# S06 · Organise records so a pattern can be checked

Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.

## Child invitation · Build a record display

Choose two notes. Put each action beside what was noticed. Keep its source and any unknown. Choose a table, labels or a spoken display.

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

Use a provided table to sort and represent observations while preserving source type, units, unknowns and actual differences.

Selected components: AC9S2I03, AC9S2I04, AC9S2I05, AC9S2U03; whole-year attainment is not claimed.

The group's own source-labelled before/action/after notes if available, otherwise the original ordinary literal source sets; blank provided table with material/source, action/operator, before, after and limit. No child name or photograph is needed. Teacher demonstrates placing one unrelated model note, not completing the learner's dataset.

## Sequence

Ask which question the records can answer; place each complete note in the table without dropping its source label or unit; identify missing observations; represent a limited pattern by arrows, words or grouped records. Compare with a different group's actual record only if available and willingly shared, otherwise label supplied comparison. Suggested 25–35 minutes.

## Route 1 · Own observation records

The learner selects two actual records from earlier safe investigations and puts each into a provided table. They retain who operated, which material/action was used and any unit, then identify one similarity or difference supported by the records. If only one suitable record exists, they say what additional observation would be needed instead of manufacturing another trial or a pattern.

## Route 2 · Communicated table with adult scribe

The learner points to, speaks, signs or dictates where each labelled note belongs; an adult writes or moves it exactly as directed. The adult reads back the entry and lets the learner revise it. Record the scribing and any scientific prompt separately. Actual data organisation can be shown this way, while the earlier operator and source of each observation remain explicit.

## Route 3 · Provided source reasoning

Use the complete [ordinary literal source](../SUPPLIED-SOURCES.md#s06) for this route; reading its words or making the described large outlines is a full no-print alternative.

Use the original invented bend/twist dataset in that literal source. The learner sorts actions and materials into the blank table and represents the pattern without calling it class data. Unknown remains an unknown cell. Spoken headings or large card groups offer the same information; a digital blank table may be used under local approval, with its actual operator named and no generated physical result.

## First noticing and next teaching

The table retains the source, unit and unknowns, correctly associates each action with its result, and states a pattern only across the available records. No personal data, neatness or typing speed score.

If unknown becomes zero, contrast a measured zero difference with a missing final observation. If action/result are swapped, return to the original note and read headings aloud. If a universal claim appears, count the available records and request a bounded sentence.

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](../TEACHER-GUIDE.md) · [Child choices](../LEARNER-GUIDE.md) · [Ordinary paper alternatives](../print/TEXT-ALTERNATIVES.md)

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