# Day 7 — Change the action, keep a clear question

## 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](CROSSWALK.html).

## 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](../learner/day-07.html) · [ordinary complete source choices](../contexts/day-07.html) · [matching aid and full alternative](../aids/ALTERNATIVES.html) · [home](../family/day-07.html) · [two optional extras](../extras/day-07.html).

Original SubjectNest prose, fictional data and vector art © NeuroForgeIO Pty Ltd 2026, Codex assisted. [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link the licence and indicate changes. External curriculum and source terms stay separate.