Science · editable classroom resource
Force versus motion
Use force arrows to avoid treating direction of motion as net force.
Make the thinking visible
Upward 10 N; downward 10 N.
0 N: no acceleration.
The object can be stationary or move at constant velocity.
Original classroom example. Numerical data are illustrative unless explicitly identified otherwise. A completed organiser models reasoning; copying it is not evidence of independent learning.
Reveal the misconception check
Ask what the model does not establish. A plausible explanation needs supporting evidence and a clear limit. For a method, check each step against the original conditions.
A 15–20 minute teaching sequence
- Establish meaning · 3 minutes. Check the context and essential terms. Invite a sketch, demonstration or familiar-language explanation before evaluating English.
- Model and notice · 4 minutes. Read the worked example. Ask learners to explain how the three boxes connect. Think aloud about one choice.
- Practise and repair · 5 minutes. Give a comparable task with one changed detail. Partners complete the organiser; the listener identifies a missing connection.
- Transfer · 4 minutes. Hide the model and collect the fresh response described in the independent check.
- Respond · 2 minutes. Separate conceptual errors from language gaps. Choose one precise feedback point and schedule retrieval.
Customise the classroom resource
Edit the task, language goal, teacher prompt and independent check. Fill the response boxes or leave them blank for students. Changes stay in this browser; avoid identifiable learner information.
Prompts that keep the thinking with learners
“Forces: what do we know here?”
“How does resultant follow from the first part?”
“What would make us revise motion?”
“Show the relationship on a new example without borrowing this wording.”
Feedback move
Name one accurate connection, ask a question about one gap, then let the learner revise. Record whether the revision required a model, partner or prompt.
Keep the task; adjust the access
More language support: introduce essential vocabulary with a diagram, allow bilingual notes, offer a short phrase bank and rehearse orally. Give one box at a time.
Greater independence: remove the model, introduce contradictory evidence or change the audience. Require a justified choice and a limitation.
Younger learners: select a familiar, concrete context and use oral responses or sketches. The secondary examples are not age-level requirements or CEFR descriptors.
Decide the next teaching move
- Incorrect concept even with another mode: revisit the subject explanation.
- Accurate concept but unclear English: model one useful sentence relationship, then retry.
- Accurate independent response: retrieve later in a changed context.