# Sequence Day50 · Show what changed, choose what is next

## Child job

Choose one improvement worth keeping.

## Day

50

## Guided different try

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.”

## Held offer

Folio selection only; no forced retest or annual completion.

## Home

HomeH10: celebrate a chosen clue, not a score. Child can keep guide private or show it. Ask which part helped and which question remains. Bring an optional drawing or dictated sentence; no comparison with other children.

## 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 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

Observe useful revision, source status and child ownership. Teacher compares eligible opportunities item-by-item descriptively, never total32toQueenslandgrade.

## Ordinary model

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.”

## Partial curriculum

- AC9S2H01
- AC9S2I05
- AC9S2I06

## Project

ProjectX10: make a portable folio envelope containing own guide, evidence-kind legend, one original model page and next inquiry plan. Teacher reviews what was actually observed versus supplied. Choose a later block for missing sound/receiver/material/sky opportunities.

## Read aloud

R10: “Look at one thing you changed. Why is it useful? You can keep it, try a new idea or stop here. A question can be part of a finished guide. Tell the reader which clue is yours and which came from a source. We have more science to explore another day. Choose what you want to share.”

## Routes

### Id

A

### Limit

Ten slots/eight cases do not certify full-year sound inquiry or annual attainment.

### Name

My evidence folio

### Outcome

A child-selected revision note and teacher partial evidence record.

### Steps

Choose one own initial/later ordinary product or eligible held pair with teacher guidance. Identify exact changed label/reason and actual opportunity/support; do not copy staff key. Keep one useful version and set a different next question. Practical gap can remain explicitly open.

### Id

B

### Limit

Ordinary models are practice, not independent held evidence.

### Name

Quiet revision editor

### Outcome

A fresh bounded guide from supplied models.

### Steps

ReadC19/C20 whole. Explain one useful change inC19 and missing information inC20. Make a fresh mini-guide for another pretend job, leaving its own outcome blank. Invite feedback without predicting it.

### Id

C

### Limit

Exhibit participation/appearance is not a mastery score or clinical access check.

### Name

Mini-exhibit curator

### Outcome

A consent-led display and one next-teaching question.

### Steps

Arrange paper/digital guide, movement-model caption and chosen record in separate evidence lanes. A willing visitor chooses one item; child explains its provenance in spoken/AAC/drawing/text mode. Record only actual visitor words; keep/private choices remain available.

## Six moves

- Hook3min: two ordinary guide drafts show different source labels. Ask which change helps a reader and why.
- Read5min: C19 revision and C20 open reader feedback.
- Teach5min: improvement needs an identified change/reason, not a perfect-looking card. Unknowns are honest science.
- Model5min: show an ordinary revised label and a different next investigation question.
- Try12min: choose personal evidence folio, quiet revision editor or mini-exhibit. Let child finish one meaningful part and name one next question.
- Exit4min: child chooses share/private/pass. Teacher records partial opportunity, eligible evidence and next teaching separately; revisit other year2science later.

## Teacher preparation

Prepare C19–20,V10,W10 and optional first/later folio pairs; verify opportunity/support/source familiarity for each comparison. Do not use item sums as grade or force all assessments. Have a quiet celebration/display choice and a private keep/take-home option.

## Title

Show what changed, choose what is next

## Worksheet

W10 Revision and next: empty Earlier product identity, Later product identity, Exact change, Why it helps, Evidence/opportunity/support, Still unknown, Next learning question and Optional sharing choice. No filled results/ratings.