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 3 of 3 · DoLAUNCH · Science · Autumn · Week 14 · Do
Genetic Conditions: Present Evidence with Care
SoW outcome: Research a genetic condition online; present.
🎯 Learning objective: I can present an evidence-led explanation of a teacher-approved genetic condition, credit sources, preserve uncertainty and respond to one audience question safely.
✅ Success checks for today's activity — not assessment criteria
- Explain the relevant inheritance idea using accurate, bounded language and a clear visual or verbal model.
- Credit at least two approved sources and distinguish evidence, probability, variation and uncertainty.
- Choose a private or small-audience presentation route, respond to one question, and record one justified revision or hold.
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
Use a four-panel frame, prepared vocabulary and a private explanation to a trusted adult or approved recording route.
▲ Standard
Build an independent evidence-led presentation with two credited sources, one uncertainty and one response-led revision.
★ Stretch
Evaluate a misleading deterministic claim, explain why the evidence does not support it and adapt the presentation for a different audience.
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 the delivery route before editing: written display, narrated slides, approved recording, or private explanation to a trusted adult.
QuestionCarry the exact bounded W14L1 question. Do not widen it to personal diagnosis, prognosis or advice.
Evidence matrixCarry the two approved source locators, the agreement, the difference and the uncertainty from W14L2.
Foundation explanationPrepare the gene/allele and inheritance idea in accessible language, then distinguish probability from certainty.
Audience routeSelect privacy, response mode and group size before performance. No pupil is required to disclose a personal connection.
Readiness test: the presentation can be delivered without opening a live site, naming a pupil or family, or turning source evidence into medical advice.
◆ Supported
Use a four-panel frame, prepared vocabulary and a private explanation to a trusted adult or approved recording route.
▲ Standard
Build an independent evidence-led presentation with two credited sources, one uncertainty and one response-led revision.
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 · predictFind the overclaim in a sample ending that treats inheritance probability as certainty. Replace it with bounded wording.
Picture first: an evidence-led presentation credits sources, keeps uncertainty visible and never uses personal stories.
Think → choose → explain or point → keep the first response visible.
Presentation test
An accurate ending names the evidence, states the limit and returns to the bounded question. Confidence, volume and polished design never replace a source trail.
🛡 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
🎤 Presentation line checker
Press a line from a draft presentation, then judge it.
Press a card.
Frame 1: respectful title and bounded research question.
Frame 2: relevant inheritance explanation linked to prior gene/allele learning.
Frames 3–4: source evidence, variation/uncertainty, credits and a no-advice boundary.
OpeningState the question and explain why it is bounded. The audience knows what the presentation will and will not answer.
Biology coreUse gene, allele, inheritance and probability accurately at Foundation level. Define terms before adding detail.
Evidence comparisonName both approved sources, their relevant agreement and one difference or limitation from the matrix.
ClosingState variation and uncertainty, credit the sources and name the no-diagnosis/no-advice boundary.
One visual, diagram or spoken model should help the explanation. It must be labelled as a model and must not imply it shows every biological or lived-experience detail.
🛡 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
Choose one question the evidence can answer and one that must be held for a qualified professional or a better source.
Select a question, then explain the answer/hold boundary.
AnswerUse the matrix when the question is within C44 and the approved evidence supports a bounded response.
ClarifyAsk what the audience means when a word such as risk, cause or inherited is ambiguous.
HoldSay “The approved sources do not answer that” when evidence, scope or professional authority is absent.
RedirectMove personal health or safeguarding concerns to the school's approved support route, outside the presentation.
🛡 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
Receive the question without requiring public disclosure or immediate performance.
Revise when the evidence supports a clearer or more accurate statement.
Hold the wording when the question asks for diagnosis, advice, personal data or evidence the sources do not provide.
ReviseThe audience notices a missing source credit, unclear term or wording stronger than the matrix supports.
HoldThe audience asks for certainty, diagnosis, treatment advice or personal/family information.
Add a gapThe question is scientific but the two-source set cannot answer it. Record the gap and a future source-check action.
Keep authorshipThe learner chooses the change and explains why. Adult exact-word scribing remains labelled as support.
An audience response becomes influence only when a visible, evidence-justified change or hold is recorded. Praise without a next decision does not complete the loop.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
AUDIENCE watches a boundary decision · learner VOICE remains unfilled
⏱ 4 min
We Do 2 · rehearseBuild the route together
1 · Locate
Point to the exact slide, card or sentence where each source is credited.
2 · Connect
Explain how one source finding supports the bounded inheritance statement.
3 · Limit
Rehearse a safe hold sentence for a question outside the evidence or authority boundary.
Opening rehearsalQuestion, respectful title and one-sentence Foundation core explanation.
Evidence rehearsalAgreement, difference and uncertainty with both local source locators visible.
Audience rehearsalPrivate think time, one approved question and the choice to answer, clarify, hold or redirect.
Closing rehearsalState what the evidence supports, what it cannot predict and which source check could happen next.
The Lesson 2 evidence matrix, its two teacher-approved local sources, and current-main LAUNCH Science W12–W13 lessons.
Run a sixty-second paired rehearsal without personal examples. The listener names one source link and asks one bounded question; the speaker records a justified revise/hold decision.
🛡 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 and deliver the presentation through the agreed private or small-audience route. Include the question, inheritance explanation, two credited source findings, variation/uncertainty and the boundary. Record the audience question and your evidence-led revise/hold decision.
A · BuildCreate four clear sections: question, Foundation biology, two-source evidence comparison, and variation/uncertainty with source credits.
B · DeliverUse the agreed written, narrated, recorded or private route. Do not require public performance or a personal connection.
C · ReceiveTake one approved audience question. Answer from evidence, ask for clarification, hold, or redirect safely.
D · Record influenceWrite the question, the decision to revise or hold, the evidence reason and the exact visible change or future check.
1 · Learner decisionPresentation structure, delivery route and response choice.
2 · Observable scienceAn evidence-led explanation with two credits, variation and uncertainty.
3 · Learner meaningWhy the audience response caused a revision, a hold or a named source gap.
End check: every scientific statement has a clear role: Foundation explanation, source evidence, reasoning, variation or limit. Remove decorative claims that have no source trail.
Opening checkState the bounded question, why it matters to the C44 research outcome and which approved sources will be used. Do not open with a dramatic personal story, an unverified statistic or a question that invites the audience to disclose health or family information.
Science checkExplain the Foundation relationship among gene, allele, inherited combination, probability and variation before adding detail. Keep source evidence separate from learner reasoning. A presentation should help the audience follow the biology, not reward technical vocabulary that has not been explained.
Credit checkPlace a short publisher and local-locator credit beside each used finding, then keep the fuller source trail in the evidence matrix. An image, diagram or number needs the same trace as prose. Remove material whose origin or relevance cannot be checked.
Audience checkInvite a question about the science or evidence, not about anyone's body or family. Receive it, classify it as answer, clarify, hold or redirect, and state the reason. A respectful hold is stronger than a confident answer the approved sources do not support.
Final rehearsal: point to the exact place where the presentation shows inherited biology, two-source evidence, variation, uncertainty and the privacy boundary. Rehearse the planned audience route and accessible response mode. Finish with one bounded conclusion and one visible gap, then name who owns any further source check and when its outcome will be reported back.
◆ Supported
Use a four-panel frame, prepared vocabulary and a private explanation to a trusted adult or approved recording route.
▲ Standard
Build an independent evidence-led presentation with two credited sources, one uncertainty and one response-led revision.
★ Stretch
Evaluate a misleading deterministic claim, explain why the evidence does not support it and adapt the presentation for a different audience.
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
Complete: 'The evidence supports…; it cannot predict…; the audience asked…; I revised/held because…'.
Evidence linkName one supported inheritance statement and the two approved locators that underpin it.
LimitState what the evidence cannot diagnose, guarantee or advise for an individual person.
Audience influenceDescribe the exact revision or hold and why the matrix justified that response.
Next checkName one missing source, wording or accessibility action and who owns it.
VOICE · Learner decision and meaning.→AUDIENCE / INFLUENCE · Receiving role, bounded response and report-back.
Close without upgrading. The presentation and response trail are potential lesson evidence only; any formal assessment decision follows the approved specification and centre process.
Close without upgrading
The presentation and response trail are potential lesson evidence only; any formal assessment decision follows the approved specification and centre process.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
VOICE is received · AUDIENCE names it back · INFLUENCE is visible and bounded