Two per day; possibilities, not local results or answers children must copy. Child questions and one actual useful try central; no fixed outcome, repeat count or audit card. Check-day examples only AFTER first check capture only; held facts/keys not rehearsed.
| Day | Worked example 1 | Worked example 2 |
|---|---|---|
| 161 | A child asks “Will this unloaded paper keep a curve?” An approved gentle bend/release is welcomed; actual changed/unchanged/unclear shape noted. No required roof load. | A child asks about roof/support parts without touching. Adult packaging identifies paper and cardboard; UNKNOWN where not verified. Crease alone not different material. |
| 162 | Before the new flat try, child predicts a lower middle from earlier bend experience. If actual after view stays similar, retain the mismatch, not a wrong-child score. | Unloaded paper already touches the mat. After light card it still touches; report “already touching”, not first closure caused by load. |
| 163 | Same verified paper forms tried under checked gap/load marks; one bends lower while both gaps remain discernible. Particular forms/conditions, not universal stronger paper. | The creased sheet has shorter end overlap. Keep that difference; outcome cannot isolate crease effect. No pretend matched comparison. |
| 164 | Child asks to use a smaller approved gap while retaining source/load/placement if checked. Actual before/after belongs to that changed setup. | Child notices load slipped. Adult stops; ask how a safe stable placement could be arranged. Interrupted try is not proof of paper failure. |
| 165 | AFTER first check capture only: unrelated practice row has prediction NOT RECORDED and a later reported gap. No match/mismatch claim without prior words. | AFTER first check capture only: unrelated practice roof starts touching the mat and stays touching. Ask about unloaded setup, not infer load caused contact. |
| 166 | Actual assembled toy roof has paper roof/cardboard supports; a reliable adult report names materials, child directly notices paper bend. Two source contributions kept clear. | Approved support type unknown. Child observes its position stayed at the mark in this try; staying put doesn’t identify plastic/wood or establish strength. |
| 167 | Child chooses repeat with same checked setup, predicts unclear from a prior difficult view, then accesses an exact adult report. Reasoning present, no direct visual observation claim. | Child keeps current form and asks about orientation instead; adult checks new overlap/contact and records differences. No obligation to change or improve. |
| 168 | Two actual comparable group rows both retain a gap; child identifies that small pattern with guidance. No third trial/all-paper rule required. | One real row shows lower bend, another shifts a support. Keep interruption separately; the pair isn’t clean repeated material evidence. |
| 169 | Child signs an actual gap observation to educator and asks a next question; short real sharing can count, no public speech/photo required. | Child privately rehearses “the fictional notebook reports…” with no listener. Useful source reasoning, no actual audience response invented. |
| 170 | AFTER first check capture only: unrelated report uses two different paper sources and outcomes. Ask to check comparable sources, without claiming material alone caused it. | AFTER first check capture only: unrelated plan diagram shows a light card but has no physical try. Child asks an approved actual question; result stays NOT TRIED. |
All actual actions require local approval. Direct sense, exact attributed report and model differ. Form/material identity, unloaded/after result and interruption stay separate. A question or drawing is not a performed trial; uncertainty can be a useful next step.
Twenty optional interests to bring to the same small inquiry
Let a child choose one story setting, use their own idea or skip the story. A sketch or spoken idea beside the tray is enough; add no toys, people or objects below a loaded roof. These settings do not change the approved single-card action or turn the model into a real shelter, bridge, packaging test or public design. Ask about the actual paper's part/property, and keep any result limited to that try. Introduce a different setting after a fresh first response on Days 165/170; none supplies held notebook facts.
| Choice pair | An invitation you can adapt |
|---|---|
| Library display / paper sculpture | “Which part of this paper form would you like to look at?” A display story does not establish that a real display is stable. |
| Puppet scenery / pretend cinema | “What might happen to this little paper form with our one light card?” Keep the characters as drawings beside the model. |
| Parcel note / greeting-card studio | “What would you like to find out about this paper?” Folding/form can be explored; actual packaging protection is not being tested. |
| Mini market / model picnic place | “Would you like to try the flat or creased form first?” Neither is a real stall, shade or weather result. |
| Toy-train drawing / model bus stop | “How could we make the support positions clear for this try?” No vehicle runs over or under the loaded model. |
| Picture garden / nature notebook | “Which part has a material name we actually know?” No plant, animal or outdoor observation is supplied by the setting. |
| Sports-club sketch / board-game scene | “What useful change would you like to ask about?” There is no real seating, body support or sports-equipment test. |
| Music-stage drawing / story-reading corner | “What did we notice here, and what do we still wonder?” A drawn stage has no performance or audience outcome. |
| Repair-shop story / maker's bench | “Would you keep, change or check this form again?” An unchanged or interrupted result can still guide a useful question. |
| Museum model / space-base drawing | “Which small true idea would you like to tell?” Keep it about this model; no heritage account, spacecraft behaviour or cultural meaning is invented. |
One short child-owned question is the job. These are original optional prompts, not additional assessed tasks, outside factual accounts or a requirement to try all twenty contexts.