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Day 36 — Two clues, one open questionYear 1 HASS · T1 W7–8 · Teacher · Teacher / Day 36

Useful outcome: Use different source types for the jobs they can actually do.

Prepare: O5; adult-reviewed F1/F2/F3 optional; blank source/question mat.

Partial opportunities: AC9HS1S01, AC9HS1S02, AC9HS1S03, AC9HS1S06. Refer to whole authority and explicit limits in the linked curriculum scope; opportunity is not observed mastery.

1. Start ·3: Read child invitation I06 in the ordinary source menu. Invite a wanted useful product. Offer private work, rest, pass, stop or another route.

2. Source/model ·5: A fresh invented music catalogue names a song; a performer's supplied account says who sang it. Each source does a different job. Adult demonstration stays separate from child evidence.

3. Guided source work ·part of 10: Read O5's invented catalogue and attributed recollection separately. The catalogue describes one paper game; Vera's account recalls playing with her sister. Neither gives the paper maker. F1 is a provider's photograph-title/date label, not our inspection of the pictured game rules. F2 only lists named collection links; its video/catalogue contents were not inspected.

4. Own useful work ·rest of 10: Child chooses a question, selects which O5 clue can help and records one answer with its source type/speaker. Put unanswered maker/rule detail in unknown. An optional actual approved adult recollection may replace O5 only after the educator rewrites source, prompts and staff criteria together and records consent/context; no interview is required.

5. Compare ·5: Ask whether two clues answer the same detail or different jobs. Two summaries from one provider are not independent witnesses. A rehearsal with a puppet reading Vera's words remains fiction reading.

6. Notice and teach next ·2: If an attributed memory becomes a universal fact, compare fresh invented adults' different 2005 lunchbox recollections. If a linked title becomes a watched video, contrast a fresh film-title card with a clearly marked not-viewed field.

Three ways to take part

(a) Source ticket desk: Give each chosen answer a source-type ticket: catalogue, attributed account or actual observation.

(b) Question pocket: Make a paper pocket for one supported answer and one unanswered follow-up; no cutting is necessary.

(c) Two voices rehearsal: Have a willing helper read O5 as written; child tells which speaker/source supports the detail and labels the reading as rehearsal.

All routes retain the access/attribution/stop choices above. Observe: A useful question, correctly attributed relevant information and honest unresolved detail/source limits.

Extra contexts: C11/C12; home: H06; optional larger making: X06; written read-aloud: N06. Full source/own/staff separation follows the linked assessment selection guidance.

Complete selected sources

O5 — A catalogue and an account

Original fiction. A catalogue note written 2025 says the invented Maple Drawer holds one paper spotting game with four illustrated cards; it labels its making period “about 1992”. An attributed fictional recollection from Vera, recorded 2026, says: “In 1994 I played a paper spotting game with my sister. We took turns finding the pictured leaf.” The catalogue does not identify who used its particular game. Vera's recollection does not say her game is the catalogue's game. Neither names the paper maker or proves every family had it. Asking about Vera's playing companion can use the recollection; asking how the catalogue describes its cards can use the catalogue. Exact identification linking the two objects stays unknown.

Short child start · Home · Larger project · Capture/support · Curriculum scope.

Sources and reuse · Original educational work © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Linked authority/provider exceptions and learner ownership stay separate.