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Day 7 — Change the action, keep a clear questionYear 2 Science · T1 W1–2 · Teacher · Teacher / Day 07

Teaching purpose

Compare two gentle actions on one familiar source under relevant matching conditions, organise reports and avoid treating hearing differences or uncontrolled force as material laws.

Taught prerequisites: Day 6 introduces source vibration and separates channels. If needed, revisit the difference between back-and-forth vibration and moving an object to a new place.

Prepare: Same large smooth paper card, same agreed tabletop support and observer position, blank table. Choose gentle tap versus rub. Comfortable sound is optional; no stronger strike, sensory testing or ear proximity.

Partial opportunity codes: AC9S2U02, AC9S2I01, AC9S2I02, AC9S2I03, AC9S2I04, AC9S2I05; whole meanings and limits.

Suggested 35-minute script

1. Question · 3 min. Ask what the learner wants to compare: the sound descriptions from gentle tap/rub, or the available visible movement. Choose a question the chosen access route can answer; do not promise every vibration will be visible.

2. Prediction · 5 min. Name a prior actual note or supplied account and predict a possible difference. Keep the prediction before the new trial/account after-part. Say uncertain if no relevant experience exists.

3. Plan matching conditions · 7 min. Use same card, support, agreed gentle procedure and observer position while changing the action. Force is not measured; do not claim only one physical quantity differed. If choosing a named source/material comparison instead, match action and relevant conditions. Rehearse pause and the option to switch to text.

4. Try or interpret · 10 min. Choose a context. Perform or direct the agreed actions with consent, or read complete invented records. Put one action in each table column; add seen movement, sound reported and source. No automatic outcome, mandatory repeat count or ranking of hearing is supplied. Record not clear/not heard/unknown honestly.

5. Guided comparison · 7 min. Ask which descriptions agree/differ and what conditions may account for a difference. A willing other listener’s report may differ; preserve it rather than correct the child’s senses. If no actual report is available, label the comparison supplied. Plan a clearer next question without turning “rub” into guaranteed louder/lower.

6. Close · 3 min. Communicate an action-linked comparison and limit. Teach a missing table/source distinction or match a relevant condition. Optional challenge changes the way findings are represented, not volume or required sensory contact.

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. Animation sound planner

Invented same-card notes for a cartoon: gentle tap, adult reports tick; gentle rub, adult reports rustle. Force was not measured and no pitch value was recorded. Decide which action might suit a pretend scene without announcing a universal result.

2. Game cue planner

Invented same-card notes: adult reports soft tap after tapping, learner’s note is not heard; rub has no sound report recorded. Keep the missing rub report unknown. An absent report is not silence and differing people’s reports are not a hearing competition.

3. Exhibition clue

Invented plan changes from small card tapped on a table to large folded card rubbed in the hand. Action, starting size, shape and support differ. No results exist. Choose a clearer single-question plan before predicting an effect.

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: Question, intended action change and relevant kept conditions are clear; table ties each report to its action; limitations and guided next question are preserved.

Next teaching: Return to one complete note and matching heading. Recheck with two new gentle actions or an unfamiliar labelled plan; no force/volume increase.

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.