Lesson 1 · Made to rust — Year 6 Chemical Sciences

Teaching notes

Read before the lesson. Everything here is hidden from students when teacher mode is off.

Where this sits This is the launch of a seven-week unit. Two jobs: get students building the evidence criteria themselves rather than receiving them, and get the rust jars sealed before they leave the room. The rust investigation needs four full weeks to Week 5, so the setup cannot slide.

The one thing to protect

Do not pre-teach reversible and irreversible. They are introduced at the end of the station circuit, as names for categories the class has already built. Introduce them first and the whole lesson collapses into a labelling exercise where students look for the word rather than the evidence.

The two moments that matter

1 · When students name what they looked at

In the Criteria phase, the shift you want is from what happened to how I could tell. A student saying "it went brown" is describing. A student saying "it went brown and it won't go back, so something new is there" is reasoning. Write the class list in their words, not yours — it becomes the reference point for the whole unit and they need to own it.

2 · When someone argues with a classification

The candle station is deliberately ambiguous — the wax melts reversibly while the wick burns irreversibly. If nobody spots it, point at it. A genuine disagreement about a station is worth more than six correct sorts, because it forces the class to ask what evidence would settle it. That question is the whole unit in miniature.

Reading the diagnostic

The card sort is not marked. Photograph each pair's sort and look for three things:

Dissolving in the "gone for good" pile. Expect this from most of the class. It is corrected by measurement in Lesson 2, not by being told.
Sorting by appearance. Students who put "banana going brown" and "ice melting" in the same pile because both are visible changes are not yet reasoning from recoverability. Target these students in Lesson 2.
Melting and dissolving used interchangeably. Very common. Chart the difference explicitly in the Criteria phase if it appears.

Before the bell

Safety glasses on every student for the station circuit and the setup — no exceptions.
Set the steel wool in vinegar going first, before the hook, so it has rusted visibly by the time the last group reaches it.
Bread is entirely pre-prepared — three slices on a plate, untoasted, golden, blackened. No appliance at that station.
The candle is the only flame in the room and it is teacher-run. Water and a fire blanket within reach.
Photograph of the client's rusting asset loaded and ready.

If it rains The outdoor visit becomes a photograph. Take the picture on a dry day beforehand so you are never without it. The chat matters more than standing in front of the thing.

Misconceptions to expect

Misconception	How it shows today	Response
Dissolving destroys the substance	Salt card in the "gone for good" pile; station B recorded as "it disappeared"	Don't correct it now. Note who. Lesson 2 settles it with scales and Lesson 3 by getting it back.
Colour change means irreversible	A confident single-criterion rule applied to everything	Ask about food colouring in water. Changes colour, evaporates back. One piece of evidence is never enough.
Melting and dissolving are the same	Used interchangeably in station records	Chart it: melting needs heat and involves one substance; dissolving needs a second substance and usually no heat.
Bubbles always mean a new substance	Boiling water classified as irreversible	Boiling makes bubbles of the same stuff. Fizzing makes bubbles of something that was not there before. The test is whether it comes back.
Irreversible means bad	Surfaces during the cross discussion	Leave it open today. It is the question Week 5 answers.

What comes next

Lesson 2 is the conceptual pivot — mass conservation with the scales, and the sealed bag. Carry forward the class criteria list (keep it on display all term) and the names of students whose card sort showed the dissolving misconception.

Overview

Students work out for themselves how to tell whether a change has made something new — then set up the investigation that runs for the next four weeks.

What we are doing today

There is a big rusty cross at the front of our school. Nobody has ever tried to clean it or stop it. Somebody chose for it to look like that.

Somewhere else at school there is something rusting that nobody wanted to rust, and [CLIENT NAME] would like it to stop. In seven weeks you are going to write and tell them what to do about it.

Today you start working out the difference between the two. First you sort twelve everyday changes into two piles: ones you could undo, and ones you could not. Then you go round six benches and watch six changes happen in front of you, and you write down what you actually see, hear and smell.

At the end you build the jars of nails that sit on the shelf for the next five weeks. Get them right today, because you do not get to start again.

Shape of the lesson

Phase	Time	What happens
Hook	12 min	Walk to the cross. It was made to rust. Someone chose that.
Card sort	10 min	Twelve changes sorted in pairs. No teaching. This is the diagnostic.
Agree what counts as evidence	18 min	Straight after the card sort, before the stations. Ask what they were looking at when they decided. Build one class list, in their words, on chart paper. It stays on the wall all term.
Station circuit	28 min	Six benches, six changes, roughly four and a half minutes each.
Set up the investigation	17 min	Rust jars built, nails weighed, labelled, sealed.
Review	5 min	Exit ticket.

Timing is tight Ninety minutes with an outdoor visit and a practical setup has no slack. If you are running behind at the 60-minute mark, shorten the station circuit to four benches rather than cutting the rust setup. The setup is the only part that cannot be done next week.

If you are teaching this cold

The whole lesson in order. Each step has its own tab above with the detail.

Step	You do	Students do
1. Hook 12 min, outside	Walk them to the rusted cross at the entrance. Ask the four questions on the Hook tab. Do not answer the last one — it gets answered in Week 5. Back inside, show the photograph of the client’s rusting item and name the client.	Look, answer, argue. Nothing written.
2. Card sort 10 min, in pairs	Say nothing. No hints, no vocabulary, no correcting — this is a diagnostic and steering it destroys the data. Walk around and photograph, or collect the locked-in screens.	Sort twelve everyday changes into “could get it back” and “gone for good”, on screen or with the printed cards. Unsure cards go in the middle.
3. Agree what counts as evidence 18 min, whole class	Ask: what were you actually looking at when you decided? Write their answers on chart paper in their words. Then press with the three questions on that tab.	Contribute, argue, land on the idea that one observation is a clue and several agreeing is evidence.
4. Station circuit 28 min, six benches	Safety glasses on. Run the candle bench yourself. Call the rotation every four and a half minutes.	Observe each change against the class list, then commit: could you get it back, and what decided it?
5. Set up the investigation 17 min, in groups	Hand out jars and labels. Check every lid before they go on the shelf. This part cannot be done next week.	Build and seal the rust jars, weigh the nails, label them, write the one sentence that would let another group repeat it.
6. Review 5 min	Collect the exit tickets.	Answer: which station was hardest to classify, and what would settle it?

Two placeholders to fill in before you teach this The client is a real person at school who has a rusting problem — the groundsman, the facilities officer, the sports coordinator, whoever it is. The rusting asset is their actual rusting item: a gate, a handrail, the goalposts, a bike rack, a shed door. Students write to that person in Week 7 with a recommendation, and the person writes back. The cross at the entrance is the opposite case — rust that was chosen on purpose and nobody wants stopped. The contrast between the two is what the unit runs on. Search the page for [CLIENT NAME] to find every place it appears.

Everything you need

The full kit for this lesson, so you are not going back to the plan.

Prepare before the lesson

Toast three slices of bread — untoasted, golden, blackened. Plate them.
Photograph the client’s rusting item — the gate, handrail, goalposts or whatever you chose. Load it ready to show.
Take a backup photo of the cross in case of rain.
Set steel wool in vinegar going before the class arrives.
Print the station sheets and rust labels. The card sort only needs printing if you would rather they used physical cards — it runs on screen on this page.
Dispense vinegar, salt and bicarbonate into labelled bench containers.
Check jars for chips. Set aside any that are cracked.

Whole class

Safety glasses — one per student, worn from the station circuit onwards
Board or chart paper for the criteria list (stays on display all term)
Camera or tablet for photographing card sorts, if using the printed cards
Paper towel and a spill kit at each bench
Dustpan, brush and a broken-glass bin
Water and a fire blanket near the candle

Station circuit — six benches

Ice cubes, clear cups or dishes, small tray
Salt, warm water, beaker, stirring rod
Steel wool grade 0000, white vinegar, test tube and rack
Bicarbonate of soda, white vinegar, beaker, tray
Candle, non-combustible holder, heat-resistant mat, matches (teacher only)
Three slices of bread — untoasted, toasted, burnt — on a plate

Rust investigation setup

18 jars per class (six conditions × three replicates), collected in matched sets of three — the sets do not need to match each other. Thursday needs one extra jar for G, and only Tuesday’s A and F need lids
65 mm bright steel nails — three per jar. Tuesday 54 (18 jars); Thursday 48 (15 jars, plus 3 for jar G — jar F uses galvanised instead). 102 all up.
Galvanised nails — ten, Thursday class only (nine for jar F, one for jar G)
Scales (1 g resolution is fine today)
White vinegar, cooking salt, cooking oil, kettle for boiled water
Thursday only: cooking oil, petroleum jelly, electrical tape, clear nail polish, three rubber bands for jar G
Labels and permanent markers — the markers also mark the halfway line on each nail and the water level on each jar
Shelf space out of walkways for five weeks

Printed sheets

Card sort — 12 cards, one set per pair
Card sort — 8-card version for the support tier
Station observation sheet — one per student
Station observation sheet, supported version
Rust setup and label sheet — one per group
Exit ticket slips

Not needed today

The 0.01 g scales — only Week 5 needs that resolution
Petri dishes — clear cups do the same job
Evaporating basins, funnels — Lesson 3
Frypan, thermometers — Lessons 3 and 4

Approval first The unit's HSW Risk Assessment must be signed before any practical work, including today's station circuit.

What we are learning

Learning intention

We are learning to work out what evidence tells us that a new substance has been made.

I will be successful when I can…

describe a change using more than one kind of observation
sort changes by whether I think the original could be recovered
explain which evidence I used to decide, not just what I decided
set up an investigation so that someone else could repeat it exactly

Stretch

I can explain why one piece of evidence is never enough on its own.
I can argue that a change belongs in both groups, and justify it.

Curriculum AC9S6U04 — compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances.
AC9S6I02 — plan and conduct repeatable investigations, including deciding the variables to be changed, measured and controlled; describing potential risks; planning for the safe use of equipment and materials.

Your goal for today

Before we start, write one thing you want to get better at in this lesson. Nothing here is saved or sent anywhere — it is for you.

How the question sets work Every question set in this unit runs easy to hard, in order. The last one or two in each set supply no method — students decide the approach and justify it. The three-tier paths in each phase do the visible differentiation; the questions themselves escalate quietly.

Hook — Made to rust 12 min

Outside, at the entrance.

This cross has been here for years. It is covered in rust.

Nobody has ever tried to stop it. Somebody chose this.

Questions, in this order

What do you notice about the surface?
What do you think it looked like on the day it was installed?
Could we get it back to that? How would we try?
Why would anyone choose to let steel rust on purpose?

Leave question 4 unanswered Take the answer nowhere today. Write the question on the board and leave it there for five weeks. Students will return to it in Lesson 5 with a mass reading in front of them that explains it. Answering it now costs you the best payoff in the unit.

Then, inside

Show the photograph of the client’s rusting item — the one with rust nobody wants.

Same reaction. Completely different problem.

[CLIENT NAME] looks after this and would like it to stop. In seven weeks you are going to write to them and tell them what to do. Today you start finding out.

Why this framing works Two objects, one reaction, opposite verdicts. It blocks the easy conclusion that irreversible change is damage, and it gives the investigation a reader. Students behave differently when the recommendation goes to a person who could disagree with it.

A thought worth sitting with A cross made of something that changes permanently, and cannot be returned to what it was. Some things are meant to be changed for good.

Card sort 10 min

In pairs. Two piles. No talking to other pairs.

Sort the cards below on screen, or use the printed set from the Resources tab — whichever suits the class. On screen, drag a card into a column, or tap a card and then tap a column. When your pair has finished, press Lock in our sort and screenshot it.

Could get it back — you could return it to what it was.

Gone for good — there is no way back.

0 of 12 placed

Drag a card into a column — or tap a card, then tap a column.

Could get it back

Not sure yet

Gone for good

If you get stuck Put it in the middle and move on. A pile of "not sure" is a useful answer, not a failure.

Do not teach here No hints, no vocabulary, no correcting. Ten minutes of silence from you. The value of this phase is entirely in what students do without help — and you lose the diagnostic the moment you steer it.

Photograph every sort before it is cleared This is your evidence and it takes ninety seconds. Walk the room with a tablet. You are looking for where the salt card went, whether appearance is being used instead of recoverability, and which pairs disagreed with each other.

Need a hand

Use the eight-card set.
Start with the three you are most sure about.

Keep going

All twelve cards.
Be ready to say why for any card you are asked about.

Push me

Find a card you could argue belongs in both piles.
Be ready to defend it.

Agree what counts as evidence 18 min

You have all made decisions. Now we work out how you made them.

The question

You put those cards in piles. What were you actually looking at when you decided?

Take answers. Write them on the board in the words students use. Group them as they repeat.

What classes usually come up with

Expect most of these, in roughly this order:

It changed colour
It made bubbles or a gas
It got hot or cold
It smells different now
There is something solid there that was not there before
You cannot undo it — this one usually arrives last and is the most important

If "you cannot undo it" does not come up, ask: what is the difference between the ice and the toast? Somebody will get there.

Use their words on the chart, not yours "It smells different" stays as "it smells different". This list goes on the wall for the whole term and gets refined each week. Students defend a list they wrote far more willingly than one they were given.

Then press on it

Which of these would convince you on its own?
Food colouring in water changes colour. Is that gone for good?
So how many of these do you need before you are sure?

Where this is going

The food colouring example breaks the single-criterion rule, and it needs breaking today. Colour change alone proves nothing — you can evaporate coloured water and get the colour back.

The landing point is not a number. It is: one observation is a clue, several agreeing is evidence, and "can we get it back" is the one that decides it.

If melting and dissolving are being muddled Chart it now, quickly. Melting needs heat and involves one substance changing state. Dissolving needs a second substance and usually no heat at all. It will cause trouble in Lessons 2 and 3 if it goes unaddressed.

Station circuit 28 min

Six benches. Roughly four and a half minutes each. Safety glasses on from here.

At every station Record what you observe against the class criteria. Then commit: could you get it back? And write the one piece of evidence that decided it for you.

Ice melting1

Ice cubes in a clear cup. Watch, then check again when you come past later.

Is the water that is left the same stuff as the ice?

Ice, clear cup, tray

Salt dissolving2

Stir a spoon of salt into warm water until you cannot see it.

Where has the salt gone? Is it still in there?

Salt, warm water, beaker, stirring rod

Steel wool in vinegar3

This has been sitting since before you arrived. Look closely at the colour and the texture.

What has appeared that was not there this morning?

Steel wool 0000, white vinegar, test tube, rack

Bicarbonate and vinegar4

A spoon of bicarbonate into the vinegar. Watch it, and listen to it.

The bubbles are made of something. Where did it come from?

Bicarbonate, vinegar, beaker, tray

Candle burning — teacher5

Watch from behind the line. Two different things are happening at once here.

Is this one change or two?

Candle, holder, heat mat, matches. Teacher operates. Never unattended.

Bread6

Three slices, already prepared: untoasted, golden, blackened. Look and smell, do not taste.

At which slice did it stop being bread?

Three prepared slices on a plate. No appliance at this bench.

Station 5 is the one to protect The wax melts and resets; the wick burns away and does not come back. Same object, both categories at once. If a group notices unprompted, stop the circuit and let them tell the room. If nobody does, raise it in the summary — it is the strongest thing on the circuit.

Keep stations 3 and 5 apart Fine steel wool is flammable — grade 0000 catches readily from a flame or spark. Put the steel wool station and the candle station on opposite sides of the room, and keep spare steel wool well away from the candle bench.

Station 3 timing Set the steel wool going before the class arrives. Around twenty minutes in vinegar gives obvious orange discolouration. Groups arriving late in the rotation see more, which is fine — ask them to compare with what earlier groups recorded.

Need a hand

Use the tick-box sheet.
Tick what you see, then write one reason at each bench.

Keep going

Full sheet. Write observations against every criterion that applies.
Commit to a classification each time.

Push me

Find a station that belongs in both categories and build the argument.
Rank the six from most to least certain, and say what made the uncertain ones uncertain.

Naming them

Now, and only now:

Reversible — the change can be undone and you get the original substance back.

Irreversible — a new substance has been made, and you cannot get the original back.

Which of your two piles is which?

Set up the investigation 17 min

These jars sit on the shelf for the next five weeks. Get them right now — you do not get to start again.

[CLIENT NAME] needs to know how to stop the rusting. Between the two Year 6 classes we are going to find out. Neither class can answer it alone.

Aim

Class	We are finding out…
Tuesday	what makes rust happen. Six jars, six different places to be a nail.
Thursday	what stops rust happening. Six jars, same water every time, six different things on the nail.

Equipment — what your group collects

3 jars, all the same size as each other
9 nails — 3 for each jar
Permanent marker and 3 labels
Scales
Whatever your condition needs — the tables below say

Prediction

Before you build anything, write one sentence: how much rust do you think your condition will make, compared to everyone else's? Most rust in the room, least, or somewhere in the middle? We read these out in Week 5.

Method

Check your jars. Any chips or cracks, swap it.
Mark each nail halfway along with the marker. That line is what "half covered" means — not the jar.
Weigh 3 nails together. Write the number on the label. Do this for each jar.
Put 3 nails in each jar.
Set up your condition in all 3 jars, the same way every time. Half covered means water up to the marker line. Fully covered means at least 1 cm over the top of the nail.
Draw a line on the outside of each jar where the water comes to. You top it back up to that line every week.
Finish the label: group, condition, nail mass, jar size, today's date.
Lid on or off? Only Tuesday A and F get a lid. Everything else stays open.
Write one sentence that would let another group build your jars exactly, without asking you anything.

Why 3 jars and 3 nails Three jars: if you only had one and something went wrong with it, you would never know. Three lets you spot the odd one out.
Three nails in each jar: one nail gains so little weight in five weeks that the scales can barely see it. Three nails give you three times as much to measure.

One condition per group Your group gets one of the conditions below, and all three of your jars run that same one. They are three copies of the same test, not three different tests. Six groups covers all six conditions, and we put them side by side in Week 5.

Conditions — Tuesday. What makes rust happen?

Jar	Set-up
A	Dry, sealed
B	Half-submerged in tap water, open
C	Fully submerged in tap water, open
D	Fully submerged in salt water, open — 2 teaspoons per 250 mL
E	Fully submerged in white vinegar, open
F	Boiled and cooled water, sealed under 1 cm of cooking oil

Lids: only A and F on Tuesday Everything else stays open, including Tuesday D and E and all six Thursday jars. The lid on A keeps moisture out and the lid on F keeps air out — those two are doing a job. Put a lid on any of the others and you have changed two things at once, and the comparison is gone. Open jars lose water, which is why you mark the level and top it back up every week.

Tuesday — the result that teaches B rusts fastest, not C. Rusting needs water and oxygen together and the waterline has both. F barely rusts at all. A and F are the pair that does the work: air without water, water without air, and neither rusts. Do not give this away — let the jars say it in Week 5.

Conditions — Thursday. What stops rust happening? Every jar is half-submerged in tap water, lid off. The only difference is what is on the nail.

Jar	Set-up
A	Bare nail — the control
B	Wiped all over with cooking oil
C	Petroleum jelly
D	Wrapped in electrical tape
E	Clear nail polish
F	Galvanised nail, untreated
G	Three bright steel nails banded tightly to one galvanised nail — the extra jar for group F

Jar G — the extra one Group F sets up a fourth jar. Three ordinary nails are banded tightly to one galvanised nail so that metal touches metal all the way round the bundle, then the whole thing goes in water like every other jar. Weigh the three ordinary nails together, the same as everyone else, so you can hold them up against jar A.
The question to sit with: can a nail protect the nail it is touching?

Why oil rather than paint Paint needs 24 hours to cure and a wet coat simply washes off in the jar, so it cannot be applied in the lesson. It is also the same mechanism as the nail polish — a thin hard film that chips — so the condition was doing no extra work. Oil goes on in seconds and tests something different: a liquid film against the jelly's thick one. If you want a painted nail in future years, paint three a couple of days ahead and add it as a seventh condition.

Jar G — sacrificial protection, and what to expect This is the mechanism behind F, made visible. In contact and in water, the zinc becomes the anode and corrodes in preference to the iron, so the steel is protected. It is the same principle as the anode bolted to a boat hull or sitting inside a hot water system.
Expect partial protection: the three nails clearly cleaner than jar A, but not spotless, and the galvanised nail visibly eaten. One small anode is doing a lot of work, and anode sizing is a genuine design decision — a result that says "it helped but not enough" is more useful here than a clean win.
Check the band at each weekly reading. If the nails separate, the protection stops the moment contact is lost, and that is worth telling the group rather than quietly fixing.

Thursday — the result that teaches B and C are the same idea at two thicknesses — oil is a thin film that water can displace, jelly is thick and stays put. Expect C to beat B. D often loses to A, because a barrier with a gap in it traps water against the metal. F usually wins with no visible coating at all, because the zinc corrodes instead of the iron. "Cover it up" and "make the metal itself not rust" are two different answers to the client, and that distinction belongs in the Week 7 recommendation. Thursday's jar A is set up identically to Tuesday's jar B — the cross-check between the two classes.

If you cannot get three matching jars Control the nail, not the container. A marker line at the halfway point of the nail means "half covered" is identical in any jar, of any shape. For the fully submerged jars, measure the cover over the nail rather than filling to the top. Then write the jar size on the label so the other class knows what you used — and so you can say honestly, in Week 6, which of your variables you controlled and which you only recorded.

The sentence in step 9 is assessable This is your first read on AC9S6I02 — planning a repeatable investigation. A group writing "we put nails in water" has not done it. A group writing "three 65 mm nails, half covered in tap water, lid off, on the shelf by the window" has. Worth two minutes of feedback now, because the same skill is marked in CP2.

Safety Glasses on. Nails counted out and counted back in. Jars stay on the bench and are carried with two hands, one at a time. Any spill gets reported and cleaned straight away.

Jars go on the shelf. We look at them every week for the next four weeks — five minutes, no more.

Review 5 min

Three things to take away

To tell whether something new has been made, you need more than one piece of evidence.
The strongest question is: can we get it back?
An irreversible change is not automatically a bad thing. Somebody wanted that cross to rust.

Exit ticket

Which station was hardest to classify, and what would settle it?

One sentence each. You are not being asked for the right answer — you are being asked what evidence you would want.

Sorting the exit tickets into piles

Ready to move on — names a station and proposes evidence that would actually settle it. "The candle, because I would need to know if the wax could be re-melted."

Watch in Lesson 2 — names a station but proposes no test, or proposes one that would not settle anything.

Target directly — says nothing was hard, or names a station for a reason unrelated to evidence. These students are not yet distinguishing observing from deciding.

Words we used today

reversibleirreversiblesubstance dissolveevidenceobservation rustrepeatable

EAL/D Four of these words mean something different outside science. Substance in everyday English often means importance. Change means coins. Solution means an answer to a problem. Observation means a remark someone made. Chart the science meaning next to the everyday one rather than assuming the word is new — for many students the problem is that it is familiar and wrong.

Think back

You wrote a goal at the start. Did you get there? Nothing here is saved.

Next week

The scales come out. We find out whether anything actually disappears when it dissolves — and we weigh a gas.

Resources

Print before the lesson. Everything here also lives in the repository as a separate file.

PDF All student sheets Every sheet below in one file. Print the lot, or pick pages. 10 pages · 63 KB

Individual sheets

PDF Card sort — 12 cards One set per pair. Cut and bag in advance; reused in Lesson 4. 1 page · 35 KB PDF Card sort — 8 cards Support tier. The four hardest cards removed. 1 page · 35 KB PDF Station observation sheet Core version. One per student. Observation, classification, evidence. 2 pages · 38 KB PDF Station sheet — supported Tick-box grid against the criteria, then one written reason. 1 page · 36 KB PDF Rust setup and jar labels One per group. Three cut-off labels, starting mass table, repeat sentence. 2 pages · 38 KB PDF Exit tickets Six to a page. Which station was hardest, and what would settle it. 1 page · 35 KB PDF Rust coverage scale and log Laminate one and keep it with the jars. Covers Weeks 2 to 5 and the final weigh-in. 2 pages · 37 KB DOCX Editable master All sheets in one Word file. Change the card list, the station questions, anything. 17 KB

Before you print The card sort and the exit tickets need cutting up. The rust coverage scale is worth laminating once — it stays with the jars for five weeks and gets handled every lesson.

Where these files live Links are relative, so the lesson folder has to carry its own resources folder. If a download 404s, the file has not been committed yet — check the structure below.

can-we-get-it-back/ ├── index.html unit menu └── lessons/ └── 01-made-to-rust/ ├── lesson-01-made-to-rust.html this page └── resources/ ├── l1-00-all-student-sheets.pdf ├── l1-01-card-sort.pdf ├── l1-02-card-sort-support.pdf ├── l1-03-station-sheet.pdf ├── l1-04-station-sheet-support.pdf ├── l1-05-rust-setup-labels.pdf ├── l1-06-exit-tickets.pdf ├── l1-07-rust-coverage-log.pdf └── l1-student-sheets-EDITABLE.docx

Keep for the whole term The criteria chart from today goes on the wall and stays there. Every lesson refers back to it, and in Lesson 4 students amend it in the light of what they have learnt. Do not take it down.