# One small dry try ## Adult preparation — before children arrive Use only **broad, familiar, intact materials already approved locally**: a paper sheet with known source where possible, two short broad stable supports on a tray/mat, and one broad very light blank card for an optional load. A drawn setup needs no actual objects. Adult checks material condition/edges, hygiene, reach/view/access, stable table and supports, supervision and local policy. No small parts, heavy weights/books/coins, stacked loads, blades, sharp improvised tools, liquids, food/allergy assumptions, mouth/smell tests, throwing, real roof/weather/animal/person support. Broad is an access suggestion, not a safety guarantee. No purchase or familiar-material safety presumed. Adult prepares supports and any paper creases in advance, away from learners; no child cutting or intricate folding. Keep supports very low and broad, fixed against sliding using locally approved preparation. A sheet spans them with broad end overlap, over a tray/mat; nothing is over a person/body/face. If the supports/paper/card cannot be safely and comfortably accessed, use the complete model route. Stop if an edge/support shifts, a load slips or a child asks. Do not increase height/load to obtain a preferred result. Adult clears fingers/objects from below and gently places the single light card, never drops/presses it. No hands/puppets under a loaded roof. The card stays within the tray. **Preflight is a setup/safety check, not the child's prior trial.** Use a separate sample if adult needs to establish a safe arrangement. State any earlier result the child already encountered; don't call an after-result guess a prediction. A child can suggest a new question or keep a previous one. Preparation estimate 5–10 minutes is an unmeasured author estimate, not a tested classroom time. ## What is actually being compared? Start with one roof form and a child's question. If a pair is wanted, use comparable sheets from the same verified paper source/batch, with matched span/end overlap, support height, orientation, load identity and placement **only if actually checked**. Adult may mark support/load positions without requiring child millimetre measurement. Record a mismatch rather than pretending a controlled trial. Adult's broad creased form (for example two wide lengthwise folds) is a preparation option, not a required child fold pattern or guaranteed stronger roof. Creasing changes form and may change contact/height/overlap; describe these differences. It doesn't establish a different paper material or prove one cause. Before each optional load placement, inspect the actual unloaded form. Note whether the middle already touches the mat, a gap can be discerned, or view/result is unclear. If it already touches, don't say the load caused first contact. If a gap wasn't available to the observer, don't infer closure from nonvisibility; adjust/pause, use another accessible property or an attributed report. After gentle placement, describe what was encountered: changed bend, still discernible gap, already touching, first observed contact, slipped/shifted, unchanged or unclear. A slipped load/support is an interruption, not evidence that the paper failed from the intended load. No required result or fixed number of repeats. This low-stakes inquiry can describe observable material properties in a particular assembled object: paper roof, actual support materials and card load. Name identities from packaging/maker information or an attributed verified adult source; otherwise UNKNOWN. Colour/crease/look is not proof of type. **SFU03 partial:** composition and the actual property description both need evidence; an all-paper drawing or creased shape alone doesn't establish multiple materials. No universal strength, waterproofness or safe shelter conclusion. ## Three switchable ways in - **Direct encounter:** child chooses safe visual or welcomed tactile observation, without compulsory handling. Actual gentle bend of an unloaded approved sheet on the mat can offer a directly encountered tactile property if wanted; don't force crease/contact or use a loaded gap as a tactile test. Record actual sense/action. A different property is a different question, not pretend visual sag evidence. - **Child director / adult action or report:** child decides what to ask/try and directs the adult, who repeats/checks agreement before action. Child may directly view a real try, or use an exact attributed ADULT REPORT. Adult action is explicit; an adult's visual report is not the child's own visual observation. Reasoning/devising remains the child's contribution. - **Complete model / no contact:** use the full original plan/notebook sources, exact descriptions, sign/AAC/spoken/drawn/scribed responses or agreed broad tactile analogue. Label MODEL; physical trial NOT TRIED / REAL OBSERVATION NOT AVAILABLE. A tactile roof shape is a representation unless actually involved in a separate approved trial. Still diagrams cannot show motion or prove strength. Models support source reasoning/questions/comparison, not actual SFI02 sensory investigation. Offer one chunk/control at a time, cover unused parts, enlarge/high contrast/quiet rest and established communication. Ask before touch; don't move a child/mobility aid. Let any child switch routes or pass. No diagnosis/learning-style assumption, mandatory sound/voice/performer/audience or personal disclosure. ## A small shared record One group row can say: local date/source/form + actual question; BEFORE prediction (or NOT RECORDED); unloaded observation; adult action/conditions; after observation/interruption; DIRECT sense / ADULT REPORT / MODEL. A short arrow/drawing/word in the provided template is enough. Add each child's useful question/prediction/response and support only when it informs next teaching; no full duplicated individual logs, fixed trial count, child name/photo/upload or public proof burden. Keep source conditions sufficient for the specific claim, not a long audit speech to children. Leave result NOT TRIED if no physical trial occurred. Actual unchanged/unclear results are useful. Keep original prediction and later observation; don't replace a child's uncertainty with expected model wording. Any pattern needs actual comparable rows and guidance; one try doesn't show a repeated pattern, and a few tries aren't a rule for all paper. Sharing may be a short actual explanation to educator or a freely willing listener, or private rehearsal; record actual event/words only if it happens. School privacy/storage/safeguarding rules apply. No invented audience, local experiment, professional/cultural purpose or community-held source. [Complete sources](SUPPLIED-SOURCES.md), [home](FAMILY-OPTIONAL.md), [extensions](EXTENSIONS.md), [exact alternatives](print/TEXT-ALTERNATIVES.md).