# Day 2 — A living thing can be in a cared-for place

**Year 1 HASS · flexible 20-minute start:** 3 choose + 4 model + 8 make/try + 3 compare + 2 notice next. Spread or shorten for actual access, interest and class context; the clock is not a learner criterion.

**Useful job:** Add a useful feature key to your guide, with room for 'it depends' or 'not enough information'.

**Prepare:** O1, child guide, three optional word cards natural/managed/constructed, an unknown card; no plant tasting, picking, water handling or outing.

**Source:** O1 and the actually chosen source from Day 1. [Complete ordinary sources](ordinary-sources.html) · [Dated factual cards](fact-cards.html).

**Partial national opportunities:** AC9HS1K03, AC9HS1S02, AC9HS1S03; [whole national scope](national-scope.html). Actual evidence governs each component.

## A runnable start

1. Read O1's naturally formed hill, deliberately planted bean patch and built sign. Explain that these are stated features of an invented source. A square drawn green is not evidence that a real place is a garden.

2. On a separate fictional kitchen-window card, distinguish a living herb from its planted/maintained pot arrangement and the built sill. Natural material and managed setting can overlap. We need source detail before deciding.

3. The child chooses a feature in their actual selected source and a useful description. Add their own mark/word/object label and its source clue. Allow two descriptions when they identify different aspects, or unknown when the origin/care is missing.

4. Check whether someone could match the key to the source feature. The child can make that check alone; name actual who/what was used. A correct colour match without a meaning is not a category explanation.

5. Ask 'Which source detail helped?' If category is guessed from colour, reteach on a different planter/fence pair. If a model is called a real local place, revisit provenance before any K03 observation.

## Choose or switch a response route

No fixed learner types. Usual speech, sign, gesture, AAC, tactile/large marks, exact description, wanted scribe and neutral child-directed operation remain available in every route. Rest, private, pass or finish are valid. Record who chose, made and operated; a supplied plan or adult's choice stays attributed.

- **P — paper/object:** Lay feature scraps beside large word/object cards. A child can sort, re-sort or leave unknown and indicate the specific source clue.

- **D — draw, mark or direct:** Draw two aspects of one feature or direct a scribe: 'plant is living; patch is planted and cared for'. A usual sign or exact description can replace the drawing.

- **T — optional local device:** On Place Board choose Context/unknown until evidence supports another feature type. Edit the type and inspect the printed description. The type selector does not verify nature, locality or care for you.

**Observe and choose next:** Record feature, context and source clue. K03's genuine local place and breadth remain absent for O1; this is introductory feature-language practice.

[Two worked contexts C03/C04](worked-contexts.html) · [H02 home invitation](home.html) · [X02 extra choice](extras.html) · [Actual work/try record](own-guide.html).

For a selected formative first stage, capture its own response before exposing keys/models/feedback. Later stages require actual unrelated targeted teaching and dated interval/exposure/support records; ordinary lessons offered are not teaching evidence. Educator stage chooser.

**Free reuse:** Original SubjectNest teaching text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit, link the licence and mark changes. [Whole notice](source-and-rights.html); authority, outside sources and learner work have separate rights.