Teaching purpose
Explore different physical actions on known paper and classify by action and source, without inferring a new material from changed form or piece count.
Taught prerequisites: Day 2 introduced a matched comparison; retain a brief before/action/after record. If action and result are merged, use two separate label positions first.
Prepare: Large fresh paper pieces, adult-prepared wide paper strips, tray for a few large pieces, pencil. No sharp cutting, small fragments, brittle materials, cords, tying or paper near face. A gentle tear is optional; stop if it resists.
Partial opportunity codes: AC9S2U03, AC9S2I02, AC9S2I03, AC9S2I04, AC9S2I06; whole meanings and limits.
Suggested 35-minute script
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Invite · 3 min. Say, “A maker can choose a bend, a twist or large pieces. Which question interests you?” Bring the source-labelled paper and distinguish the material from its action word.
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Prediction · 5 min. Choose one action and say what might change based on a retained note or a clearly identified supplied example. Do not show the selected context’s result before an actual prediction. If using fiction, collect the prediction before reading its after sentence.
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Model safe procedure · 7 min. Adult gently bends a spare, gives a short wide paper strip a small tabletop twist, and shows two prepared large pieces with documented common origin. A child does not need to tear. Say, “Prepared pieces tell us their origin; they do not show you saw the tear.” No stretching result is claimed; later Weeks 5–6 offers a separate suitable-material opportunity.
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Chosen action and record · 10 min. Perform one approved action, direct it or read the chosen account. Follow the same labelled piece; keep large pieces in the tray if a real tear occurs. Draw before/action/after or arrange labels. If an accidental tear occurs during a twist, name both events and stop rather than relabel it as a pure twist.
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Sort and compare · 7 min. Put records under action headings, then source/material headings. Equal piece counts do not mean equal size or mass. Ask which observation could answer the learner’s question and what needs a further check. A supplied image of a torn object cannot establish its composition from colour.
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Close · 3 min. Ask for a useful action word and the known material. If pieces are called new materials, connect each to the original. Optional extension compares a named second material under matched relevant conditions after adult suitability review.
Three useful context choices
Choose one; the three are alternatives, not a completion quota. Contexts and their supplied accounts are original fiction unless a particular factual source is named. Real results replace fictional values on actual routes.
1. Paper sculpture
Choose a curve or a gentle tabletop twist for an imaginary sculpture. Invented account: a known paper strip is twisted; a crease remains when laid flat. It remains the paper identified at the start. No force or strength measurement is supplied.
2. Ticket tray
Arrange large paper tickets for a pretend puppet show. Invented account: a helper tears one known large paper rectangle into two unequal large pieces and keeps both. Both originate from that sheet; no equal-size or mass record exists.
3. Puzzle maker
Choose a bent-paper clue for an invented puzzle. Invented account: a helper curves a strip and sees a shorter left-to-right tabletop outline. The account does not report the full straightened length. Ask what another view or suitable measure could tell.
Participation and evidence
The child can choose the question, arrangement, stopping point or communication. Offer own approved action, learner-directed adult action or complete source interpretation; these do not supply the same practical evidence. Quiet/private/AAC/signed/pointed/exact-scribed routes are available. Adult records operator, actual channels, supplied account/model, neutral support and scientific prompts separately. Guided comparison is appropriate; no fixed learning-style labels or prescribed outcome.
Notice, then teach
Criterion: Correctly associates action/form and known material; retains source of prepared pieces, distinguishes viewed span from full length and does not claim all U03 actions were tested.
Next teaching: Trace pieces to their same labelled whole or show a curve from two viewpoints. Recheck an unfamiliar roll after feedback; appearance alone is not a composition test.
Child card · ordinary complete source choices · matching aid and full alternative · home · two optional extras.
Original SubjectNest prose, fictional data and vector art © NeuroForgeIO Pty Ltd 2026, Codex assisted. CC BY 4.0. Credit, link the licence and indicate changes. External curriculum and source terms stay separate.