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Day 11 · Read a test input before choosing a branchYear 7 Inquiry · T1 W3–4 · Day 11 lesson

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Year 7 / Integrated / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Codes: AC9S7U01, AC9S7I04, AC9E7LY03. Goal: record all three traits for T1–T4 before any output. Prepare: profile board, source table, two-column trait cards.

  1. Open · 3 min. Ask what would count as an observable card trait rather than a judgement; remind pupils these are invented outlines.
  2. Model · 5 min. Read T1 as entirely smooth, rounded, short. Trace to S2 and verify all three baseline traits. Contrast “looks like S2” with three checkable fields.
  3. Investigate · 8 min. Learners complete edge/tip/stem table for T2–T4 from print, full text or tactile profile cards. T4's mixed edge must be recorded, not forced into “entirely jagged”.
  4. Choice · 10 min. D11-A/B/C: descriptor table, partner audio-description script or mismatch hunt. Each route names all traits and source card ID.
  5. Check · 6 min. Trace T2 with a full-profile check (J2); ask why T3 is unmatched even though Version 1 reaches S3. Do not call a forced label evidence of a species.
  6. Note · 3 min. Save one exact observation and one possible ambiguity. If traits were inferred from visual style rather than stated description, reteach from text.

Later/home: Optional Day11 extra uses paper traits; no real specimen is requested.

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