# Day 192 · A familiar display has choices

**Learning job:** Explore a genuinely known designed feature, or keep the familiarity evidence open.

**Have ready:** An adult-approved known classroom label/display if genuinely familiar; otherwise O02’s original fiction. No visit or household disclosure.

**Say to the child:** Look at a display you really know, if you want. What did somebody choose? What would you ask?

1. Ask whether a suitable display is actually known to the child. The usual classroom label may qualify; an adult’s familiar museum does not automatically qualify.
2. Let the child notice one real feature and ask a question. Record what makes the example genuinely known, without demanding private history.
3. Choose a route. If using a new diagram, record source practice and leave actual K01 familiarity open.
4. After own noticing, read C03/C04: one fictional arranger supplies a reason for a folded face; another drawing supplies no maker account.
5. An adult may read F1’s dated museum exhibition note. It is a local design question starter, not evidence that the child visited or that our display will work.
6. Keep the noticed feature and source. If a guessed intention becomes fact, teach “I notice / this person says / I wonder” with another ordinary label.

**Choose one route:**

- Point to and redraw one feature of an approved genuinely familiar display.
- Ask an agreeing actual arranger one question, keeping their exact offered reply or the unanswered question.
- Compare the two fictional accounts in usual communication, without objects or a familiarity claim.

**Look for / next teaching:** Actual familiar exploration for K01 only where offered; interpretation of fiction separately. Next teach visible form versus a maker’s own account.

**More choices:** C03/C04, H02, X02. Keep models after the first idea.

**Read together:**

Somebody placed words or pictures somewhere for a job. You might know a label in your room. You can point to a part and ask about it. If this picture is new to you, that’s fine: it is practice with a story, not proof that you already knew a real place.

[Child offer](../child/day-192.html) · [Read/write offer](../written/W192.html) · [Short home offer](../home/H02.html) · [Bigger job](../projects/X02.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)

Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.