Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.
Child invitation · Choose a new look
Choose card or cloth. What might a gentle curve change? Choose a label or drawing to show before and after. Tell which piece you followed.
You may stop, watch, point, speak, sign, draw or direct a familiar adult. Choose the question, label, arrangement or way to show your finding.
Teacher purpose and setup
Extend earlier paper work by following known card and cotton cloth through a new form; separate material identity, action and visible shape.
Selected components: AC9S2U03, AC9S2I01, AC9S2I06; whole-year attainment is not claimed.
A clean large cotton cloth piece and smooth card, each identified by its known source; matched spare pieces; table and pencil. Adult checks edges and loose fibres. Start with a child's remembered paper observation, then use the different material. Neutral model: I know this began as cloth; I see a new curve; I have not done a chemical test.
Sequence
Invite a prediction; establish each piece's material from its source; apply one gentle bend; record before/action/after; compare with an untouched matched piece. Collect the child's first material/shape explanation before adding vocabulary. Suggested 20–30 minutes, with pause or continuation under the normal Science timetable.
Route 1 · Own physical investigation
The learner chooses card or cloth, predicts what a gentle bend may change, and performs the locally approved action on the table. They compare the same piece before and after and retain one sketch or phrase. Ask them to trace the piece's known origin rather than infer composition from colour alone; record any actual adult help.
Route 2 · Learner directs; adult operates
The learner chooses the material and tells a familiar adult which edge to lift and when to stop. The adult performs that action while the learner watches from a chosen position and describes the visible change. Record who moved the material, the learner's decisions and what they actually observed; handling by the child remains unsampled.
Route 3 · Provided source reasoning
Use the complete ordinary literal source for this route; reading its words or making the described large outlines is a full no-print alternative.
Use an original three-frame account explicitly labelled invented: a known cloth rectangle, its edge curved upward, and the same labelled piece resting again. The learner labels material, action and visible result by words, drawing, pointing or dictation. This supports explanation from a supplied model; it cannot be logged as the child's physical investigation or observation of real cloth.
First noticing and next teaching
Child names the known starting material, one action and one visible change, and labels the evidence real observation or supplied model. Do not require a return-flat result or claim that appearance proves composition.
If material is renamed because its shape changed, reconnect before/after to the same labelled piece. If prediction is reported as an observation, keep it in a separate not-yet-tested box. If distinctions are clear, invite a question comparing actions on matched material.
Retain first evidence before scientific feedback. Unused rechecks are named only in the separate staff key, not ordinary practice. Record learner decision, actual operator, evidence/source and neutral versus scientific support.
Preparation and evidence guidance · Child choices · Ordinary paper alternatives
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