Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

rb-later · educator meaning and next teachingYear 1 Science · T1 W9–10 · Staff · Staff / Rb later

Educator selection after teaching, access and exposure review. A/RA first on Day 45 or later; B/RB first on Day 50 or later. Later on Day 50 or later after relevant teaching and first opportunity offered/saved or declined. Missing first leaves comparison unelicited.

Complete selected source

Complete new Paper Gate fiction: at the stated same next story-morning time and same ordinary indoor viewpoint, Jun and Les now each describe the same named open paving patch. Both report visible surface water in that view. They explicitly label matching time, viewpoint and selected surface. No extra difference is reported for that selected agreement question. The earlier sill/patch pair stays separately labelled as different features at its earlier time. No amount, rainfall event/cause, full-day state, actual peer investigation or future result is supplied. Any comparison with a tentative first idea uses the genuine saved contribution; absent remains unelicited.

1. What match and agreement does the new pair report?

Criterion: Identifies same surface/view/time and agreeing visible-water reports for the selected question; no compulsory fault.

One source-specific worked meaning: “Both now describe the same open patch at the same time/view, and both report visible surface water.” No extra difference is reported.

Unrelated ordinary next teaching: C18: use the unrelated already-matched paper-pane pair and accept supported agreement. Read the complete ordinary source and keep its stage gate. Supplied adult meaning is help.

2. How does that compare with your saved first idea?

Criterion: Compares the new pair with the learner's actual earlier tentative idea faithfully; first absence is not converted to a prediction.

One source-specific worked meaning: Check the real RB first contribution. Agreement, difference or still-uncertain meaning can be supported. Do not infer what the learner previously believed.

Unrelated ordinary next teaching: C11: practise faithful first/new comparison with its separate ordinary source and actual saved first or honest absence. Read the complete ordinary source and keep its stage gate. Supplied adult meaning is help.

3. What can this pair tell us, and what does it leave unknown?

Criterion: Explains bounded agreement on the supplied surface/time while keeping cause, rain amount and broader weather unknown; earlier pair retains separate scope.

One source-specific worked meaning: “The new pair agrees about visible water there then. It does not tell the cause or all day's rain. The older pair described different surfaces.”

Unrelated ordinary next teaching: C14: distinguish reported endpoints and absent interval/cause without making a total or continuous-weather claim. Read the complete ordinary source and keep its stage gate. Supplied adult meaning is help.

4. What different useful question would need another source?

Criterion: Poses a relevant next-time/cause/other-feature question and names the missing type of source without pretending it was obtained.

One source-specific worked meaning: “Did that patch change later? We would need a relevant later report.” A cause question may remain open; no unsafe test is required.

Unrelated ordinary next teaching: C17: switch its comparison question and identify which simultaneous information or later source is actually needed. Read the complete ordinary source and keep its stage gate. Supplied adult meaning is help.

Capture exact first response, source/stage, actual support/actor and one next invitation. Unelicited, declined, unavailable and mistaken relations differ. No total, guess penalty, Queensland band or invented practical action.

Capture