Diffusion and the particle model (Unit 3.1). Percentage change was taught in maths in Year 8 — expect to model it once.
", "notes": "Inside the priorknowledge optional. What learners must already know; 1 short paragraph, max ~55 words." }, { "name": "assessment-content", "type": "html", "required": true, "example": "Circulate during the soak and ask every learner which way the water is moving and why.
Exit tickets are the record: full marks need the direction of movement and the words “more concentrated”.
", "notes": "How you will know they learned it: 1–2 paragraphs naming the in-lesson check and the evidence you keep." }, { "name": "differentiation-content", "type": "html", "required": false, "example": "Support — pre-cut cylinders and a part-completed results grid for bench 3.
Stretch — bench 1 also gets 1,5 M and predicts the isotonic point.
", "notes": "Inside the differentiation optional. Two paragraphs opening with Support and Stretch." }, { "name": "homework-content", "type": "html", "required": false, "example": "Workbook p. 44, questions 1–4 — due Thursday 10 Sep.
", "notes": "Inside the homework optional. One sentence: the task plus a due date." }, { "name": "footer-line", "type": "text", "required": false, "example": "Kastanjehof College · Biology department · Unit 3.2 · plan v2", "notes": "School, department and plan version — sits left of the static registry mark." } ], "repeats": [ { "name": "objective", "description": "One learning objective, completing the printed lead-in 'By the end of the lesson, learners can …'. Three is the readable number; five is the ceiling.", "min": 1, "max": 5, "slots": [ { "name": "objective-text", "type": "text", "required": true, "example": "define osmosis as the net movement of water across a partially permeable membrane, from the dilute side to the concentrated side;", "notes": "Starts with an observable verb (identify, explain, calculate, describe, demonstrate) — never 'understand' or 'know about'. Lower-case start, semicolon between items, full stop on the last." } ] }, { "name": "segment", "description": "One timed segment of the lesson — the spine of the sheet. Times must be contiguous and sum to the stated duration.", "min": 3, "max": 12, "slots": [ { "name": "segment-time", "type": "text", "required": true, "example": "0–8 min", "notes": "Elapsed-time band with an en dash, e.g. '0–8 min' then '8–18 min'. No gaps between segments." }, { "name": "segment-phase", "type": "text", "required": true, "example": "Starter", "notes": "One short word from the placeholder set (Starter, Input, Modelling, Practical, Review, Plenary) or the user's own scheme. Max ~11 chars — it is a chip." }, { "name": "segment-activity", "type": "html", "required": true, "example": "Pairs recall the raisin demo and write one sentence on the mini whiteboard explaining the difference in mass. Two are read out and sharpened.
", "notes": "One, 1–3 printed lines (~25–45 words): what the teacher does, what the learners do, how it is checked. Specific enough for a substitute." }, { "name": "segment-materials", "type": "text", "required": true, "example": "Mini whiteboards, markers", "notes": "What this segment needs, 2–6 words. Leave as '—' if nothing." } ] }, { "name": "material", "description": "One item on the tickable materials & preparation checklist, rendered in two columns.", "min": 1, "max": 12, "slots": [ { "name": "material-item", "type": "text", "required": true, "example": "3 kg firm potatoes — yields ≈ 60 cylinders", "notes": "A concrete countable item, one line, optionally with a prep note after an em dash. Max ~55 chars so it does not wrap in its column." } ] } ], "optionals": [ { "name": "priorknowledge", "description": "Prior-knowledge panel beside the objectives. Drop it when the lesson stands alone or the user gives no prerequisites; the objectives then span the full width." }, { "name": "differentiation", "description": "Support & stretch column beside the assessment. Drop it when not wanted; the assessment then spans the full width." }, { "name": "homework", "description": "Homework strip below the assessment. Drop it when no work is set." } ], "changelog": [ { "version": "0.1.0", "date": "2026-08-19", "notes": "Initial release: one-page lesson plan with timed segment table, objectives, tickable materials checklist and assessment." } ], "agentInstructions": "Segment times must add up exactly to the stated duration: sum every segment, check the last band ends at meta-duration, and adjust the final segment if it does not. Write bands contiguously, as the placeholders do — '0–8 min', then '8–18 min'. Every objective starts with an observable verb (identify, explain, calculate, describe, demonstrate) and completes the printed lead-in; never 'understand' or 'know about'. Keep segment-activity to 1–3 lines and specific enough that a substitute teacher could run it: what the teacher does, what the learners do, how it is checked. Reuse the placeholder phase labels (Starter, Input, Modelling, Practical, Review, Plenary) or the user's own scheme, consistently. Materials are concrete countable items — '6 × balance (0,01 g)', not 'lab equipment'. Dates as '8 Sep 2026', decimals with a comma. Remove the priorknowledge, differentiation and homework blocks when the user does not want them, and delete every data-example row. THIS MUST STAY ONE PAGE: for a long lesson compress the activity wording rather than dropping segments, and never edit the CSS. Leave unknown class details as [YOUR CLASS] or [ROOM] and tell the user to complete them with the built-in Edit button.", "license": "MIT", "authors": [ { "github": "bvrln" } ] }