Privacy testCheck that the plan requests no pupil or family history, diagnosis, symptoms, test results, treatment choice or medical advice.
1 · Learner decisionThe chosen question, keywords, source purposes and presentation route.
2 · Observable scienceA locatable research brief that separates biology, evidence, probability and limit.
3 · Learner meaningAn explanation of why the question is useful and what it must not claim.
End check: another person should be able to follow the plan without asking for personal information or guessing which evidence belongs to which statement. Mark “not found yet” wherever the approved set cannot answer.
◆ Supported
Choose a teacher-approved question frame and two prepared source cards; identify what each source can answer.
▲ Standard
Refine a bounded question, plan two-source triangulation and identify one privacy or interpretation risk.
★ Stretch
Compare how question wording could bias the search, then design a neutral alternative and an uncertainty check.
Do not reconstruct
Never backdate, stage an event, invent a result or quotation, convert adult wording into learner voice, or turn this activity into an assessed claim.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Independent VOICE creates the C44 work · an adult AUDIENCE receives it · INFLUENCE is recorded
⏱ 4 min
Exit · hand forwardOne evidence link, one limit, one next step
Submit the question and source plan privately. State one claim the research may support and one claim it must not make.
Evidence linkComplete: “My question asks … The first approved source should help because …”
Honest limitComplete: “The research cannot decide … about one individual person.”
Next actionName the first source field to complete in W14L2 and the locator that will keep it checkable.
Audience responseThe adult names back the question and privacy boundary, then gives a realistic report-back point.
VOICE · Learner decision and meaning.→AUDIENCE / INFLUENCE · Receiving role, bounded response and report-back.
Close the loop with one exact change: keep the question, narrow it, replace one keyword, add a source field or hold a personal/medical claim outside the task. The research brief feeds W14L2.
Close without upgrading
W14L2 applies the plan to compare and record evidence from the approved source set.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE is received · AUDIENCE names it back · INFLUENCE is visible and bounded