Handbook-informed classroom practice
Trace a Heat-Map Claim
Connect a short explanation to a map key before accepting a claim.
A completed model
Illustrative map: courtyard 34 °C; shaded garden 29 °C, both measured at noon. The garden was cooler at that time; two sites do not prove trees caused the difference.
Temperature / °C
34 − 29 = 5 °C
Two sites at one time
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Read the key, unit and sampling time before the prose.
- Locate the two readings and calculate the 5 °C difference.
- Underline wording that accurately describes the observations.
- Reject a claim that goes beyond the two-site comparison.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Show evening readings of 27 °C and 26 °C; ask for a new, time-specific comparison.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which parts are observations, and which claim needs more evidence?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.