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

A

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

My evidence folio

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

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.

B

Ordinary models are practice, not independent held evidence.

Quiet revision editor

A fresh bounded guide from supplied models.

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.

C

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

Mini-exhibit curator

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

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.