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Day 15 — Why did it change?Year 3 HASS · T1 W3–4 · Teacher · Teacher / Day 15

Purpose/codes: Describe a supported cause/action/effect relation and distinguish a possible explanation from a documented one; K01/S03/S05/S07. Prepare: O15 three short notes and open-question pocket. Child start: “What do these clues tell us about why the change happened?”

1. Invite: O15 INVENTED Lark Centre notes: 2010 committee note—visitors said books got wet beside the uncovered entrance; 2011 work note—builders put a roof above the entrance because of that concern; 2012 caretaker note—books at the entrance stayed dry during the rain described in that note. No all-weather or all-user result is supplied.
2. Model: Link reported concern→building action→one reported effect, naming each note. “Happened later” alone is not a cause. The work note explicitly supplies the reason here.
3. Guide: Read F1's 2017 repair context and F2's earlier reported reopening/closure. Say these are Council reports, not child observations. Identify a reported reason and what a forecast cannot establish. Children may instead stay with O15 if source literacy/access needs support.
4. Choose: Make one reason/action/effect explanation with a missing-information question. No physical rain or repair experiment is requested.
5. Check: Ask “Which note tells why the roof was added? Which gives an effect? Does it prove every rainy day was the same?”
6. Next: If every later event is labelled cause, use an unrelated invented 2016 music-room clock replacement occurring after a wall painting, with a separate note saying the old clock had stopped. Model the actual reason before retrying.

Routes: (a) Clue chain: use three labelled paper links, with a fourth open link for a question. (b) Cause courtroom: privately accept/reject a claim using a note, with no person role-play or blame. (c) Comic director: choose three scene captions and narrate only the explicit causal link; include “the note reports”.

Observation: Reason/action/effect each grounded in the right source, without universal outcomes. A storm/fire example is optional adult-selected source reading, never personal-disaster storytelling.

Short child start · Ordinary note · Home start · Extra project.

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