Day46 · Is our comparison useful?Year 2 Science · T1 W9–10 · Teacher · Teacher / Day 46

Child job

Help a pretend shop compare one thing at a time.

Day

46

Guided different try

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.”

Held offer

A-later fresh context/source; compare eligible first evidence only if first had same opportunity.

Home

HomeH06: compare two pretend dinner-service plans on paper. Which keeps object and helper spot similar? Let your child circle a still-unmeasured factor. Actual sound is optional and must be gentle, wanted and approved; a plan alone is useful.

Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

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

Observe purpose-linked change/consistency and bounded prediction/result comparison. With-guidance reasoning is explicitly valid opportunity underI05.

Ordinary model

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.”

Partial curriculum

• AC9S2U02
• AC9S2I01
• AC9S2I02
• AC9S2I05
• AC9S2I06

Project

ProjectX06: make a test-plan folder with question, prediction, chosen change, similarities, record and remaining question. Leave actual result empty until performed. Invite a reader to find one improvement rather than grade the child.

Read aloud

R06: “Our pretend shop wants a useful comparison. What are we changing? What should stay similar? A plan can help us, and it can still have a gap. Put your prediction before your result. Then check what the record really says. We can ask a new question when one thing is still unknown.”

Routes

A

No controlled-force or universal cause claim unless actually supported.

Real one-change planner

A practical plan/result/guided fairness card.

Choose an adult-approved question about two gentle actions on one object or decline. Predict, name change and similarities, perform only welcome actions, record actual results including uncertainty. Compare to prediction with guidance and identify remaining unmeasured factor.

B

Reviewing a plan is not following the practical procedure.

Quiet shop reviewer

A source-grounded fairness explanation.

Read both full ordinary sources. Build two plan panels and highlight only stated similarities/changes. Choose which better fits its stated question, give a source clue and a limited next question. Do not make the missing actual child result.

C

Card rehearsal does not prove real-world equal conditions.

Rehearse the change

A comparison model and prospective investigation plan.

Lay out object/action/spot cards. A helper changes exactly the card child requests in a silent rehearsal; child checks what else stayed visibly unchanged in the model. Sketch before/after and write a new real test question with outcome open.

Six moves

• Hook3min: two toy-shop cards change both object and action. Can they answer an action-only question?
• Read5min: completeC11 matched intention andC12 multi-change notes. Locate C11’s explicitly supplied before-trial prediction separately from its question and after reports.
• Teach5min: a useful plan names the question/change and what should stay similar. Planned consistency is not evidence that every variable stayed identical.
• Model5min: compare the exact record with its prediction; describe only the supplied result.
• Try12min: real plan, quiet shop reviewer or action-card rehearsal. Child changes one plan choice for a purpose and explains remaining limits.
• Exit4min: ask “What question could this comparison answer?” Offer A-later separately after practice.

Teacher preparation

Prepare C11–12,V06,W06. Adult approves any real low-volume pair; one deliberately chosen comparison factor, same observer spot where possible, no pretend measured force. Keep local safety/sensory consent ongoing. Comparison critique can be complete quiet source work.

Title

Is our comparison useful?

Worksheet

W06 Plan-and-check: empty Question, Prediction/experience, Changed factor, Kept similar, Safe stop/procedure, Actual or supplied result, Compared with prediction and Remaining question.