provenance/accepted-proposal/ORDINARY | Year 2 Science · T1 W9–10

Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Part 1

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Choose a job and find the action clue.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C01

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If job/action merge, offer a new lunch-box closing story: helper wants a short reminder but only points to a card. Ask which part describes a wish and which part says what happened; then child rebuilds two separate labels.

Observe

Listen/read/point for the exact source-qualified distinction named in the invitation; record authorship, support and actual/supplied/model mode. A selected label without its meaning does not prove the whole understanding.

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Ask child to point to the wanted job, then to the stated action. Cover the ordinary worked line while they try a new card.

Whole original context source and possible worked

C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom.

Part 2

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Make a quiet job card from the pointing clue.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C02

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Move the pointing cue beside the quiet job. Ask which part was actually tried and which remains a reader question.

Whole original context source and possible worked

C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open.

Part 3

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Build two exact report rows.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C03

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If rows swap, use unrelated skate-park model notes: “roll toy car—stops by blue line; slide card—stops by red line”. Pair action/result first, then return to sound without borrowing a model answer.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Draw source/action/report columns and read each entire supplied row before placing it.

Whole original context source and possible worked

C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.”

Part 4

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Find which part of the shake note is missing.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C04

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Put a question token beside the missing result rather than writing silent. Child invents a separate untested action row.

Whole original context source and possible worked

C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.”

Part 5

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Sort the two kinds of describing words.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C05

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If loud/high merge, use an unrelated washing-line picture: high/low position and short/long cloth are two sorting questions. After child sorts one picture each way, revisit a new fictional soft-high/soft-low note pair.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep high/lower under Pitch and soft under Loudness; define categories as descriptions, not measured scores.

Whole original context source and possible worked

C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed.

Part 6

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Ask what bright means without guessing.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C06

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Let child retain bright exactly and request a comparison/reference meaning. Do not silently translate it to high.

Whole original context source and possible worked

C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.”

Part 7

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Tell a reader what the four positions show.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C07

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If all motion becomes sound proof, use unrelated wind-up toy source notes: its wheels move but no bell report exists. Ask which extra source would be needed for a bell claim. Return to a different movement model.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Read the caption no time measurement before stepping the frame.

Whole original context source and possible worked

C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation.

Part 8

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Explain what the seen bend does not establish.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C08

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Separate source moved from receiver effect; show which source would be needed for each claim.

Whole original context source and possible worked

C08 fictional tabletop note: adult slowly bends cardboard, child sees it move, no sound or receiver was recorded. Ask what the note supports. Possible: “Seen source movement is supplied; an observed receiver effect is not supplied.”

Part 9

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Count records without counting an unknown as silence.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C09

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Make one token mean one event row, including the not-recorded report row.

Whole original context source and possible worked

C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.

Part 10

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Describe the two supplied repeats carefully.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C10

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep repeats separate and locate the exact repeated word, then state the limited count.

Whole original context source and possible worked

C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.”

Part 11

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Review the comparison against its question.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C11

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If all changes counted as fair, use unrelated toy-travel plan: compare rolling on same mat versus rolling different toys on different ramps. Child chooses which answers a mat question then designs a new sound comparison.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Name action as the planned change and ask which similarities were only planned.

Whole original context source and possible worked

C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.”

Part 12

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Name a multi-change limit.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C12

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

List object/action/spot changes so child can see the action-only question is unresolved.

Whole original context source and possible worked

C12 fictional bookshop compares lid/tap near helper with cardboard/shake far away; reports “soft” and “soft”. Possible: “Several things changed, so matching words do not isolate an action effect.”

Part 13

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Keep both reports without choosing a hearing winner.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C13

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If unsure treated as wrong, use unrelated temperature-preference story: one person says warm, another unsure; no readings exist. Model preserving both accounts and what a measurement would need, then child revisits fresh sound reports.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Keep M and N words in their own attributed places; unsure is a report.

Whole original context source and possible worked

C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.”

Part 14

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Offer a choice before assuming reader needs.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C14

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Ask how the reader wants information before proposing a sound cue. Keep any user answer open.

Whole original context source and possible worked

C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.”

Part 15

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Keep a prediction separate from a missing result.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C15

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If prediction becomes result, use an unrelated paper-bridge story predicting two toy figures will fit but no trial held. Put prediction before blank trial area, then child reconstructs a fresh cover record.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Place prediction before a genuinely empty covered-result space.

Whole original context source and possible worked

C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.”

Part 16

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Use one reporter’s covered note carefully.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C16

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Link less clear to this reporter, keeping measured level and other covers unresolved.

Whole original context source and possible worked

C16 fictional theatre log states same lid action and observer spot, cover absent report “tap”, cover present report “less clear to this reporter”. Force unmeasured. Possible: “One supplied reporter found covered less clear; this is not a measured reduction or a claim about every cover.”

Part 17

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Recommend a bounded scene cue.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C17

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If “best everywhere” persists, use unrelated library opening-time cards where one branch has a supplied time and another none. Make a branch-bounded advice sentence, then child refines a different sound guide.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Underline named scene and exact short clue. Ask what was not tried.

Whole original context source and possible worked

C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.”

Part 18

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Make a guide for a no-sound purpose.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C18

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Allow no-sound recommendation justified by the stated quiet job, not by an invented acoustic reading.

Whole original context source and possible worked

C18 fictional kitchen role play wants no sound while another group reads. No sound reports provided. Possible: “A printed turn card fits this quiet job; a future reader can tell us if its instruction is clear.” No noise-law/local acoustic fact claimed.

Part 19

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Identify one useful information revision.

Day

Different child try

Child chooses an unrelated everyday job and writes/draws one source/action clue plus one unknown. Do not copy the ordinary worked sentence; keep any actual event distinct.

Id

C19

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

If polish becomes evidence, use unrelated garden sign drafts: decorated sign missing plant name versus plain sign naming plant/source date. Child chooses the useful information change, then names one next science question.

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Compare actual information changes, without choosing by decoration.

Whole original context source and possible worked

C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.”

Part 20

Bounds

All described events are original supplied fiction. No local experiment, child success, measurement, reader hearing ability or annual attainment is supplied.

Child invitation

Invite feedback without filling its answer.

Day

Different child try

Offer a new not-yet-tried pretend job chosen by the child. Child names which information would be needed before a result claim; that new result remains genuinely open.

Id

C20

Materials

Full printed/readable source, blank paper guide and optional exact scribing/AAC; no required device/audio/material purchase.

Next teaching

Observe

Role

ordinary teaching/worked model; never independent held assessment evidence

Teacher moves

Offer a real optional reader instruction test; record only their actual feedback.

Whole original context source and possible worked

C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.”