provenance/accepted-proposal/PROPOSAL | Year 3 Science · T1 W9–10

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

Whole original Year3 Science Term1 Weeks09–10 proposal. Sequence slots41–50. Staff/reviewer document; learner own-source pages contain no staff keys. No final source/assets/runtime/Browser/classroom/year acceptance.

Ten complete lessons and thirty routes

Day

Title

A thing with a trail

Question

What would help someone understand where a useful thing begins?

Complete source

Ordinary fictional maker table. Nia has a clean, blunt-edged folded foil card, a drawing of a copper wire inside a lamp, and a sealed clear display of two labelled rocks. The foil package says aluminium; the wire drawing says copper. Nia can see folds in the card. Neither package names a particular mine. F1 describes bauxite as a common ore used to make aluminium through industrial processing. F2 describes copper's use in electrical wiring. These are source facts, not tests Nia performed. Nia wants a little trail label for a visitor who asks, “Is this just something from a shop?” No visitor has replied yet.

Ordinary staff model

One possible ordinary trail: “This card is labelled aluminium. F1 connects aluminium production with bauxite. I can see a fold in this card; I haven't identified a mine or tested it as a food cover.” The object, resource and observed feature are separate parts of the explanation. A copper trail is also legitimate; no particular object choice is the answer.

Moves

Invite, 3 minutes: put the card and drawing where everyone can view or hear their descriptions. Say, “Pick something you would like to trace. A tiny clue can start a big trail.” Accept pointing, private choice, partner selection or a pass.
Read, 5 minutes: read the complete fictional table account and F1/F2. Establish package label, provider fact and Nia observation with three different heading cards. Do not ask children to infer an unknown ore from a picture.
Model, 5 minutes: demonstrate the ordinary foil trail above. Move a visible-fold note to Observation and a mine question to Still open. Explain ore is material from which a useful substance can be obtained; the shop object is not untouched bauxite.
Try together, 5 minutes: use the copper drawing. Ask which source links it to a useful job and what the drawing cannot show. Have learners offer a question before adding new information. Keep an empty space for an answer not supplied.
Make, 10–15 minutes: choose one of the three routes. Make a three-part trail with resource/source, useful job, and one open question. A helper may operate or write verbatim; record who chose the explanation.
Return, 4 minutes: invite one offered clue and one boundary without public grading. Keep the child trail for a later purposeful revision or let the child keep it privately. The evidence note names the actual act, support and source.

Routes

Id

D41-1

Title

Pocket trail

Complete instruction

Fold plain paper into three panels. In panel one put your chosen object or words; panel two records one supplied source fact and its F1/F2 identity; panel three holds your own job or question. Add a separate “I saw” slip only for a feature you actually noticed. Leave a mine location open. The product can be carried to a visitor or kept private.

Id

D41-2

Title

Clue courier

Complete instruction

Take three large heading mats: Source says, I noticed, Still open. Place or direct a helper to place one note on each. Explain one placement aloud, by signing, AAC or pointing then confirming a helper read-back. Walk only if you want; seated delivery uses the same notes. Keep a photo only under local consent, otherwise copy the chosen words.

Id

D41-3

Title

Trail Desk start

Complete instruction

Open the optional blank Resource Trail Desk or its nine-heading paper twin. Enter only Trail name, Source, Resource and Useful job if that is enough today. Open the ordinary source drawer in place; do not import the staff model as your own. Preview is literal words, not an identification or verdict. Leave the other own fields empty until you want them.

Evidence

Look for a named source fact connected to a useful object and an explicitly open location or test. Record actual observation separately; reading a label is not mineral identification.

Next teaching

If source and observation blur, offer C02 and have the child attach the source name to one statement before adding a new observation. If the trail is bounded, offer a second job without requiring a longer paragraph.

Day

Title

A resource is not the finished thing

Question

How can one resource be part of a longer making trail?

Complete source

Fictional repair-display notes. Four cards read: bauxite ore; alumina from refining; aluminium metal from smelting; thin aluminium foil from rolling. The cards describe an industrial route from F1; they are not a recipe for children. Another display card says minerals contribute to rocks, following the historical national U02 E3 reference. A labelled composite-rock drawing shows pale and dark components, but does not name them. A red wrapper is nearby and has no material label. The visitor wants to know why the first card and final foil card have different names.

Ordinary staff model

Possible ordinary explanation: “The source trail names several stages. Bauxite is an ore used in making aluminium; foil is a made metal product. The picture's pale and dark parts aren't enough to identify their minerals.” A drawing may model a rock's components without being a specimen or a chemical result.

Moves

Invite, 3 minutes: ask “Can a shop thing have a long backstory?” Let children choose a card rather than recite industrial vocabulary.
Read, 5 minutes: read all four source-labelled stages, the rock drawing statement and the unlabelled-wrapper limit. Keep source identity F1 beside the industrial sequence.
Model, 5 minutes: place the four making cards in their supplied order. Describe refining and smelting as industrial changes, without demonstrating heat, extraction or tasting. Separate a rock-components model from the metal-production trail.
Try together, 6 minutes: replace the foil picture with a deliberately ordinary paper square and ask whether its presence changes the named industrial route. Return to the actual source rather than guessing from colour.
Make, 10–15 minutes: build or direct one complete trail through a route. Label it “source-described making trail”; a blank branch marks the mine or exact manufacturer we do not know.
Return, 4 minutes: ask what was supplied, what was made as a model, and one useful question for the display. Give vocabulary support only after recording the child's initial meaning.

Routes

Id

D42-1

Title

Stage concertina

Complete instruction

Use four large paper cards headed Bauxite ore, Alumina, Aluminium metal, Foil product. Arrange the source-described order and add arrows labelled industrial processing, then rolling. Write or dictate why the first and last names differ. Add a separate open branch for the manufacturer; do not draw a local mine as if known.

Id

D42-2

Title

Components tray

Complete instruction

Use oversized paper pale/dark tiles in a rock outline; do not use loose powdered minerals. Explain that this is a model of components, not an identification key. Next to it make the separate four-stage making trail. Point to one difference between showing components and showing manufacturing stages.

Id

D42-3

Title

Caption repair

Complete instruction

In Trail Desk or on paper, enter your own resource label and explanation after reading F1 in place. Preview your literal caption. Compare it with a plain caption “Same thing all the way” supplied as an ordinary discussion card; explain what you would clarify. Keep a version only by explicit choice; no automatic rewritten caption appears.

Evidence

A purposeful distinction between source resource and manufactured product; an explicitly labelled model. Recognising a diagram alone does not prove observation of real components.

Next teaching

If order dominates meaning, use C03 and ask for one source-supported name at the beginning and end. If meaning is secure, discuss an unknown material without inventing its production history.

Day

Title

Properties doing a job

Question

Why is a property useful for a particular job?

Complete source

Ordinary fictional pop-up workshop. Mina makes a foldable aluminium backdrop for a puppet scene; the labelled foil bends into a curve. A separate diagram shows a copper electrical wire in a reading lamp. F2 describes copper as a good electrical conductor and links this property to wiring. F1 describes aluminium foil as thin rolled aluminium. No child is asked to handle electricity or prove conductivity. Mina's curved backdrop stands only in the supplied drawing. Its strength, heat performance and suitability for outdoor weather have not been measured.

Ordinary staff model

A possible ordinary link is “The labelled foil can be folded into the curve shown, so the supplied bending observation matters for Mina's backdrop job.” Another is “F2 links copper's conduction to electrical wiring; our drawing did not test it.” A property-to-job explanation is more useful than calling one material best for everything.

Moves

Invite, 3 minutes: offer puppet backdrop or lamp clue as a job choice. Ask what each maker needs; no person has to perform publicly.
Read, 5 minutes: read the complete workshop and facts. Say aloud which property is a supplied observation and which is a provider-described property.
Model, 5 minutes: join job, property and evidence using the backdrop account. Keep “works outdoors” on an open card. Show that a useful property link can be conditional.
Try together, 5 minutes: choose a different job, a bendable name-card holder. Decide what the bending record might support and what strength still needs checking. This is reasoning from a record, not a strength test.
Make, 12 minutes: follow one route. Use one job, one relevant property and one evidence boundary. Children may choose a quiet prop, a short spoken note or a caption.
Return, 4 minutes: let a partner or adult point to the supporting record if they actually do so. Record imagined feedback as imagined, not as a successful user test.

Routes

Id

D43-1

Title

Puppet-maker note

Complete instruction

Make a paper puppet-scene plan with a curved-backdrop sketch and a property note drawn from the supplied foil account. Include one question about whether the actual prop will stand. You may make a safe paper prop, but its observed behaviour belongs to paper, not to aluminium by transfer.

Id

D43-2

Title

Job and clue duet

Complete instruction

One person chooses a job card, another reads the complete relevant source. Join them with an explanation by voice, AAC or a two-card sentence. Swap roles only if wanted. Use a helper's quiet reading instead of electrical or noisy equipment. Retain the property/source distinction in the record.

Id

D43-3

Title

Purpose preview

Complete instruction

Use the Desk or paper twin to write your own Useful job, Recorded property, Explanation and Evidence boundary. Choose the Claim view to check whether the property actually supports the chosen job. Its display is an organising view, not a recommendation engine.

Evidence

A specific relevant property–use relationship and a bounded source attribution; a general “metal is good” is not equivalent to that relationship.

Next teaching

For a property named without a job, use C05's quiet sign-making task. For an unsupported performance claim, use C06's model-only flag, then invite one further question.

Day

Title

Soil has several jobs

Question

What can soil support besides holding a plant upright?

Complete source

Ordinary fictional balcony club. A sealed display sketch shows crumbly material, a leaf piece and spaces; no living animal is shown. A source card F3 describes soils as habitats for organisms, supporting plants and regulating water. These general soil roles come from USDA NRCS, not from the sketch proving local performance. A second source card F4 describes CSIRO's Chameleon system as using soil-water information to help irrigation decisions. The club wants three short labels for a soil display: plant support, habitat, and water. Nobody has tested drinking-water safety or sampled the balcony soil.

Ordinary staff model

Possible ordinary label: “Soils can provide habitat; F3 describes this role. This sketch doesn't show which organisms live in our pot.” A different useful label links soil water to a decision to investigate watering, rather than guaranteeing that any soil cleans water enough to drink.

Moves

Invite, 3 minutes: offer a three-door soil display. Let each child choose plants, organisms or water as a door to open.
Read, 6 minutes: read all source cards and the full sketch description. Explain habitat as a place where an organism can live. Keep general roles distinct from particular specimens.
Model, 5 minutes: make the habitat label above and leave the organism identity blank. Show a water-role card with an open local-testing question rather than a clean-water promise.
Try together, 5 minutes: use a supplied imagined “a leaf proves there are worms” sentence. Ask what the sketch actually shows and whether the leaf identifies an organism. Revise the claim through source and observation, without shaming guesses.
Make, 12 minutes: choose a route and make two role labels with at least one boundary. A school may later add a reviewed safe local observation; this activity does not require digging or handling soil.
Return, 4 minutes: ask which question would help make the display more useful. Distinguish an observed feature, source role and proposed investigation in the evidence note.

Routes

Id

D44-1

Title

Three-door booklet

Complete instruction

Fold three paper flaps headed Plant, Habitat, Water. Under two chosen flaps, give an F3-linked role in your own words and leave a question about the actual pot. Keep living-animal drawings labelled imaginary if no animal was observed. No soil or water collection is required.

Id

D44-2

Title

Quiet habitat map

Complete instruction

Arrange large paper tokens for leaf piece, space and unknown organism around the complete fictional display description. Explain one possible habitat role and one missing observation with pointing/AAC or a helper read-back. The map is a communication model, not a biological survey.

Id

D44-3

Title

Role trail

Complete instruction

Use Desk or paper to make a soil trail for the balcony-club reader. Enter source F3 and your chosen role. In the Reader view check that the next question follows from what remains unknown. You can leave a second role for tomorrow; length is not the criterion.

Evidence

Soil-role breadth tied to a source with a genuine specimen-level boundary. No organism, nutrient, water-quality or local-growth result is credited from a picture.

Next teaching

If the child thinks “no organism drawn” proves no habitat, read the complete C08 sealed-soil-view card and accompanying F3 habitat role. Model the distinction between no worm visible in this one supplied view and the general soil-habitat role; this view does not establish which organisms live there. Then invite a caption or a relevant further observation question. No empty-shelf analogue or organism survey is supplied.

Day

Title

A clue before another clue

Question

What can you show before the next source changes the job?

Complete source

Ordinary fictional museum-button display. A source label says minerals are components of rocks; a drawing has two differently coloured component areas. A visitor wants to understand that relationship without guessing names. A sealed label on a separate metal token is unreadable. No later source, assessment key or hidden material identity is contained here. This is ordinary practice if a held first task is declined or prerequisites are not yet available.

Ordinary staff model

Possible ordinary explanation: “The drawing models components of a rock. The source describes minerals as rock components, but the colours alone don't name the minerals. The token's resource is still open.” This ordinary museum practice is not a response to any held A/B/C/D prompt.

Moves

Invite, 3 minutes: offer ordinary museum work or one eligible first held family. Say, “You can show one idea, ask for help, or choose a different job.” There is no check quota.
Prepare, 5 minutes: for an assessment first, confirm teaching prerequisites, intended support/mode and that its corresponding later source and staff possibilities have not been seen. For ordinary work read the full museum account.
Model ordinary only, 5 minutes: show the museum explanation if doing ordinary practice. Do not model a held response before capturing or declining that response. Assessment pages show only neutral source and four prompts.
Work, 10–15 minutes: choose one route. Capture the actual child's own response, decline or request, source identity, support and observable acts. A helper repeats or scribes without completing the reasoning.
Respond, 5 minutes: after first capture use its matched component-specific teaching account if useful. Keep the separate later source for a later genuine opportunity; do not reveal it merely because first work was short.
Return, 4 minutes: retain a child-controlled ordinary product or locally permitted first record. Mark offered/declined/observed individually; do not claim completion of an annual achievement standard.

Routes

Id

D45-1

Title

Museum mini-label

Complete instruction

Choose the ordinary museum display. Make a rock-components caption and an open token question on paper. Your drawing can be stylised, tactile or described aloud. Keep material identity and colour as different ideas; no held source is needed.

Id

D45-2

Title

Own-source first check

Complete instruction

With the adult's agreed eligible first family, open its complete neutral source in place and answer any of its four exact prompts on the genuinely blank own spaces or its matching paper/AAC record. Close and reopen the source as needed while keeping your words. This is an individual opportunity, not a race.

Id

D45-3

Title

Private clue rehearsal

Complete instruction

Choose the ordinary museum account and record one explanation with a quiet helper or Trail Desk. Keep a first ordinary version if wanted, then suggest a question that a visitor could ask. Imagined questions remain imagined; no assessment first/later data is created by this rehearsal.

Evidence

Use exact component meaning and actual support records for a held response, or one source-bounded ordinary caption. Decline is not a wrong answer; later exposure cannot be disguised as untouched first work.

Next teaching

Select only the relevant one of the 32 unrelated teaching-next lessons after actual need; invite the learner back with a new ordinary job. A later assessment is optional and follows actual prerequisites.

Day

Title

Ask first, record afterwards

Question

How can we compare a visible feature without secretly changing the question?

Complete source

Ordinary fictional storeroom plan. Two labelled rock-display silhouettes, S and T, lie beside a printed centimetre scale. S spans 0–4 cm and T spans 0–6 cm on the supplied diagram. The plan asks, “Which labelled silhouette has the longer base in this drawing?” The same scale, left-edge zero convention and base direction are used. A sealed display cannot be scratched or opened. The supplied readings are retrospective: they are not children's prior predictions or measurements of actual rocks. A separate optional classroom job uses two large plain paper rectangles, chosen by the adult, to practise a real ruler procedure.

Ordinary staff model

Possible ordinary reading: “T is 6 cm and S is 4 cm on this diagram, so T's drawn base is longer by 2 cm. This doesn't tell me hardness or the size of a real rock.” Before a new actual paper comparison, a child can predict from visible bases, then record the result separately after using a familiar ruler.

Moves

Invite, 3 minutes: choose the drawing-reading job or actual plain-paper measuring job. Explain that the two jobs make different evidence.
Read and question, 5 minutes: read the complete plan. Locate the exact base feature and unit. Ask children what the question is before they read the numbers; the supplied diagram is never described as an unseen future result.
Model, 5 minutes: align zero with a paper edge using a familiar ruler; describe endpoint and centimetre interval. For diagram work point to the printed 0–4 and 0–6 spans without calling that real-rock instrument use.
Plan together, 6 minutes: for actual paper work write question, visible-clue prediction, procedure, matched ruler/orientation, and a safe stop. The child states a prediction before measuring; an adult-operated ruler is recorded as adult operation.
Do and record, 12 minutes: follow one route. Make a small table labelled Source and unit. In actual paper work keep every reading as obtained, including uncertain alignment; never replace it with the fictional diagram result.
Return, 5 minutes: explain one comparison and a boundary. Ask whether a different base direction or scale would still answer the same question. Keep plans and outcomes distinct.

Routes

Id

D46-1

Title

Scale reader

Complete instruction

Use the full fictional drawing description and record S and T's supplied base spans in a two-row cm table. Make a comparison for the drawing only. If printed at another size, the supplied labels still describe the drawing record; do not infer real dimensions from page size.

Id

D46-2

Title

Ruler crew

Complete instruction

On an adult-approved clear desk use two large paper rectangles and a familiar centimetre ruler. Say or record a visible-clue prediction before measuring. Align zero, read the base endpoint and record actual readings with the helper's role. Compare only this feature of these paper pieces; no rock test is implied.

Id

D46-3

Title

Question-first Desk

Complete instruction

In Desk or paper use Next question and Evidence/boundary to keep a proposed paper comparison distinct from any supplied record. Enter actual readings only if obtained; choose Source view to keep diagram and actual-paper provenance separate. Preview does not produce a measurement.

Evidence

Question/prediction/procedure/outcome chronology; correct diagram units. Actual I03 instrument-use evidence requires actual child operation/reading, not a click or supplied-number copy.

Next teaching

For tick-counting, offer C11's interval walk. For a comparison without a boundary, offer C12's drawn-package question. Real measurement practice can be repeated with a different paper pair without altering the held source.

Day

Title

Make the record tell its story

Question

What can a small table and graph show without promising too much?

Complete source

Ordinary fictional town-display record, not real local soil data. The same described spoon size, 20 mL water addition, filter setup and 2-minute collection window were used for samples labelled R and S. Collected-water entries in mL are R: 6, 8, 7; S: 12, 10, 11. Six separate trials are shown. The notebook does not record plant growth, drinking-water quality, organism counts or long-term field conditions. The display reader asks how much was collected in each recorded trial, not which soil is always best. The adult can use the supplied record without conducting this physical procedure.

Ordinary staff model

Possible ordinary account: “These six supplied collected-water records put R at 6–8 mL and S at 10–12 mL. The R entries are lower in this setup. This is not a plant-growth or drinking-water result.” A one-trial column graph must label the selected trial rather than silently pretending to represent an average.

Moves

Invite, 3 minutes: offer a notebook repair or a gallery-column job. Say, “Let's make the record useful to someone else.”
Read, 6 minutes: read every trial and matched condition. Explain collected water as the measured output named in this record. It does not equal everything water does in soil.
Model, 5 minutes: organise all six entries in Sample, Trial, Collected water/mL columns. Model a graph for Trial1 only with zero baseline, equal 2 mL intervals and columns at 6 and 12; label the selection.
Try together, 6 minutes: read Trial2 and compare with Trial1. Notice that selecting a trial changes particular values without altering the complete table. Ask what missing evidence would address plants or field soil.
Make, 12–15 minutes: choose a route. Keep all six table records available and identify any graph subset clearly. A paper token column is a model of supplied quantities, not a conducted soil experiment.
Return, 5 minutes: ask the reader to trace one column back to its sample/trial/number. If no reader participates, record a self-check rather than inventing peer agreement.

Routes

Id

D47-1

Title

Notebook rescue

Complete instruction

Make the complete six-row table from the supplied record. Circle or mark the trial you want a reader to inspect. Add an explanation of what was collected and one question the notebook cannot answer. Use raised lines/large labels or helper scribing without dropping sample or unit.

Id

D47-2

Title

Column studio

Complete instruction

Build two columns for one named trial using oversized paper units representing 2 mL each, or draw a scale from zero. Label both sample names and the chosen trial. Discuss the all-six table afterwards so the selected pair is not mistaken for the whole study. Keep uncertain interpretations open.

Id

D47-3

Title

Record-lens Desk

Complete instruction

Choose the Desk's explicitly supplied ordinary town record drawer, not a held source. Inspect all six unchanged entries, then consciously select a Trial1/2/3 view. Add your own explanation in the blank fields. The display changes which record is shown; it does not generate soil outcomes or tell you what to write.

Evidence

Faithful complete table, graph subset/unit/scale and a source-limited pattern. Supplied-data organisation can support I04; it does not establish conduct or real instrument use.

Next teaching

For a missing or wrong unit, read complete C13: sample A/trial1 collected8 mL and sample B/trial1 collected12 mL, with no centimetres supplied. Help the child repair Length/cm to Collected water/mL before making a paper graph. For “best soil” or tomato growth from collected-water entries, read the complete C14 P4/Q9 mL garden record and its missing-growth question. Offer actual safe paper graph construction and a source-bound explanation; do not relabel these water entries as parcel lengths.

Day

Title

A useful explanation changes a decision

Question

How can information help with a need while leaving the next result open?

Complete source

Ordinary fictional irrigation-story board. In this imagined garden only, a recorder code says BLUE = more water than this plan needs now; GREEN = enough for this plan now; RED = less than this plan needs now. At 09:00 bed L is BLUE and bed M is RED. Tomorrow is empty. The agreed fictional plan says pause adding water at BLUE and review/add the planned amount at RED with the supervising adult. This is not a calibrated local sensor or a rule for real plant care. F4 independently describes CSIRO's Chameleon research as helping farmers interpret soil water at different depths to make decisions; its page was last updated in 2022, not a 2026 result tally.

Ordinary staff model

Possible ordinary explanation: “The fictional code makes the BLUE bed's current entry a reason to pause under this plan. We still need the next entry before saying what happened later.” F4 illustrates people linking information and decisions; the imagined class board is not CSIRO's device or data.

Moves

Invite, 3 minutes: choose a “help the garden-plan reader” job. No watering of a real plant is required.
Read, 6 minutes: read the full code, two records, plan and empty tomorrow. Read the short F4 paraphrase separately, keeping its provider, country context and 2022 publication status visible.
Model, 5 minutes: join L's supplied code to the supplied plan. Leave the tomorrow field blank and explain why following a plan is not proof of a successful result.
Try together, 6 minutes: use M instead. Ask how the information changes the proposed action and what further record would be useful. Accept different purpose-linked questions without inventing a forecast.
Make, 12 minutes: choose a decision-flap, quiet briefing or Desk route. Separate code, evidence, explanation, need and next question in a purposeful product.
Return, 5 minutes: compare two explanations if real partners participate. A quoted fictional second view can be analysed, but mark it fictional; no peer-comparison claim is earned merely by reading it.

Routes

Id

D48-1

Title

Garden-plan flap

Complete instruction

Make a two-panel flap with today's fictional L or M code and your own explanation for the supplied plan. The second panel is “Next record still open”. Put your own question there rather than an invented tomorrow colour. Keep the complete code beside the flap.

Id

D48-2

Title

Quiet briefing

Complete instruction

Use four large headings: Code, Record, Plan, Next question. Explain or direct a helper through one bed's entries by spoken words, signing, AAC or pointing plus read-back. An adult may be the intended reader. This is a planning explanation, not irrigation advice for the actual school.

Id

D48-3

Title

Evidence trail

Complete instruction

In Desk or paper make your own evidence→explanation→need trail with the complete fictional board drawer in place. Compare Source and Reader views to check attribution and audience. A manual record selection cannot create a sensor reading or a successful crop.

Evidence

A particular data-to-explanation-to-need chain, with fictional versus provider evidence and future result distinct. No physical sensor or local agronomic credit from the supplied board.

Next teaching

If action is asserted without code, offer C15's library signal record. If a forecast is invented, offer C16's transport-display next-record lesson. Later held D remains separate.

Day

Title

Make it useful for your reader

Question

What would someone be able to do with your trail?

Complete source

Ordinary fictional community-show preparation. Sami chooses a foil making trail for a younger reader, a soil-role door for a family visitor, or a copper-wire fact card for a repair-display reader. The brief asks for one source-labelled resource explanation, one visible or supplied property clue with its provenance, and one open question. A pretend reader note says “I can't tell which bit you saw.” This note is fictional feedback, not a child-tested outcome. A real invited adult or peer may give different feedback or none.

Ordinary staff model

Possible ordinary revision: “F1 names the aluminium-making route. I observed the fold in our card; I did not observe ore processing.” The added provenance phrase responds to the pretend note. A different chosen reader may need larger labels or an oral explanation instead of more text.

Moves

Invite, 3 minutes: let learners choose who the trail is for and whether to share publicly, privately or only with a helper.
Read, 5 minutes: read the complete brief and fictional reader note. Return to the relevant full ordinary source/F card, not a slogan or cropped picture.
Model, 5 minutes: revise an ordinary foil caption for the missing provenance. Label the version before and after, and identify the reason; do not claim a real reader liked it.
Try together, 5 minutes: ask what a younger reader might need to understand a soil habitat role. Distinguish your prediction about their need from feedback actually obtained.
Make, 15–20 minutes: follow one route. Keep two own versions if wanted, compare a chosen difference and record keep/change/open with a reason. In paper work cross out or annotate only by owner choice.
Return, 5 minutes: invite a real reader's question if available and wanted. Preserve exact attribution and support; a private or incomplete product remains a legitimate learning opportunity.

Routes

Id

D49-1

Title

Trail gallery

Complete instruction

Make a small paper gallery card for your chosen object/role. Add source identity, clue provenance, use/importance and an open question. Use a mini-book, flap or large display label. Invite one reader only if you want; leave reader feedback empty if none occurred.

Id

D49-2

Title

Access designer

Complete instruction

Offer the same explanation as large tactile heading cards, a signed/spoken/AAC briefing or a helper-read script. Ask an actual reader what they need if they participate; otherwise label the proposed access choice as your design choice. Keep the science relationship when changing format.

Id

D49-3

Title

Two-version compare

Complete instruction

Use the Desk or paper twin to keep two explicitly chosen own versions. Choose them by their distinct labels in the comparison columns. Inspect one change in Source/Claim/Reader views, then enter your own reason. No automatic quality score or assistant suggestion appears.

Evidence

Purpose/audience, faithful provenance and reasoned owner-chosen revision. Format choice is not a diagnosis or guaranteed success; real feedback requires a real participant.

Next teaching

For a source-hidden revision use C17. For feedback assumed from silence use C18. Offer one targeted revision rather than remaking the whole product or revealing an unrelated held key.

Day

Title

Keep a trail, open a new question

Question

What will you keep, change or investigate next?

Complete source

Ordinary fictional end-of-show folio. Kit has a resource trail version1 and version2, both made from the ordinary F1/F2/F3 sources. A folio slip asks for the source supporting one explanation, a selected change or deliberate kept feature, and a question that needs new evidence. There is no claim that every Earth resource, every national description or a real visitor outcome has been demonstrated. An eligible corresponding held later family can be offered separately after actual first capture/decline and teaching; it is not part of Kit's ordinary folio source.

Ordinary staff model

Possible ordinary reflection: “I kept the foil route but added that the fold was my observation. My source doesn't name the mine; I could ask an adult to check a specific maker's public record.” This is a supported plan, not a verified manufacturer result. Keeping a useful feature with a reason is as legitimate as changing it.

Moves

Invite, 3 minutes: offer private folio, shared mini-tour or an eligible later check. Say “You can keep something useful and leave something to find out.”
Read, 5 minutes: read Kit's complete ordinary account. For a held later task verify first exposure/status/support and its own prerequisites; do not substitute an ordinary product for an untouched assessment response.
Model ordinary only, 5 minutes: show Kit's reflection. Separate a next question from a completed search or test. Keep staff keys away from later own-response pages until capture or decline.
Work, 15 minutes: choose a route and make one reasoned keep/change/open decision. For held later work use only its own complete neutral source/four exact prompts and blank spaces.
Review, 5 minutes: after capture choose a matched unrelated next lesson or an ordinary next project from actual observed need. Record source, mode, child choices, support, actual operations and open evidence precisely.
Return, 5 minutes: let owners take or copy their paper/words manually. Explain the optional Desk is memory-only; finishing the learning conversation does not silently erase a paper product or send work anywhere.

Routes

Id

D50-1

Title

Pocket folio

Complete instruction

Put your chosen trail and a keep/change/open reason in a paper folder or brief oral/AAC record. Add one source-backed statement and one proposed next question. A helper reads your record back for you to confirm. Do not fill a future result box just to finish the page.

Id

D50-2

Title

Later own-source

Complete instruction

If eligible and wanted, use the matching held later family's same-page complete source disclosure and four empty own spaces or exact paper mat. A helper repeats the neutral wording. Record the actual response before staff discussion; taking longer or declining changes no annual grade.

Id

D50-3

Title

Desk wrap-up

Complete instruction

Inspect your current words and up to two chosen kept versions. Decide what you want to manually record on paper before leaving. Clear current and Start another job need confirmation when they would destroy words; cancel/Escape retain them. Choosing to leave still discards memory-only drafts. Your final reflection is your own, not an automatic summary.

Evidence

Exact own evidence, reason for one decision, genuinely open next question; separately attributed held component opportunities. Ten sessions do not establish full-year attainment.

Next teaching

Use the corresponding full unrelated next lesson for the observed component, or a practical new resource-trail job. A future local-source update requires adult factual/rights/task/model review before child use.

Twenty whole ordinary contexts

Id

C01

Title

Lunchbox making trail

Complete source

Fictional lunchbox display: a clean foil sheet package says aluminium. The sheet is folded, and no maker or mine location is listed. F1 links bauxite to the industrial aluminium-making route. No food-contact, heat or leak trial is supplied.

Invitation

Make a tiny resource-to-object trail for a lunchbox-label reader. Choose paper drawing, spoken/AAC or a literal Desk note.

Ordinary possible response

The package names aluminium; F1 links its production with bauxite. I see a fold in this sheet.

Boundary

A fold is not a food-safety or local-mine result.

Next try

Try a different useful job for the same named metal, keeping its actual evidence boundary.

Id

C02

Title

Costume star clue

Complete source

Fictional costume studio: a shiny star drawing is labelled made-paper model; a separate foil scrap has an aluminium package label. The star has no material certificate.

Invitation

Choose which statement belongs to which object and put a source label next to it.

Ordinary possible response

The model star is paper in the source; the labelled scrap is aluminium. Shine alone does not identify either.

Boundary

Do not identify material from colour or shine; do not infer real wearability.

Next try

Offer a dull-looking supplied aluminium drawing and ask what a label can establish that appearance cannot.

Id

C03

Title

Repair-museum sequence

Complete source

Fictional museum cards list bauxite ore, alumina, aluminium metal and rolled foil; order and process are supplied from F1. A fifth manufacturer-space is empty.

Invitation

Arrange the four cards and explain one name change to a visitor.

Ordinary possible response

The ore and foil have different names because the source describes processing and making stages.

Boundary

The display does not reveal a manufacturer or demonstrate refining.

Next try

Choose one question for the empty manufacturer-space without inventing a supplier.

Id

C04

Title

Rock components postcard

Complete source

Fictional postcard has a rock outline filled with big pale/dark paper blocks. Historical U02 E3 describes minerals as rock components; no component names are given here.

Invitation

Write or direct a components caption and a question about the unnamed blocks.

Ordinary possible response

The paper blocks model components; this picture cannot name their minerals.

Boundary

A paper block is not a real grain or identified mineral.

Next try

Compare a second differently coloured model while keeping both identities open.

Id

C05

Title

Folded desk sign

Complete source

Fictional shop sign plan records a labelled foil strip bent into a curve. It needs a curved label, and the source records bending into that drawn curve only.

Invitation

Link the recorded property to the chosen sign job in one explanation.

Ordinary possible response

The supplied strip bends into the planned curve, which matters for this curved label.

Boundary

No strength, outdoor life or food-use evidence is supplied.

Next try

Choose a new need that bending does not answer, such as standing in wind, and leave a test question.

Id

C06

Title

Lamp-wire diagram

Complete source

Fictional reading-corner drawing labels a coil copper and shows no powered circuit. F2 links copper's electrical conduction to wiring.

Invitation

Give a source-supported wiring explanation without pretending the drawing is a test.

Ordinary possible response

F2 describes copper as a good electrical conductor used for wiring; this diagram did not measure it.

Boundary

No mains, disassembly, battery experiment or observed conductivity is invited.

Next try

Explain the difference between a provider property and a feature you can actually see in the diagram.

Id

C07

Title

Pot label with more than plants

Complete source

Fictional balcony display sketch shows leaf bits and spaces in sealed soil material. F3 describes soil roles for organisms and water as well as plants.

Invitation

Choose two roles for a visitor's fold-out card and one specimen question.

Ordinary possible response

Soils can provide habitat and regulate water; the source supports the general roles.

Boundary

The drawing gives no organism count, local water result or growth result.

Next try

Ask what observation would help tell who lives in one actual pot, without opening it now.

Id

C08

Title

Empty habitat window

Complete source

Fictional nature-table card shows a sealed soil view with no visible worm. The accompanying F3 role card describes soil habitats.

Invitation

Make a careful caption for the empty-looking view.

Ordinary possible response

No worm is visible in this supplied view; that does not show that soil cannot be habitat.

Boundary

Absence in a small view is not a survey of all organisms.

Next try

Offer a separate fictional close-up with a labelled organism and compare only the recorded views.

Id

C09

Title

Rain-role notice

Complete source

Fictional display writer says soil can regulate water, citing F3, and wants a water-role note. No filtered-water safety record is present.

Invitation

Make a useful role note with a clear open question.

Ordinary possible response

Soil water roles matter, but this record does not show our water is safe to drink.

Boundary

No tasting, filtration-for-drinking activity or pot-specific claim.

Next try

Choose what a suitable adult expert source would need to report for a different water question.

Id

C10

Title

Graphite industrial clue

Complete source

A fictional electronics exhibition uses a source-labelled text card F5. The 2017 USGS publication describes graphite properties relevant to electronics and lubricants. No mine/rank or current-market data is adopted.

Invitation

Give one source-described use relationship for the exhibition reader.

Ordinary possible response

F5 links graphite properties with industrial uses; the exhibit is a text explanation, not a working device.

Boundary

No battery disassembly, powder handling or pencil composition claim comes from this card.

Next try

Ask for a more specific safely readable product-source label instead of guessing every device contains natural graphite.

Id

C11

Title

Interval walk on paper

Complete source

Fictional tape diagram has zero, 1, 2, 3, 4 cm marks and a paper label spanning zero to four. Five tick marks bound four intervals.

Invitation

Use large paper steps or pointing to show the measured length.

Ordinary possible response

The span is 4 cm: I count the intervals from zero, not all five marks.

Boundary

Diagram reading is not measurement of an actual rock or scaled instrument operation.

Next try

Measure a different actual paper strip with a familiar ruler if supervised and wanted; keep its own record.

Id

C12

Title

Drawn parcel bases

Complete source

Fictional parcel drawings P and Q have printed base labels 3 cm and 5 cm. Print-size changes do not change the supplied recorded labels.

Invitation

Compare the supplied drawn bases and label the evidence source.

Ordinary possible response

Q is 2 cm longer than P in this supplied record; I have not measured actual parcels.

Boundary

No weight, strength or actual object dimension follows.

Next try

Offer actual large paper shapes and write a prediction before obtaining their own ruler readings.

Id

C13

Title

Repair table units

Complete source

Fictional display notebook lists sample A, trial1, collected water8 mL; sample B, trial1, collected water12 mL. It supplies no centimetres.

Invitation

Repair a table that wrongly labels its last column Length/cm.

Ordinary possible response

The column is Collected water/mL because those are the quantities supplied.

Boundary

A numeric difference alone does not identify the measured quantity.

Next try

Try an unrelated parcel-length table and choose its actual quantity/unit before graphing.

Id

C14

Title

A question bigger than its data

Complete source

Complete original fictional garden card, not local soil data. In one supplied trial, samples P and Q use the same described spoon size, each receives20 mL water, and the same filter setup and2-minute collection window are used. The labelled collected-water entries are P4 mL and Q9 mL. A visitor asks which soil grows the tallest tomatoes. No plant-growth, soil-quality, organism-count or drinking-water entries exist; no real child conducted this trial.

Invitation

Give a useful response that shows both a supported comparison and missing evidence.

Ordinary possible response

In this supplied single trial, P collected4 mL and Q9 mL, so P’s recorded amount is5 mL less under the stated setup. These are collected-water outputs, not tomato heights. I cannot rank tomato growth from this record.

Boundary

Collected water is not a universal soil-quality score.

Next try

Propose a specific separate growth question and suitable longer evidence; no plant result is invented.

Id

C15

Title

Library signal plan

Complete source

Fictional library display code says Circle = shelf needs review and Square = review complete. The log shows Circle at10:00, future10:30 blank.

Invitation

Explain the current plan decision using the whole supplied code.

Ordinary possible response

Circle tells the reader to review this shelf under this fictional plan; later completion is unknown.

Boundary

This is an ordinary reasoning analogue, not a soil sensor or a real library event.

Next try

Choose a question for the next record that would distinguish planned from completed work.

Id

C16

Title

Transport-board next record

Complete source

Fictional depot sign shows current red card = inspect the display label, blue = label inspected. The next row has no entry.

Invitation

Make a current decision and a next-record question.

Ordinary possible response

The red record supports the inspect-label plan; I need the later entry before saying it was inspected.

Boundary

Do not promise transport safety or identify an actual depot.

Next try

Use another invented code with an explicitly different legend and reread it before deciding.

Id

C17

Title

Source-hidden revision

Complete source

Fictional two captions: version1 says “This rock came from here”; version2 says “The supplied drawing does not name a quarry.” Neither names an actual place.

Invitation

Choose a keep/change/open reason for a display reader.

Ordinary possible response

I prefer the bounded second caption because it does not invent a local quarry.

Boundary

No caption establishes real location or mining permission.

Next try

Add a reviewed public source date if one is actually available; otherwise keep location open.

Id

C18

Title

Silence is not a review

Complete source

Fictional show invitation has no reader response. The owner wonders whether the trail was useful.

Invitation

Write an honest feedback record and a possible invitation.

Ordinary possible response

No feedback was supplied. I could ask a willing reader what they understand about my source.

Boundary

A silent or imagined reader is not evidence of uptake, access success or agreement.

Next try

Use one actual consensual question if available, then distinguish that reply from your own design choice.

Id

C19

Title

Two jobs, same resource

Complete source

Fictional maker chooses a source-labelled aluminium foil backdrop or a source-labelled aluminium-can diagram; F1 names both general uses. No specific product performance is tested.

Invitation

Choose a job and explain what source and further observation would help.

Ordinary possible response

The same named metal has different uses; my chosen job needs its own evidence.

Boundary

Do not transfer a folding observation to can strength or recycling outcomes.

Next try

Make a second explanation for the other reader with a different open question.

Id

C20

Title

A trail worth keeping

Complete source

Fictional folio contains an owner-chosen soil-role card citing F3 and an empty local-observation page. It is ready for a private reader but not a completed field study.

Invitation

Give one supported feature to keep and a new question.

Ordinary possible response

I will keep the source-linked habitat role and leave local organism observations open.

Boundary

Keeping a feature is legitimate; no annual mastery or local result is claimed.

Next try

Choose one small future evidence job with adult review and a different product, such as a water-role bookmark.

Ten complete home, project, worksheet and written read-aloud sets

Id

S01

Day

Home

Id

H01

Complete activity

Pocket-shop detective, 5 minutes, no purchases: look with an adult at a safe labelled object or use C01 in full. Say one thing a label supplies and one thing it leaves open. Make a tiny “source / useful job / question” card. The adult reads labels, keeps food/electrical safety decisions separate and scribes your words if wanted. If no object is convenient, point to the supplied foil account; no local-object observation is then claimed.

Project

Id

X01

Complete activity

X01 — Visitor trail badge, 15–25 minutes or two short visits. Materials: large plain paper, writing or AAC, complete C01/C06 and F1/F2. Choose lunchbox reader or lamp-display reader. Read the chosen complete context, name its source, make a three-part resource/job/question badge and explain one connection. Invite an actual reader only with consent. Keep unknown manufacturer/mine open. An acceptable ordinary possible badge names the labelled metal and a source-described use; it does not prove performance. Record whether the child chose, linked and questioned or the adult supplied a step.

Worksheet

Id

W01

Complete activity

W01 — Label, clue, question. Read C01 complete. Four empty spaces: 1 What does the package label supply? 2 What fold detail is supplied in the account? 3 What useful job would your reader want explained? 4 What location or test remains open? Respond with drawing/words/spoken-scribed/AAC, one space at a time if useful. Staff ordinary discussion may connect aluminium to F1 after the response; this is not a held assessment.

Own spaces

-

Written narration

Id

N01

Transcript

Let’s give a useful thing a backstory. This ordinary card is labelled aluminium. We can see a fold in the story, and a source describes a making trail from bauxite. That source did not tell us where this particular sheet came from. You can make a pocket trail, a quiet explanation or a big heading card. Pick a job that matters to your reader. Leave a space for what you still want to find out. A small honest clue can be useful.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S02

Day

Home

Id

H02

Complete activity

Backstory concertina, 5–8 minutes: use the four complete supplied stages from Day42. Fold or direct an adult to fold four panels. Read each name in order and add a question about the unknown maker. Use large flat cards if folding is tiring. This is a source-described manufacturing story, not a kitchen experiment; do not heat or extract material.

Project

Id

X02

Complete activity

X02 — Repair-display route map, 20 minutes split if wanted. Materials: complete C03/C04, four large cards, paper arrows and words/pointing support. Put ore, alumina, metal and foil on a source-labelled path. On a separate mat model rock components with paper tiles, leaving names unknown. Make a reader note explaining how a making path differs from a component model. A possible ordinary response names the beginning resource and final made product; tiles do not become identified minerals. Ask an actual reader what one arrow means only if available. Keep the original stage sources visible throughout.

Worksheet

Id

W02

Complete activity

W02 — A making path. Read the complete Day42 account. Four empty spaces: 1 What is the named beginning resource? 2 What is the named final made product? 3 What source supports the order? 4 What does the rock-component model not identify? Write, draw, dictate or use cards without a completed example inside an own space. Staff can discuss C03 afterwards; ordinary practice does not substitute for an untouched held response.

Own spaces

-

Written narration

Id

N02

Transcript

A thing can have several names as people make it. The source describes bauxite ore, alumina, aluminium metal and foil. This is an industrial story; we are reading its stages, not doing that processing. Our paper rock model tells a different story about components. Its colours do not name minerals. Try a path or a components picture and label what your model means. You can leave the maker or mine as a question.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S03

Day

Home

Id

H03

Complete activity

Make a prop note, 5 minutes: choose the complete C05 folded-sign account or a safe plain-paper shape at home. Name the job, one supplied or actual paper property and an open performance question. Attribute your own paper observation accurately; a paper bend is not an aluminium test. No electricity, food-use claim or outdoor trial is required.

Project

Id

X03

Complete activity

X03 — Puppet-maker help card, 20–30 minutes. Materials: complete Day43 workshop/F1/F2, large paper, optional safe plain-paper prop. Choose backdrop, sign or lamp-display reader. Make one property-to-job explanation and a separate boundary flap. If using an actual paper prop, record its real behaviour and call it paper. Include provider conduction only as source-described copper knowledge; never wire a circuit for this job. A possible ordinary response links the supplied curve to the backdrop need while leaving stability open. A reader can ask a question; absent feedback stays empty. Revise one phrase or keep it with a reason.

Worksheet

Id

W03

Complete activity

W03 — Job, property, evidence. Read C05 and C06 complete. Empty spaces: 1 Choose one job. 2 What property is relevant to that job? 3 Is your clue supplied, provider-described or actually observed? 4 What further performance is unknown? Keep two sources distinct if choosing to use both. A helper may write verbatim and read back; the evidence record names that support.

Own spaces

-

Written narration

Id

N03

Transcript

A property can help with a job. In our story a bend matters for a curved backdrop. In a separate source, copper’s electrical conduction matters for wiring. A picture of a wire did not test conduction. You can explain one useful link without calling a material best for everything. Make your own prop note or quiet explanation. Add a question for a performance we have not checked yet.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S04

Day

Home

Id

H04

Complete activity

Soil-role doors, 5–8 minutes: read C07/C08 and F3 without handling soil. Choose habitat or water as well as plants. Draw a general role and label any imaginary organism as imagined. Tell an adult one thing the supplied view cannot show. You do not need a garden, purchase or dirty-material activity.

Project

Id

X04

Complete activity

X04 — Soil display for busy visitors, two 15-minute sessions. Materials: complete Day44/F3, three big headings, paper flaps or AAC. Make Plant, Habitat and Water doors. Explain two source-supported roles with one specimen-level unknown each. Put the full source card beside the doors so a visitor can check it. A possible ordinary habitat door says soil can be habitat but our sketch names no organism. Do not promise drinking-water safety or plant growth from the general role. Invite a visitor question or self-check whether your source and actual observation are distinct. Keep the product for a later source update rather than requiring field collection.

Worksheet

Id

W04

Complete activity

W04 — What a view shows. Read Day44 complete. Empty spaces: 1 Name a supplied visible feature. 2 Give one source-described soil role. 3 What organism or local water result is not supplied? 4 What question would help your chosen reader? It is fine to answer by pointing to headings plus confirming the helper’s words. No animal label or complete role sentence appears prefilled.

Own spaces

-

Written narration

Id

N04

Transcript

Soil has more than one useful role. A source describes plant support, habitat and water roles. Our little display sketch shows leaf bits and spaces; it does not show which animals live in a real pot. A habitat can matter even when a small picture shows no worm. Pick a door for your reader. Tell them which idea comes from the source, and leave a useful local question open.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S05

Day

Home

Id

H05

Complete activity

Museum question pocket, 5 minutes: use the complete ordinary Day45 museum account. Make one components caption and one open token question. Let your child choose words, drawing, AAC or a pass. Do not open a held later source or staff key as a home game before an agreed first response; home practice is not a check quota.

Project

Id

X05

Complete activity

X05 — Components postcard exchange, 20 minutes. Materials: complete C04 and ordinary Day45, large paper component shapes. Make a postcard that explains rock components without naming them from colour. On the back leave a question about a separately unlabelled token. Invite an actual recipient or use a private imagined reader clearly labelled imagined. A possible ordinary caption says the paper components model a relationship and do not identify the minerals. Keep both surfaces part of the full source, so an attractive picture does not erase the unknowns. If a child declines writing, direct a helper through large components and confirm the recorded meaning.

Worksheet

Id

W05

Complete activity

W05 — Ordinary museum note. Read Day45 ordinary source complete. Empty spaces: 1 What relationship does the components source describe? 2 What does the drawing model? 3 Which names remain unknown? 4 What would you ask about the token? These ordinary prompts are separate from all eight held-source prompts. Record actual source exposure and support rather than treating worksheet length as a grade.

Own spaces

-

Written narration

Id

N05

Transcript

You can show an idea before you see another clue. Today you might choose an ordinary museum caption or, with your adult, one separate own-source check. There is no race and no hidden answer in your empty spaces. In the ordinary model, paper pieces show components, and names can stay unknown. A question is useful work too. You can ask for help, choose a different route or pass.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S06

Day

Home

Id

H06

Complete activity

Paper ruler helper, 5–10 minutes: with an adult and familiar ruler choose two large plain-paper pieces on a clear desk. State a question and visible-clue prediction before measuring. Align zero, read endpoints and record actual cm values; note who operated/read the ruler. If no ruler or energy is available, use the complete Day46 diagram and call it supplied diagram reading.

Project

Id

X06

Complete activity

X06 — Storeroom base card, two 15-minute sessions. Materials: complete Day46, familiar cm ruler and large plain-paper rectangles only if local adult approves. Choose diagram explanation or actual-paper comparison. Write the exact base question and source/mode. For actual work record a prior prediction, matched ruler/orientation, procedure and obtained readings; stop if alignment is uncomfortable or unsafe. For the supplied drawing use 4/6 cm with its identity, never pretend to predict an already supplied outcome. Make a useful size card with a boundary about hardness and real-rock dimensions. A possible diagram explanation compares T and S by 2 cm; actual-paper work must keep its own different results.

Worksheet

Id

W06

Complete activity

W06 — Question before result. Read Day46 complete. Empty spaces: 1 What exact feature will you compare? 2 What is your prediction or, if using the retrospective diagram, which prior prediction is not available? 3 What procedure/matched factors and safe stop suit your mode? 4 What supplied or actual readings and boundary can you record? Label prediction, plan and obtained outcome separately; staff does not replace actual data with the diagram values.

Own spaces

-

Written narration

Id

N06

Transcript

Ask a small question before you measure. Which base is longer? In the supplied diagram S is four centimetres and T is six, but those numbers are already in the story. They are not your secret future result. If you try new paper pieces, make your prediction first, then use the ruler and keep what you really read. Counting intervals from zero helps. A length does not tell us hardness or where a rock came from.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S07

Day

Home

Id

H07

Complete activity

Table-to-column check, 5–8 minutes: use the complete Day47 six-row record. Choose one named trial and draw two columns with a zero baseline and equal mL scale. Read each back to its sample/trial/table entry. Keep the all-six source visible; no water or soil setup is needed, and no universal soil-quality verdict follows.

Project

Id

X07

Complete activity

X07 — Notebook rescue gallery, two 15-minute sessions. Materials: complete Day47 record, large paper or unit cards. Make all six Sample/Trial/Collected-water-mL rows. Choose a trial consciously and represent its two values on a zero-based equal-interval column graph. Put the full table beside it and state the subset selection. A possible ordinary comparison describes R’s lower recorded collection values within this setup, not better growth. Ask a willing reader to trace a chosen column to its source or do a self-check honestly. Add a missing-evidence flap for a different question about plants or local soil. No physical trial is required or credited.

Worksheet

Id

W07

Complete activity

W07 — Keep all six records. Read Day47 complete. Empty spaces: 1 Make or direct the complete table with sample/trial/unit. 2 Which trial will your columns show? 3 What comparison is supported by the complete record? 4 What different question remains unanswered? Use large units, verbal listing or AAC with a helper if drawing is tiring; the actual chosen representation and support are recorded.

Own spaces

-

Written narration

Id

N07

Transcript

A table can stop a record getting lost. Our town-display notebook has six supplied collected-water entries. A graph can show one chosen trial, but the reader needs its name and unit. Keep the complete table beside it. Lower collected water in this setup is a pattern; it is not a promise about tomato growth or safe drinking water. Make a record a reader can trace back.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S08

Day

Home

Id

H08

Complete activity

Plan not promise, 5 minutes: use Day48’s complete fictional code and bed entries. Explain one present decision and leave tomorrow open. The adult reads the whole code before responding. Do not use this pretend code as advice for a real household plant; a real plant question needs its own reviewed information.

Project

Id

X08

Complete activity

X08 — Decision flap for a garden-plan reader, 20–30 minutes. Materials: complete Day48 and F4, paper flaps/heading cards or AAC. Choose L or M; keep the complete fictional legend visible. Make Record, Explanation, Plan and Next-evidence panels. Read F4 as a separate historical provider example of information supporting decisions, without adopting old uptake/yield numbers. A possible ordinary L explanation uses the BLUE record to justify the fictional pause plan; tomorrow remains empty. Invite a real reader’s question or mark it imagined. Do not simulate a real sensor or claim improved crop results. The practical product is an understandable decision trail.

Worksheet

Id

W08

Complete activity

W08 — Code to need. Read Day48 complete. Empty spaces: 1 Which bed and supplied code did you select? 2 What does that code mean under this fictional legend? 3 How does it support the supplied plan? 4 What later evidence is still needed? No colour or action is preselected in your own spaces. A quiet reading gives the same source without an automatic sound or flashing signal.

Own spaces

-

Written narration

Id

N08

Transcript

Information can help a decision. In our fictional garden plan, blue and red have meanings written in a code. Read that code before you decide. It can support today’s proposed action without telling us tomorrow’s result. A separate CSIRO source describes soil-water information helping farmers. Our paper board is not their sensor. Make a trail that helps a reader see the reason and the next question.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S09

Day

Home

Id

H09

Complete activity

One useful revision, 5–8 minutes: choose an ordinary trail already made or C17 complete. Ask a willing family reader one question about its source, or label a pretend question as imagined. Change or keep one feature with your child’s reason. No filming, account, upload or public sharing is needed. Keep actual silence as no feedback.

Project

Id

X09

Complete activity

X09 — Reader-ready resource mini-show, two 20-minute sessions. Materials: ordinary full source of choice, F1/F2/F3, existing own work, big paper/Desk/paper headings. Choose a real or explicitly imagined reader and one useful outcome: trace a resource, understand a soil role or distinguish evidence from an open claim. Make an initial version, ask one actual question if consented and available, then make or deliberately keep a second version with a reason. A possible ordinary change labels the foil fold as observed and making trail as provider information. Adapt size, speech/AAC or tactile headings while keeping that meaning. Record support and feedback truthfully; no audience success is assumed.

Worksheet

Id

W09

Complete activity

W09 — Owner-chosen versions. Read Day49 complete. Empty spaces: 1 Who is your chosen reader and useful job? 2 Which source supports your explanation? 3 What feature will you keep or change, and why? 4 What feedback actually occurred, or what is still imagined/open? No “reader loved it” tick is preset. A helper can read both own versions aloud and let you confirm the difference.

Own spaces

-

Written narration

Id

N09

Transcript

Your reader might need a larger label, a quiet explanation or a clearer source. Pick what would help them use your trail. You can keep a good feature instead of changing everything. If someone really gives feedback, name it as their feedback; if nobody replies, leave that part open. Compare your own versions and give a reason for one choice. The tool won’t score or rewrite your words.

Status

Written read-aloud transcript only; no audio generated or listening-tested

Id

S10

Day

Home

Id

H10

Complete activity

Keep and question pocket, 5 minutes: choose one ordinary product. Give a reason to keep/change/open one feature and an evidence question for later. Let your child take the paper, dictate one note or pass. Leaving the optional digital Desk loses its temporary memory work; manually record chosen words before departure if wanted.

Project

Id

X10

Complete activity

X10 — Resource-trail folio, two 15-minute visits. Materials: one or two own ordinary products, their complete sources, paper folder/AAC or Desk. Choose one supported explanation and keep its source beside it. Record one owner-chosen version decision, one unknown and one manageable proposed evidence job. A possible ordinary next job asks an adult to check a specific public maker source; it is not a completed search or a mine visit. A real reader can use the folio privately; sharing is optional. For later held assessment use a separate source/prerequisite gate and record, not this ordinary product as an untouched response. The folio is a partial learning trail, not annual certification.

Worksheet

Id

W10

Complete activity

W10 — A useful next trail. Read Day50 complete. Empty spaces: 1 Which source-backed feature will you keep? 2 What own change or open decision has a reason? 3 What evidence is still missing? 4 What manageable new question or proposed plan follows? Record only actual work and chosen support; “next” is not a promised successful outcome. These four ordinary prompts do not replace the matched held family prompts.

Own spaces

-

Written narration

Id

N10

Transcript

Keep a trail that helps someone. You can name a source, explain a useful job and leave a question for later. A question about a maker or a local place needs its own evidence; we won’t fill it in just to finish the page. You can carry your paper home or manually keep chosen digital words before leaving. Today’s work is one part of learning Science, not a certificate for a whole year.

Status

Written read-aloud transcript only; no audio generated or listening-tested

STAFF: eight complete first/later assessment and individual teaching chains

Id

A-first

Title

Parcel-stage fold card

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional parcel-stage account. The maker needs a bendable display card for a curved sign, not a real food wrapper. PackageK names aluminium foil. Supplied observation at the story table: K has a visible fold and can be bent into the drawn curve. F1 describes bauxite as a common ore in the industrial aluminium-making route and thin rolled foil as a use of aluminium. No ore processing was observed at this table, no mine/manufacturer is named, and the sign has not been tried outdoors or by an actual parcel reader. A separate unlabelled shiny drawingJ gives no material identity. The maker wants a useful resource/property/job note and a new question.

Exact four prompts

Name one supplied property of K and the source that links its named material to an Earth resource.
Separate what the story-table observer recorded from what F1 describes.
For the curved-sign job, offer a choice using a clue and say what remains untried.
Ask one useful new question for the maker, leaving its result open.

Own values

-

Components

Exact prompt

Name one supplied property of K and the source that links its named material to an Earth resource.

Exact criterion

One supplied fold/bending property of K, plus F1 as source linking aluminium with bauxite. No real ore identification or mine name required.

One staff possible response

K has a supplied visible fold/bending record. F1 links its named aluminium to the bauxite making route.

Initial own value

Full unrelated next lesson

Id

N01

Title

Fabric-display label trail

Whole unrelated source

Fictional costume drawing has labelP “cotton fabric” and a supplied note “folded edge”. The origin card in this story says cotton fibre is used in making this fabric; no farm name is supplied. A shiny trimQ has no material label.

Ordinary staff possible model

P’s folded edge is a supplied property; the origin card supplies its cotton-fibre link, not a farm observation.

Teacher preparation

Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed.

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model the separate Property and Source-link headings usingP, then leaveQ’s origin unknown. Explain that a visible fold does not establish the material identity.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Complete different fictional basket display. LabelR says paper; the supplied property note says curved handle. The entire invented making card reads: “R: paper. In this story, R’s paper making-source is wood fibre. No forest, mill or maker place is named.” Ask the child to separate the supplied handle property from this named making-card link. The card is fictional source evidence, not the child’s observed making process or a verified origin for their own paper. No real basket strength trial exists.

Child invitation

Give the basket reader one property and one supplied making-source link.

Observable evidence

Child separates a supplied property from its resource-source attribution without inventing an origin place.

Mode limit

These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade.

Next decision

If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence.

Acceptance

Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure.

Id

A-first-1

Exact prompt

Separate what the story-table observer recorded from what F1 describes.

Exact criterion

Observed/supplied fold or bending record distinguished from provider industrial route; source observation is not child observation.

One staff possible response

The fictional observer recorded K’s fold/bend; F1 describes industrial making, which was not observed at this table.

Initial own value

Full unrelated next lesson

Id

N02

Title

Bakery-board source and event

Whole unrelated source

Fictional bakery drawing: the observer’s note says “paper menu folded”. A separate reference card says the story bakery uses written menus to list items. No food preparation was observed.

Ordinary staff possible model

The fold is the supplied observer note; the separate reference is not an observed baking event.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model two evidence lanes, Observer note and Separate reference, and keep unobserved baking off both outcome lanes.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional rehearsal board: observer note says the sign was placed beside a door; a separate story guide says signs can carry directions. No audience use is recorded. Ask which statement was a particular note and which was general information.

Child invitation

Help a rehearsal reader keep the placed-sign note apart from the general guide.

Observable evidence

Child distinguishes particular supplied observation and reference knowledge and leaves the missing audience event open.

Mode limit

Next decision

Acceptance

Id

A-first-2

Exact prompt

For the curved-sign job, offer a choice using a clue and say what remains untried.

Exact criterion

Relevant K or source-faithful open choice linked to supplied bend/curve clue, with outdoor/actual-reader trial open. No blanket best-material claim.

One staff possible response

I could try K for the curve because its supplied record bends into it; outdoors and the real reader trial remain untried.

Initial own value

Full unrelated next lesson

Id

N03

Title

Map-pocket reader choice

Whole unrelated source

Fictional walking-map plan needs a wide label for a drawn route. OptionP is a wide paper panel with a supplied note that all route words fit; optionQ is a narrow panel with no fit record. No actual walker has used either.

Ordinary staff possible model

P has a source clue relevant to the label job; the actual walker trial remains open.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Name the reader job first, then modelP’s exact fit clue and the untried-use limit rather than judging its colour.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional toy-library plan needs room for three drawn toy names. CardM’s supplied layout fits them; N’s layout is not supplied. No real borrower use is recorded. Invite a choice, supporting clue and untried-user boundary.

Child invitation

Choose a label for the toy-library reader using one clue and one open trial.

Observable evidence

Child links a choice to a named job and exact source clue while preserving untried actual use.

Mode limit

Next decision

Acceptance

Id

A-first-3

Exact prompt

Ask one useful new question for the maker, leaving its result open.

Exact criterion

Own question relates to material/source/curved-sign purpose; no new action or result demanded.

One staff possible response

Which further record would help us know whether this sign stands outdoors? That result is not supplied.

Initial own value

Full unrelated next lesson

Id

N04

Title

Game-instruction open enquiry

Whole unrelated source

Fictional game booth needs a start instruction; a draft card exists but no players have used it. The owner wants to improve its usefulness.

Ordinary staff possible model

Which instruction would a willing player look for first? No use result is supplied.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model a purpose-linked question about the start job and leave a response blank, rather than declaring players understood.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional craft display has a return-box label and no visitor replies. The owner wants readers to find the box. Invite a related further question; do not require a test or predict success.

Child invitation

Ask something that would help the return-box reader, and keep the reply open.

Observable evidence

Child gives a purpose-linked open question rather than an invented user outcome or mandatory action.

Mode limit

Next decision

Acceptance

Id

A-first-4

Eligibility

Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence.

Learner door

Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help.

Id

B-first

Title

Tree-pot viewing card

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional tree-pot viewing account. A sealed display sketch P shows brown particles, two leaf pieces and spaces. Its picture window shows no visible animal; organism identity/count, nutrients, water movement and plant growth are not measured. F3 describes soil roles in supporting plants, providing habitat and regulating water. That general account is not a result from this display or proof that a particular pot cleans drinking water. The visitor’s job is to understand two useful soil roles and a view-level limit. A possible later observation plan would keep the sealed display closed, use the same view/window and record visible features; no observation has yet been conducted by the child.

Exact four prompts

Name two visible features supplied in P, without adding an unseen organism.
Use F3 to describe one soil role and say what P does not establish about that role.
What local organism or water result remains unknown in this account?
With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison.

Own values

-

Components

Exact prompt

Name two visible features supplied in P, without adding an unseen organism.

Exact criterion

Two of particles, leaf pieces, spaces from supplied view; no unseen organism/count invented.

One staff possible response

The supplied sketch shows particles and two leaf pieces; it gives no visible animal.

Initial own value

Full unrelated next lesson

Id

N05

Title

Transport-display visible features

Whole unrelated source

Fictional bus-stop model drawing shows a rectangular sign, two seats and an empty area behind a panel. No people or hidden timetable are visible.

Ordinary staff possible model

The sign and seats are supplied visible features; the hidden area gives no passenger count.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model selecting two visible features and marking the concealed area unknown, avoiding a story invented behind the panel.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional shop-window drawing shows a round clock and a shelf with three paper outlines; the lower cupboard is closed. Invite two visible features without adding hidden stock.

Child invitation

Give two actual supplied view features for the shop-window reader.

Observable evidence

Child names supplied visible features and does not populate an unseen area from imagination.

Mode limit

Next decision

Acceptance

Id

B-first-1

Exact prompt

Use F3 to describe one soil role and say what P does not establish about that role.

Exact criterion

One accurate F3 role with corresponding specimen-level organism/water/growth unknown. General habitat role not disproved by no visible animal.

One staff possible response

F3 describes habitat; P does not establish which organisms live in this pot.

Initial own value

Full unrelated next lesson

Id

N06

Title

General storage role and particular cupboard

Whole unrelated source

Fictional information card says this story’s cupboards can store drawing supplies. A particular closed cupboard drawing gives no contents. The artist wants a useful label.

Ordinary staff possible model

The source supplies a general storage role; this closed drawing does not show its actual contents.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model Source role versus Particular evidence and explain why a closed view is not proof that the role is impossible.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional theatre reference says stages can host performances; its empty stage drawing has no performance record. Ask for the source role and what this particular view does not establish.

Child invitation

Help the theatre reader name a role and a view-level limit.

Observable evidence

Child separates a general source role from an unsupported particular outcome or contents claim.

Mode limit

Next decision

Acceptance

Id

B-first-2

Exact prompt

What local organism or water result remains unknown in this account?

Exact criterion

One stated local organism identity/count or water movement/safety result unknown; no claim of no habitat or safe water.

One staff possible response

No organism identity/count or local water movement result is supplied.

Initial own value

Full unrelated next lesson

Id

N07

Title

Museum record with missing details

Whole unrelated source

Fictional museum crate record says three display cards arrived but gives no material label or sender location. A visitor asks where the cards were made.

Ordinary staff possible model

The count is supplied; maker location and material remain unknown.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model the known count separately from missing details; explain missing is neither zero nor a guessed place.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional library parcel record gives one package but no contents or departure town. Invite a supported known fact and one genuinely missing detail for a reader.

Child invitation

Mark one detail the library parcel account does not supply.

Observable evidence

Child recognises a source-specific missing detail without filling it by guess or treating missing as none.

Mode limit

Next decision

Acceptance

Id

B-first-3

Exact prompt

With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison.

Exact criterion

One relevant sealed/safe viewing-record step and one relevant same window/view condition; plan only, no actual conduct required.

One staff possible response

Keep the display closed, record visible features through the same window; keep the viewing area similar.

Initial own value

Full unrelated next lesson

Id

N08

Title

Noticeboard comparison plan

Whole unrelated source

Fictional noticeboard plan asks whether larger title letters help locate a heading. Two same-size paper layouts are available; no reader trial exists. The safe plan uses paper on a clear desk.

Ordinary staff possible model

For the proposed comparison, change title-letter size and keep layout/view distance similar; no reader outcome is yet known.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Use the supplied scaffold Question, Step, Similarity, Stop and label every entry as proposed rather than performed.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional postcard plan asks about border width on a paper display. Keep card size and viewing spot similar, change only the border and use a clear desk; no effect on readers is supplied. Invite one safe proposed step and one similarity.

Child invitation

Plan one paper-viewing step and a relevant similarity for the postcard job.

Observable evidence

Child proposes a relevant safe step and matching condition without claiming an investigation already happened.

Mode limit

Next decision

Acceptance

Id

B-first-4

Eligibility

Learner door

Id

C-first

Title

Display ledge diagram

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional display-ledge diagram account. Drawn labelled bases M and N use a printed centimetre scale from zero with equal1cm intervals. M spans0–3cm; N spans0–5cm. Those are supplied diagram readings, not dimensions of real rocks or the child’s own ruler measurements. The diagram records no prior prediction. Its display-reader job is to compare these two drawn bases accurately. A separate new plain-paper measuring plan could ask which chosen paper base is longer, use a familiar centimetre ruler with zero aligned and the same base direction, and keep an actual prediction before its own measurement. No new paper result is supplied.

Exact four prompts

Compare the two supplied drawn base lengths with their unit and a real-object limit.
Is a before-measurement prediction supplied here? Explain using the account.
Make two matching record rows for M and N with supplied base length and source/unit.
With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open.

Own values

-

Components

Exact prompt

Compare the two supplied drawn base lengths with their unit and a real-object limit.

Exact criterion

M3cm/N5cm comparison, N longer by2cm or equivalent faithful relation, diagram-only limit; no actual rock/ruler operation credit.

One staff possible response

N’s supplied drawn base is5cm and M’s3cm, so N is2cm longer in this diagram; real-rock dimensions are not measured.

Initial own value

Full unrelated next lesson

Id

N09

Title

Parcel drawing scale

Whole unrelated source

Fictional parcel diagram gives baseA2cm and baseB4cm on a labelled scale. It records drawings, not actual parcels, mass or strength.

Ordinary staff possible model

B’s drawn base is2cm longer; this does not measure actual parcels.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model units and difference on supplied drawings and attach the diagram-only caption before discussing other properties.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional shop-tile drawing gives widthP6cm and Q8cm. These are supplied drawing labels; no actual tiles were measured. Invite the width relation and a real-object boundary.

Child invitation

Give the shop reader a labelled drawing comparison and limit.

Observable evidence

Child compares the supplied quantities with units and avoids transferring them to actual objects or unrelated properties.

Mode limit

Next decision

Acceptance

Id

C-first-1

Exact prompt

Is a before-measurement prediction supplied here? Explain using the account.

Exact criterion

No prior prediction recorded; supplied retrospective readings not mislabelled as child's prior prediction.

One staff possible response

No before prediction is supplied; the diagram lengths are already recorded.

Initial own value

Full unrelated next lesson

Id

N10

Title

Finished delivery record and missing prediction

Whole unrelated source

Fictional courier notebook says a paper parcel was placed on shelf2 at14:00. It contains no earlier prediction or intended stopping shelf. The owner wants an honest event caption.

Ordinary staff possible model

The after placement is recorded; no prior prediction is available to compare.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model a retrospective record and a separate empty Before prediction lane. Do not convert a known result into a past expectation.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional craft notebook reports a folded card stood after the trial, but contains no before idea. Invite the child to identify the report and whether a prospective prediction exists.

Child invitation

Tell the craft reader whether the before idea is actually supplied.

Observable evidence

Child separates retrospective outcome from an absent prior prediction and does not invent a comparison.

Mode limit

Next decision

Acceptance

Id

C-first-2

Exact prompt

Make two matching record rows for M and N with supplied base length and source/unit.

Exact criterion

Two faithful M3cm/N5cm diagram rows with source/unit; table/drawing/AAC/exact dictation valid.

One staff possible response

M—supplied diagram base3cm; N—supplied diagram base5cm.

Initial own value

Full unrelated next lesson

Id

N11

Title

Sports-display data pairing

Whole unrelated source

Fictional sports poster notebook records TeamP2paper pennants and TeamQ4paper pennants. It does not record actual match scores.

Ordinary staff possible model

P pairs with2pennants, Q with4pennants; these are display-item counts.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model a Team/Display-count table with units and source, keeping its numbers out of a Match score heading.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional art-display notebook lists PanelR3drawn circles and PanelS1drawn circle. No visitor preferences are recorded. Invite two faithfully paired panel/count rows with their source.

Child invitation

Make two source-labelled art rows without turning counts into votes.

Observable evidence

Child retains label/value/quantity/source pairing in a representation; absent different quantities are not invented.

Mode limit

Next decision

Acceptance

Id

C-first-3

Exact prompt

With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open.

Exact criterion

Relevant familiar-cm-ruler zero/endpoint/unit step for actual paper plan, no performed measurement/result demanded.

One staff possible response

Align ruler zero with the chosen paper base, read its endpoint in centimetres and record it if actually measured; no new result yet.

Initial own value

Full unrelated next lesson

Id

N12

Title

Paper-window measuring plan

Whole unrelated source

Fictional model-shop job needs a paper-window width record. No width result is supplied. A familiar cm ruler and a clear table are proposed.

Ordinary staff possible model

Align zero at one width edge, read the other endpoint and record cm only after actually measuring.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model the proposed zero/endpoint procedure using a blank diagram with no invented length. Distinguish a demonstrated step from a obtained result.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional card-holder job needs a paper-card height. No height value exists. Invite one suitable zero/endpoint/unit step for a familiar ruler and keep the new outcome empty.

Child invitation

Give a paper-card measuring step, not a made-up height.

Observable evidence

Child proposes a relevant instrument-reading procedure and preserves the unperformed result boundary.

Mode limit

Next decision

Acceptance

Id

C-first-4

Eligibility

Learner door

Id

D-first

Title

Garden-monitor planning card

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional garden-monitor planning account. The plan’s invented legend says triangle = review the water plan now; circle = review already logged. At09:00 trayP shows triangle; trayQ shows circle. The next record at10:00 is empty. The plan is to check the written water record when triangle appears; neither symbol measures water content or proves irrigation success. F4 separately describes CSIRO research using soil-water information to support farmer decisions, on a page last updated16November2022. No CSIRO sensor, real garden outcome or actual child measurement appears here. Fictional readerR says “Pneeds a review”; fictional readerS says “all future work is complete”. Those are story views, not real peer opinions. Job: explain a present record and a useful next evidence question.

Exact four prompts

Use one supplied symbol/record to explain the plan’s current decision, without inventing later success.
Separate F4’s general provider example from the fictional monitor card.
Compare the two fictional reader views with the supplied record and keep their status clear.
Ask a further evidence question for the plan reader, leaving its actual result open.

Own values

-

Components

Exact prompt

Use one supplied symbol/record to explain the plan’s current decision, without inventing later success.

Exact criterion

One exact legend+tray record linked to review/already-logged plan; future outcome unknown.

One staff possible response

P’s triangle at09:00 means review the plan now under this fictional legend; the10:00 result is empty.

Initial own value

Full unrelated next lesson

Id

N13

Title

Library-log decision trail

Whole unrelated source

Fictional book-display legend says star = label needs review, square = review logged. At12:00 shelfL shows star, shelfM square;12:30 is blank.

Ordinary staff possible model

L’s star supports reviewing its label under this code; later completion is not supplied.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model the exact legend→entry→plan link and keep later work separate from present decision.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional craft-shelf code says stripe = sort plan needs review, dot = review logged. BoxA’s present entry is stripe; later entry is blank. Invite the child to explain its current plan decision and later limit.

Child invitation

Give a craft-shelf decision with the actual supplied code and an open result.

Observable evidence

Child links particular coded data to the supplied explanation/need while preserving missing future performance.

Mode limit

Next decision

Acceptance

Id

D-first-1

Exact prompt

Separate F4’s general provider example from the fictional monitor card.

Exact criterion

CSIRO general research example and invented present tray code distinguished; no actual sensor/readings claimed.

One staff possible response

F4 describes provider research; our triangle/circle card is invented and is not CSIRO’s sensor or data.

Initial own value

Full unrelated next lesson

Id

N14

Title

General route information and a toy map

Whole unrelated source

Fictional transport reference card says the story’s maps can help plan routes. A separate toy-map drawing has an invented path; no actual journey is recorded.

Ordinary staff possible model

The reference gives a general planning role; the toy map does not prove a journey happened.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model Provider/story reference versus Supplied model lanes, preserving which information comes from each.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional theatre guide says written cues can organise a show. A paper scene-plan drawing has no performed-show record. Ask the child to separate general guide information and this model’s evidence.

Child invitation

Help a theatre reader distinguish guide knowledge from the paper plan.

Observable evidence

Child keeps reference knowledge, model and particular event levels distinct.

Mode limit

Next decision

Acceptance

Id

D-first-2

Exact prompt

Compare the two fictional reader views with the supplied record and keep their status clear.

Exact criterion

R's presentP review view grounded; S's future-complete view unsupported by emptynext record; fictional readers not actualpeer comparison.

One staff possible response

R fits P’s present triangle. S’s future-complete claim is unsupported because10:00 is empty; both readers are fictional.

Initial own value

Full unrelated next lesson

Id

N15

Title

Festival-record two viewpoints

Whole unrelated source

Fictional festival notebook reports one sign placed; tomorrow’s visitor-use row is blank. Story readerA says a sign was placed; readerB says all visitors found the booth.

Ordinary staff possible model

A matches the placement record; B invents visitor success from an empty row. These are fictional views.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model comparison by tracing each view to the complete supplied notebook and naming the empty audience evidence.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional toy-library notebook says one card printed, actual borrower-use entry blank. Story readersM says printed and N says every borrower understood it. Invite the child to compare both views with source and retain their fiction status.

Child invitation

Compare the toy-library views without inventing borrower feedback.

Observable evidence

Child compares supplied views to evidence, preserves source limits and does not claim a real peer interaction.

Mode limit

Next decision

Acceptance

Id

D-first-3

Exact prompt

Ask a further evidence question for the plan reader, leaving its actual result open.

Exact criterion

Purpose-linked new monitoring/record/review question, actual result open; no real experiment or success required.

One staff possible response

What would the next record show about whether the written-plan review was logged? That result is not supplied.

Initial own value

Full unrelated next lesson

Id

N16

Title

Parcel-guide next enquiry

Whole unrelated source

Fictional parcel display has a packing instruction but no user trials. Its maker wants to learn whether the order is clear.

Ordinary staff possible model

Which step would a willing user find first? No reply or successful use exists.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model a next question tied to the instruction job without filling the answer or forcing participation.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional puzzle display has a start arrow but no reader feedback. Invite one useful question for its guide, with optional imagined reader clearly labelled imagined.

Child invitation

Ask a useful puzzle-guide question and leave the reply open.

Observable evidence

Child gives a purpose-linked question while preserving actual-feedback and future-result gaps.

Mode limit

Next decision

Acceptance

Id

D-first-4

Eligibility

Learner door

Id

A-later

Title

Festival repair-label source

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional festival repair-display account. A wire-loop drawingL has a copper label; the story observer records it as coiled with two visible ends. F2 describes copper’s electrical conduction and its use in wiring. No conductivity test or powered circuit is present. The reader job is a factual wire-display explanation, not instructions to repair electricity. Another objectM has no material label. No mine, manufacturer, real repair-reader feedback or performance result is supplied. The maker wants to keep observed form, provider property/use and an open question separate.

Exact four prompts

Name one supplied visible property of L and one provider-supported property/use link.
Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test.
Give a source-qualified message for the factual-display reader using a relevant clue and a limit.
Ask one purpose-linked new question whose actual answer is not supplied.

Own values

-

Components

Exact prompt

Name one supplied visible property of L and one provider-supported property/use link.

Exact criterion

Coiled/twoends supplied property plus F2 conduction/wiringlink; no real measurement or electrical repair required.

One staff possible response

L is coiled in the supplied view; F2 links copper conduction to wiring.

Initial own value

Full unrelated next lesson

Id

N17

Title

Ticket-paper form and story use

Whole unrelated source

Fictional ticket display note says its labelled paper is folded; a separate story guide says this ticket carries seat information. No actual seating outcome exists.

Ordinary staff possible model

The fold is a supplied form clue; the guide links the ticket to carrying information, not tested user success.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model a visible-form heading and a separate Source-described job heading without merging them.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional shop tag note says its labelled card has a hole; a story guide says the tag carries price information. No customer reading record exists. Ask for one visible property and source-described use.

Child invitation

Give the shop reader a form clue and source job without claiming customer success.

Observable evidence

Child separates supplied property and source-supported use, with actual performance open.

Mode limit

Next decision

Acceptance

Id

A-later-1

Exact prompt

Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test.

Exact criterion

Coil/ends note, source conduction/wiring and no test distinct; no inference of measured conduction fromdrawing.

One staff possible response

The observer’s story note is coiled/two ends. F2 is reference conduction knowledge; our drawing did not test it.

Initial own value

Full unrelated next lesson

Id

N18

Title

Sports-sign note and general guide

Whole unrelated source

Fictional sports display note says a paper arrow was attached. Its separate story guide says arrows can show a direction. No participant followed it.

Ordinary staff possible model

Attaching is the particular supplied note; direction-use is guide information; no successful participant event is recorded.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model Particular note, General guide and Missing event headings; a useful general idea does not fill the missing event.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional stage display note says a curtain diagram was printed; a story guide says curtains can mark scene changes. No scene was performed. Invite separation of the note, guide and absent event.

Child invitation

Keep a theatre print note apart from its guide information and an unperformed show.

Observable evidence

Child attributes particular and reference information and keeps actual test/event evidence absent.

Mode limit

Next decision

Acceptance

Id

A-later-2

Exact prompt

Give a source-qualified message for the factual-display reader using a relevant clue and a limit.

Exact criterion

Relevant F2/suppliedLclue with source status and absent test/readerresult; no repairadvice or endorsement.

One staff possible response

F2 describes copper conduction/wiring; L’s coiled drawing is a supplied form view, not a conductivity test.

Initial own value

Full unrelated next lesson

Id

N19

Title

Museum-caption reader choice

Whole unrelated source

Fictional museum reader needs to distinguish a model from a real object. CaptionP says “paper model, size not measured”; Q says “exact object size” despite no size record. No actual visitor trial exists.

Ordinary staff possible model

P has a truthful clue useful for that job; no actual visitor success is supplied.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model choosing a message for the reader’s exact distinction, linking a supplied clue and an open user test.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional garden-exhibit reader needs to distinguish a plan from a planted bed. CaptionM says “planting plan”; N says “plants grew” although only a plan exists. Invite a useful message/clue/actual-reader limit.

Child invitation

Give the garden reader a source-qualified plan message and an open user question.

Observable evidence

Child makes a purposeful source-bounded message and retains untried reader use.

Mode limit

Next decision

Acceptance

Id

A-later-3

Exact prompt

Ask one purpose-linked new question whose actual answer is not supplied.

Exact criterion

Question relates to accuratewire/source/displayreader job, answeropen; no new action required.

One staff possible response

Which public product source could identify this particular maker, or what would an actual reader want clarified? Neither answer is supplied.

Initial own value

Full unrelated next lesson

Id

N20

Title

Craft-label new evidence job

Whole unrelated source

Fictional maker has a material-labelled tag but no supplier-place record. The display reader wants a trustworthy origin note.

Ordinary staff possible model

Which public source could name this particular supplier? The answer is still open.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model linking a further question to the actual missing origin detail and keep search success distinct from a proposed search.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional game card has a printed instruction but no version date. The player wants to know which rules apply. Invite a version-source question without inventing a date or search result.

Child invitation

Ask a source question that would help the game reader choose the right rules.

Observable evidence

Child gives a purpose-linked open question and preserves absent source/date/result evidence.

Mode limit

Next decision

Acceptance

Id

A-later-4

Eligibility

Learner door

Id

B-later

Title

Planter record window

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional planter-window account. SketchQ shows pale particles, one root-shaped drawing and spaces; no organism is identified. A supplied water notebook compares samplesQ andR using the same20mL input, cup/filter arrangement and2minute collection window: Qcollected5mL and Rcollected9mL in trial1. It supplies no repeated trials, plant growth, local soil type or drinking-water safety. F3 describes general soil roles for plants, organisms and water; that reference does not identify Q’s actual organisms or prove these setups clean water. The reader job is a useful soil-role and record caption. A new safe viewing plan would leave the display sealed and record the same window area.

Exact four prompts

Give two supplied visible features of Q, retaining what is not identified.
Connect one F3 soil role to this reader job and give one record-level limit.
Compare the supplied trial1 collected-water records with units and state a different result they do not provide.
With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open.

Own values

-

Components

Exact prompt

Give two supplied visible features of Q, retaining what is not identified.

Exact criterion

Two ofpale particles/root-shaped drawing/spaces supplied; no organism identity inferred.

One staff possible response

The sketch supplies pale particles and a root-shaped drawing; it does not identify an organism.

Initial own value

Full unrelated next lesson

Id

N21

Title

Stationery-window feature note

Whole unrelated source

Fictional stationery-window drawing shows a square box, two paper labels and a closed drawer. No hidden tools or material composition is recorded.

Ordinary staff possible model

The box and paper labels are visible supplied features; drawer contents remain unknown.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model selecting visible features with their view/source, rather than filling the closed drawer.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional bicycle-display sketch shows a circular wheel outline and an arrow card; its rear panel is concealed. Invite two supplied features without inventing mechanical performance.

Child invitation

Name two bicycle-display view features and leave a concealed detail open.

Observable evidence

Child preserves visible-feature versus hidden/identified content distinctions.

Mode limit

Next decision

Acceptance

Id

B-later-1

Exact prompt

Connect one F3 soil role to this reader job and give one record-level limit.

Exact criterion

AccurateF3role linked tocaption with absent particulargrowth/organism/water-safetyresult; generalrole notsubstitute localtest.

One staff possible response

F3’s water role matters for the caption; this notebook is a particular collected-water record and says nothing about drinking safety.

Initial own value

Full unrelated next lesson

Id

N22

Title

Information role and missing use

Whole unrelated source

Fictional library guide says labels can carry shelf information. Its particular new label drawing has no reader-use record. The maker wants an accurate display note.

Ordinary staff possible model

The guide supports an information role; the drawing does not prove anyone found the shelf.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model source role and particular trial limit, avoiding a guaranteed outcome from a general function.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional costume guide says pockets can hold tickets. Its paper-pocket drawing has no actual fit record. Ask for a role linked to its reader job and one performance limit.

Child invitation

Give the costume reader a role and a missing actual-fit boundary.

Observable evidence

Child connects source-described role to a purpose and retains a particular untested result.

Mode limit

Next decision

Acceptance

Id

B-later-2

Exact prompt

Compare the supplied trial1 collected-water records with units and state a different result they do not provide.

Exact criterion

Q5mL/R9mL faithfulcomparison, trial1/setup scope; absentgrowth/safety/generalranking retained.

One staff possible response

Rcollected4mL more than Q in supplied trial1; it does not provide plant growth or safe-drinking-water results.

Initial own value

Full unrelated next lesson

Id

N23

Title

Cooking-display count comparison

Whole unrelated source

Fictional cooking-display notebook lists TrayA2drawn cups and TrayB5drawn cups in display1. No actual food amount, taste or kitchen performance is recorded.

Ordinary staff possible model

B has3more drawn cups in this record; it does not show food quantity or taste.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model units and record scope, then explicitly separate the different quantity the source did not measure.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional rehearsal notebook lists SceneP3paper tickets and SceneQ6paper tickets in plan1. No attendance or enjoyment data exists. Invite the supplied count comparison and a different unsupported outcome.

Child invitation

Compare the rehearsal’s paper-ticket counts without inventing attendance.

Observable evidence

Child compares supplied values with their quantity/unit/scope and keeps a different outcome unsupported.

Mode limit

Next decision

Acceptance

Id

B-later-3

Exact prompt

With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open.

Exact criterion

Relevantsealedview/samewindowrecordprocedure or matching condition; planonly/newresultopen.

One staff possible response

Keep Qsealed, record the same view window again and leave new feature results empty until observed.

Initial own value

Full unrelated next lesson

Id

N24

Title

Art-plan same-view comparison

Whole unrelated source

Fictional art-display plan asks how a border change affects a reader’s picture view. Paper layouts are available but no reader observation exists. The safe plan keeps the page/view spot similar.

Ordinary staff possible model

Review the same page area after the planned border change; no reader result yet.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Use a Question/Step/Similar-view/Open-result scaffold. Model one meaningful match and no invented conclusion.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional toy-map plan asks about arrow placement while keeping the same map/view area. No reader trial is supplied. Invite one safe paper-view step and matching factor with its new outcome open.

Child invitation

Plan a toy-map comparison without claiming a result.

Observable evidence

Child gives a relevant safe similarity/view plan and retains actual conduct/result gaps.

Mode limit

Next decision

Acceptance

Id

B-later-4

Eligibility

Learner door

Id

C-later

Title

Path-display comparison sheet

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional path-display diagram account. Trial1 uses the same printed centimetre scale and base direction for drawn strips UandV: Uspans0–4cm; Vspans0–7cm. Before this supplied diagram comparison, the fictional helper predicted V’s drawn base would be longer using its visible longer-looking outline. Trial2’s note says Uwas read along a different diagonal direction, but supplies no length. The reader job is an accurate base-length display, not choosing the strongest paving rock. Real rocks, walking performance and material hardness are not tested. A separate proposed actual plain-paper comparison would align a familiar ruler zero, read the same base direction and record actual cm readings; no new outcome is supplied.

Exact four prompts

Compare the supplied trial1 bases with unit and drawing-only scope.
Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction.
Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison.
With guidance, give one fairer base-reading plan step and one further question, leaving the new result open.

Own values

-

Components

Exact prompt

Compare the supplied trial1 bases with unit and drawing-only scope.

Exact criterion

U4cm/V7cm relation/V3cm longer; supplieddrawnbase only nohardness oractualsize.

One staff possible response

V’s drawn base is7cm,3cm longer than U’s4cm in trial1; no actual paving-rock size or strength is given.

Initial own value

Full unrelated next lesson

Id

N25

Title

Museum-layout diagram comparison

Whole unrelated source

Fictional museum plan records drawn panelA3cm and panelB6cm wide using the same printed scale. No actual room dimensions or crowd capacity exists.

Ordinary staff possible model

B’s drawn width is3cm greater; the plan does not measure a real room.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model quantity/unit/difference and diagram boundary before considering a different practical job.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional toy-shop plan gives drawn shelfP5cm and Q9cm width. No actual shelf strength or dimensions were measured. Invite a supplied drawing relation with a real-object limit.

Child invitation

Give a toy-plan width comparison with the correct scope.

Observable evidence

Child compares the exact diagram quantity and unit without inferring actual dimensions or performance.

Mode limit

Next decision

Acceptance

Id

C-later-1

Exact prompt

Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction.

Exact criterion

Vlonger supplied relation agrees with explicithelperprediction; childprior/realtrialnotinferred.

One staff possible response

Trial1’s V7cm/U4cm relation agrees with the helper’s before longer idea; these are supplied notes, not my prior prediction.

Initial own value

Full unrelated next lesson

Id

N26

Title

Craft-cart prediction and result

Whole unrelated source

Complete original fictional craft-cart record. Before the slide, the helper predicted the cart would finish closer to the pot drawing than to the book drawing, based on its visible start position. The supplied after note explicitly records that it stopped closer to the pot drawing than to the book drawing. These are the helper’s story prediction and after report; no measured distances or child trial occurred.

Ordinary staff possible model

The supplied craft-cart after report says closer to the pot than the book, agreeing with the helper’s prior relative-position prediction. The library guided after report instead says nearer the circle than the arrow, which differs from that helper’s arrow-nearer prediction. Both comparisons use supplied story records; neither becomes my own untouched prior prediction.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model before/after chronology and attribution; a result already read cannot become the child’s untouched prediction.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Complete different fictional library card-slide record. Before the slide, the helper predicted the card would end nearer the arrow than the circle, using its visible start as a clue. The supplied after note explicitly records that the card ended nearer the circle than the arrow. Ask the child to compare these opposite stated relative-position relationships and identify who predicted and reported them. No measured distances or actual child prior prediction/trial is supplied.

Child invitation

Compare the library story’s expectation and record with source attribution.

Observable evidence

Child compares stated prospective expectation and retrospective result while retaining who predicted and observed.

Mode limit

Next decision

Acceptance

Id

C-later-2

Exact prompt

Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison.

Exact criterion

FaithfulU4/V7cm rows; trial2differentdirection/missinglength cannotfill originalbase comparison; representationmodeflexible.

One staff possible response

U—trial1base4cm; V—trial1base7cm. Trial2has a different Udirection and no value, so it cannot fill another matching base row.

Initial own value

Full unrelated next lesson

Id

N27

Title

Parcel records with changed question

Whole unrelated source

Fictional parcel notebook records Pbase2cm and Qbase5cm in one diagram. A later Pentry is diagonal direction with no value. No actual parcels are measured.

Ordinary staff possible model

The base rows remain paired; the changed direction and missing value do not supply another base result.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model label/feature/unit pairing and put a different-feature missing entry in a separate lane rather than inventing a number.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional art-panel notebook gives Rheight3cm and Sheight8cm; a later Rnote says width, value absent. Invite two matching height rows and explain why width cannot fill a height row.

Child invitation

Keep the art height rows faithful and leave the new width value open.

Observable evidence

Child preserves identity/feature/unit/value pairing and recognises changed-feature/missing data limits.

Mode limit

Next decision

Acceptance

Id

C-later-3

Exact prompt

With guidance, give one fairer base-reading plan step and one further question, leaving the new result open.

Exact criterion

Relevantsamebasedirection/scale/zerostep plusquestion foraccuratebasejob, noactualmeasurementrequired.

One staff possible response

Read the same base direction with zero aligned; would a new actual paper pair give a reliable base record? No new reading yet.

Initial own value

Full unrelated next lesson

Id

N28

Title

Display-card consistent measuring plan

Whole unrelated source

Fictional display plan asks about card height but one proposed comparison mixes height and diagonal. No readings exist. A familiar ruler and clear desk are available if approved.

Ordinary staff possible model

Read the same height direction with zero aligned; otherwise the measures answer different questions.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model matching the measured feature to the question, then state a further accuracy question with no promised result.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional craft-envelope plan compares widths but one note proposes reading a long edge. Invite a same-width/zero step and a useful further question about the width record, keeping its actual result empty.

Child invitation

Make the craft-envelope width plan fit its question.

Observable evidence

Child suggests a relevant fairer feature-reading step and open enquiry without claiming the plan was conducted.

Mode limit

Next decision

Acceptance

Id

C-later-4

Eligibility

Learner door

Id

D-later

Title

Resource-trail visitor record

Source kind

Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.

Complete neutral source

Complete original fictional resource-trail visitor account. The display has a supplied soil-water notebook with sampleAcollected6mL and sampleBcollected10mL after the same20mL addition, same cup/filter setup and2minute window in trial1. It supplies no repeats or drinking-water/plant-growth results. A plan reader wants a caption comparing only this recorded collection. F3 separately describes general soil water/habitat/plant roles; it is not these samples’ local result. Fictional readerM says “Bcollected more in this record”; fictional readerN says “Bwill always grow plants better”. No real visitor has replied. A proposed next record would examine a named missing question; its result is empty.

Exact four prompts

Use a supplied record to give a bounded explanation for the caption job.
Separate F3’s general role from these particular fictional collection records and their missing outcomes.
Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback.
Ask one useful further evidence question for this accurate caption, leaving its result open.

Own values

-

Components

Exact prompt

Use a supplied record to give a bounded explanation for the caption job.

Exact criterion

ParticularA6/B10mLcomparison tied tocollectioncaption/setup/trial; no bestsoil/growthclaim.

One staff possible response

Bcollected4mL more than A in this supplied trial; that explains a collection caption, not which soil grows plants best.

Initial own value

Full unrelated next lesson

Id

N29

Title

Train-display ticket record for a purpose

Whole unrelated source

Fictional train-display notebook counts4paper tickets on panelP and7onQ in layout1. The job is a label comparing paper display items, not actual passengers.

Ordinary staff possible model

Qhas3more paper tickets in layout1; the record does not show passenger use.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model data→exact quantity explanation→reader job and separate the different real outcome.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional shop-window notebook shows2paper price labels onR and5onS in display1. The job is comparing display labels, not sales. Invite a bounded count explanation for that purpose.

Child invitation

Give the shop reader a record-based label-count explanation.

Observable evidence

Child links particular data to a useful purpose without inferring a different unrecorded outcome.

Mode limit

Next decision

Acceptance

Id

D-later-1

Exact prompt

Separate F3’s general role from these particular fictional collection records and their missing outcomes.

Exact criterion

Generalsoilrole, specificfictionentries and absentgrowth/safety/repeats distinct.

One staff possible response

F3 gives general soil roles; A/B are supplied collection entries, with growth, safety and repeats absent.

Initial own value

Full unrelated next lesson

Id

N30

Title

General play role and particular game record

Whole unrelated source

Fictional guide says games can offer shared play. A particular game sheet records one rule written, with no player or enjoyment evidence.

Ordinary staff possible model

The guide gives a general role; the sheet does not prove a group played or enjoyed it.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model general information, particular record and missing outcome as separate lanes.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional art guide says pictures can communicate ideas; a particular notebook records one drawing made but no viewer reply. Invite role/record/absent-response distinctions without inventing feedback.

Child invitation

Help the art reader separate role, made drawing and missing viewer response.

Observable evidence

Child distinguishes general source information, particular supplied record and unsupported performance claims.

Mode limit

Next decision

Acceptance

Id

D-later-2

Exact prompt

Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback.

Exact criterion

Mmorecollection supported; Nalwaysgrowth unsupported; wholetrialscope/fictional status retained.

One staff possible response

Mfits B10mL/A6mL. N’s always-better growth claim is unsupported by this collection notebook; both readers are fictional.

Initial own value

Full unrelated next lesson

Id

N31

Title

Music-poster views without music trial

Whole unrelated source

Fictional poster notebook reports one large title printed. Story readerA says it is printed; readerB says every concert visitor read it. There is no visitor record or music performance.

Ordinary staff possible model

A matches printing; B’s universal user claim lacks evidence. The story readers are fictional.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model claim-by-claim tracing to the complete notebook, preserving missing use and fictional voices.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional craft-market notebook records two signs made, visitor row empty. Story readerR says signs exist; S says all shoppers used them. Invite the child to compare both claims with the actual supplied record and keep their story status.

Child invitation

Compare the craft-market claims without inventing shopper feedback.

Observable evidence

Child evaluates supplied claims against record scope and keeps imagined voices separate from actual peer/reader interaction.

Mode limit

Next decision

Acceptance

Id

D-later-3

Exact prompt

Ask one useful further evidence question for this accurate caption, leaving its result open.

Exact criterion

Question relates torecordrepeat/conditions/differentneededquantity/purpose; noactualtest oruniversalresult required.

One staff possible response

Would further matched collection records show the same pattern, or what new evidence would address growth separately? Neither result is supplied.

Initial own value

Full unrelated next lesson

Id

N32

Title

Helpful-label further evidence question

Whole unrelated source

Fictional label notebook records one caption written but no willing-reader use. Its owner wants to make the instructions helpful.

Ordinary staff possible model

What would a willing reader ask about the first instruction? No reply is supplied.

Teacher preparation

Four teacher moves

Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
Model purpose-linked enquiry with blank future reply and optional participation, keeping instruction quality distinct from no feedback.
Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional museum card has one source identity written but no date check or reader response. Invite a useful source/date/reader question for the card and leave the actual search or reply open.

Child invitation

Choose a museum-card question whose answer needs new evidence.

Observable evidence

Child forms a relevant further question and preserves unperformed search/feedback/outcome status.

Mode limit

Next decision

Acceptance

Id

D-later-4

Eligibility

Learner door

Resource Trail Desk — whole optional interface/paper contract

A useful child job

Give a useful thing a backstory. Pick a clue, make a tiny trail, and leave room for what you still want to know. Make a pocket label, museum note, visitor card or spoken explanation. Stop with one meaningful clue if useful. Adult helps read sources and prepare safe materials. Workspace/model lens does not identify minerals or perform science for the child.

Nine empty fields, five scopes

In order0–8: Trail name; Useful job and reader; Source identity, date and fiction status; Resource or supplied label; Recorded property; Use or importance explanation; Evidence and its boundary; My keep, change or open reason; Next question or plan. ALL initial strings empty, including title/date/source. Labels/instructions outside fields. No examples/placeholders resembling completed work, no staff criterion/model in own/kept spaces. Preview uses safe text nodes to show literal exact multiline child strings, including <script> and &. Selecting source/model never fills own values.

Five views: One question shows current single field/actual label/ordinal; Source shows2,3,4,6; Claim3,4,5,6; Reader0,1,5,7,8; All my words0–8. Scope changes hide without erasing exact strings and focus the first visible entry. One-question Back/Next selects adjacent field, announces label/ordinal and focuses it; unavailable end disabled, no wrapping. Complete labels/help/source available. No dragging/timing/compulsory sound/animation/score.

Whole neutral sources in place and no-script

Ordinary Desk and all eight own-response pages use native initially closed details/summary: Read or hear the complete source here. Inside: COMPLETE neutral source, fiction/provider boundaries, source identity and optional external reference. No staff criteria, models or next-teaching keys. Open/close with pointer or keyboard Enter/Space preserves every exact current multiline word, without JS. Closing returns focus to summary. When open Tab reaches optional source-reference link then first own field in normal order; when closed Tab reaches first field. External link optional, not required rereading path. Source choice never fills own fields.

Held families have their own whole neutral source followed by EXACT four prompts/four empty textareas, separate from nine-field ordinary Desk. Matching paper route uses corresponding V13–V20, never generic nine-heading mat. Paper/spoken/signed/AAC/confirmed verbatim scribe uses same source/prompts. Native source disclosure and blank spaces work without JS. Written narration is not generated or listening-tested audio. Adult records opportunity, source exposure and actual help; format does not change criterion.

Meaningful manual supplied-record lens

Day47 whole ordinary fictional table: R6,8,7/S12,10,11mL in trials1,2,3, same20mL input/filter/2minute wait supplied. No real local material tested. Initially No trial selected; explicit Trial1/Trial2/Trial3/Show all choices reveal those already supplied records. Full table/conditions/model label always visible. Two columns share zero/equal2mL ticks0–12;7/11 lie halfway, exact numeral labels. Choice changes view only, no time advance/new water/prediction/plant-growth/sensor calibration/physical experiment/new own words/data. No autoplay/sound/animation. Reversible independent selection; paper four cards/full text/spoken/AAC identical. No-JS shows all table/static views and states choices do not run, without fake active controls.

Memory-only current words. Keep uses explicit child-chosen title or their own current Trail name only after choice; never a fictional model. Two slots maximum; comparison headers carry actual chosen names plus slot1/2, so equal/empty names retain identity. Keep copies all nine literal current strings, leaves current exact. Full capacity asks explicit replace-left/replace-right/cancel; no silent discard. Replace/remove/restore over nonempty current requires accessible confirmation naming affected actual slot. Cancel preserves fields/versions/model selection and returns initiating-control focus. Restore loads only selected OWN work after consent. No improvement judgement from version count/length.

Clear current asks confirmation: erase these current nine strings ONLY, retain both kept versions and selected record view. Confirmed clear makes all9 empty, focus first visible entry: Source2/Claim3/Reader0/All0/One-question its chosen index. Start another job confirms clearing current+BOTH kept versions+record selection; confirmed new job selects Reader/focus0/no trial selected. Explicit Keep/Cancel or Escape while confirmation pending cancels and returns initiating-control focus with everything exact. Escape without pending confirmation does nothing. Back/Next never clears. Remove one owned version affects only named slot after consent and returns its control focus. Paper Finish erases nothing.

Privacy/leave behavior

Friendly note at first field: Your words stay while you work on this page. Leaving or reloading can lose them. Want a record? Copy them to paper or ask your helper. No storage/cookies/network/AI/account/analytics/audio recording/speech recognition/cloud sync/autosave/grading/hosted assistant. Source text never executes markup. External provider links are optional adult references, not required child browsing. No automatic export/child-name field; any later export needs separate reviewed explicit consent. Local adults control retained-record privacy and actual reader consent. Paper and no-script routes available. Digital reading is not physical experiment or annual attainment.

Later implementation gates

Specification only; no actual UI/handler/asset/Browser/listening/classroom result in proposal. Future source creator must preserve whole bodies, test every empty/keep/consent/focus/view/no-JS relationship, personally review20 rendered whole planes/full alternatives, pass DIFFERENT source critique and Root actual Browser before publication. Use distinct multiline literal drafts and real role-based routes, not only mirror tests. A small purposeful owned explanation is enough; field count is not a grade.

Twenty COMPLETE original future visual briefs

Id

V01

Title

Pocket trail courier

Complete visible source

Full geometry and reading order

Top complete source in a labelled supplied-fiction region. Three middle panels Object label, Resource/source, Useful job: aluminium foil package links to F1 bauxite-to-aluminium industrial route then visitor label job. Separate Observation panel says visible fold in Nia’s story; the line does not make it a mine identification. Dotted Still open branch ends at mine/manufacturer/performance/reader reply not supplied. Bottom is a separate empty own three-panel strip. Copper drawing/F2 route is an alternative described in the whole source.

Visible labels

V01 ordinary model
Object label: aluminium foil
F1 resource/source: bauxite making route
Useful job: visitor label
Supplied observation: fold
Mine/manufacturer/performance/reply open
My object/source
My job
My question

Whole work contract

Choose, carry or explain a source-labelled trail; a helper reads/place cards without supplying the child’s connection.

Own state and limits

Three own panels empty; ordinary source/model stays separately labelled above.

Complete text alternative

V01 — Pocket trail courier. Original proposed aid. Role: Choose, carry or explain a source-labelled trail; a helper reads/place cards without supplying the child’s connection.

Complete visible source: Ordinary fictional maker table. Nia has a clean, blunt-edged folded foil card, a drawing of a copper wire inside a lamp, and a sealed clear display of two labelled rocks. The foil package says aluminium; the wire drawing says copper. Nia can see folds in the card. Neither package names a particular mine. F1 describes bauxite as a common ore used to make aluminium through industrial processing. F2 describes copper's use in electrical wiring. These are source facts, not tests Nia performed. Nia wants a little trail label for a visitor who asks, “Is this just something from a shop?” No visitor has replied yet.

Complete layout and relationships: Top complete source in a labelled supplied-fiction region. Three middle panels Object label, Resource/source, Useful job: aluminium foil package links to F1 bauxite-to-aluminium industrial route then visitor label job. Separate Observation panel says visible fold in Nia’s story; the line does not make it a mine identification. Dotted Still open branch ends at mine/manufacturer/performance/reader reply not supplied. Bottom is a separate empty own three-panel strip. Copper drawing/F2 route is an alternative described in the whole source.

Visible labels in reading order: V01 ordinary model Object label: aluminium foil F1 resource/source: bauxite making route Useful job: visitor label Supplied observation: fold Mine/manufacturer/performance/reply open My object/source My job My question

Own-work state: Three own panels empty; ordinary source/model stays separately labelled above. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

High contrast ordinary text, generous spacing; words, position and lines convey meaning. Colour repeats named labels. Single-column large-print/spoken/AAC equivalent follows the complete reading order. No timed/flashing/noisy/drag-only or compulsory movement task.

Id

V02

Title

Making concertina and rock neighbour

Complete visible source

Full geometry and reading order

Below whole source, four-card industrial row Bauxite ore→Alumina→Aluminium metal→Foil product. Arrows refining/smelting/rolling, F1 identity beside the row, industrial-source description not child procedure. Separate rock-components drawing has pale/dark areas labelled components unnamed; colour identifies no minerals. Unlabelled red wrapper separate: material unknown. Mine/manufacturer dotted branch stays open. Bottom three own reasoning boxes.

Visible labels

V02 industrial source trail
Bauxite ore
Refining
Alumina
Smelting
Aluminium metal
Rolling
Foil product
F1 industrial processing, not child procedure
Rock components unnamed
Wrapper material unknown
My stages explanation
My drawing boundary
My question

Whole work contract

Arrange/describe a complete making trail and distinguish a rock model from a manufactured metal.

Own state and limits

Own three boxes empty; no heating/extraction/scratching/local mine assertion.

Complete text alternative

V02 — Making concertina and rock neighbour. Original proposed aid. Role: Arrange/describe a complete making trail and distinguish a rock model from a manufactured metal.

Complete visible source: Fictional repair-display notes. Four cards read: bauxite ore; alumina from refining; aluminium metal from smelting; thin aluminium foil from rolling. The cards describe an industrial route from F1; they are not a recipe for children. Another display card says minerals contribute to rocks, following the historical national U02 E3 reference. A labelled composite-rock drawing shows pale and dark components, but does not name them. A red wrapper is nearby and has no material label. The visitor wants to know why the first card and final foil card have different names.

Complete layout and relationships: Below whole source, four-card industrial row Bauxite ore→Alumina→Aluminium metal→Foil product. Arrows refining/smelting/rolling, F1 identity beside the row, industrial-source description not child procedure. Separate rock-components drawing has pale/dark areas labelled components unnamed; colour identifies no minerals. Unlabelled red wrapper separate: material unknown. Mine/manufacturer dotted branch stays open. Bottom three own reasoning boxes.

Visible labels in reading order: V02 industrial source trail Bauxite ore Refining Alumina Smelting Aluminium metal Rolling Foil product F1 industrial processing, not child procedure Rock components unnamed Wrapper material unknown My stages explanation My drawing boundary My question

Own-work state: Own three boxes empty; no heating/extraction/scratching/local mine assertion. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V03

Title

Job-and-clue duet

Complete visible source

Full geometry and reading order

Full source first. Parallel ordinary lanes: foil backdrop→supplied bend→curved puppet backdrop job; copper lamp diagram→F2 conduction reference→wiring job. Each connector explains why the property matters, not that a drawing tested electricity. Still untested flags name outdoor strength/heat or actual conductivity. Empty own lane below: Job, Source/property clue, Explanation, Boundary. No live apparatus resembling an instruction.

Visible labels

V03 two useful jobs
Foil supplied bend→curved backdrop
Copper F2 conduction→wiring
Actual conductivity untested
Outdoor strength/heat unmeasured
My job
My clue/source
My explanation
My boundary

Whole work contract

Link a property and source to a practical job while keeping untested outcomes open.

Own state and limits

Four own boxes empty; no universal best-material claim/electrical handling.

Complete text alternative

V03 — Job-and-clue duet. Original proposed aid. Role: Link a property and source to a practical job while keeping untested outcomes open.

Complete visible source: Ordinary fictional pop-up workshop. Mina makes a foldable aluminium backdrop for a puppet scene; the labelled foil bends into a curve. A separate diagram shows a copper electrical wire in a reading lamp. F2 describes copper as a good electrical conductor and links this property to wiring. F1 describes aluminium foil as thin rolled aluminium. No child is asked to handle electricity or prove conductivity. Mina's curved backdrop stands only in the supplied drawing. Its strength, heat performance and suitability for outdoor weather have not been measured.

Complete layout and relationships: Full source first. Parallel ordinary lanes: foil backdrop→supplied bend→curved puppet backdrop job; copper lamp diagram→F2 conduction reference→wiring job. Each connector explains why the property matters, not that a drawing tested electricity. Still untested flags name outdoor strength/heat or actual conductivity. Empty own lane below: Job, Source/property clue, Explanation, Boundary. No live apparatus resembling an instruction.

Visible labels in reading order: V03 two useful jobs Foil supplied bend→curved backdrop Copper F2 conduction→wiring Actual conductivity untested Outdoor strength/heat unmeasured My job My clue/source My explanation My boundary

Own-work state: Four own boxes empty; no universal best-material claim/electrical handling. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V04

Title

Soil role fold-out

Complete visible source

Full geometry and reading order

Three equal panels Plant support, Habitat, Water regulation joined only by a frame F3 general roles. Separate sealed-display sketch caption says leaf piece/spaces/no animal shown. Do not draw organisms as observations. F4 separate note: soil-water information can inform irrigation decisions; no sensor reading given. Blank question tabs and visitor-label space below. Footer: no local organism count/growth/drinking-water result.

Visible labels

V04 source-described roles
F3 plants
F3 habitat
F3 water regulation
Sketch leaf/spaces; no animal shown
F4 irrigation-information role
Local performance and water safety unknown
My specimen question
My visitor label

Whole work contract

Make useful role labels and name what would require actual specimen evidence.

Own state and limits

Own question/label spaces empty; general roles are supplied knowledge, not proof of local performance.

Complete text alternative

V04 — Soil role fold-out. Original proposed aid. Role: Make useful role labels and name what would require actual specimen evidence.

Complete visible source: Ordinary fictional balcony club. A sealed display sketch shows crumbly material, a leaf piece and spaces; no living animal is shown. A source card F3 describes soils as habitats for organisms, supporting plants and regulating water. These general soil roles come from USDA NRCS, not from the sketch proving local performance. A second source card F4 describes CSIRO's Chameleon system as using soil-water information to help irrigation decisions. The club wants three short labels for a soil display: plant support, habitat, and water. Nobody has tested drinking-water safety or sampled the balcony soil.

Complete layout and relationships: Three equal panels Plant support, Habitat, Water regulation joined only by a frame F3 general roles. Separate sealed-display sketch caption says leaf piece/spaces/no animal shown. Do not draw organisms as observations. F4 separate note: soil-water information can inform irrigation decisions; no sensor reading given. Blank question tabs and visitor-label space below. Footer: no local organism count/growth/drinking-water result.

Visible labels in reading order: V04 source-described roles F3 plants F3 habitat F3 water regulation Sketch leaf/spaces; no animal shown F4 irrigation-information role Local performance and water safety unknown My specimen question My visitor label

Own-work state: Own question/label spaces empty; general roles are supplied knowledge, not proof of local performance. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V05

Title

Museum components and unknown token

Complete visible source

Full geometry and reading order

Complete ordinary source first. Large abstract rock outline with pale/dark patterned regions labelled unnamed components; caption source describes minerals as rock components but names absent. Separate smooth unlabelled token: resource unknown. Three organiser headings Source, Drawing/model, Needs new evidence, with only ordinary supplied-description slips. Own description/boundary/question below. Held A/B/C/D tasks entirely separate.

Visible labels

V05 ordinary museum model
Pale/dark components unnamed
Historical U02E3 minerals contribute to rocks
Token resource unknown
Source
Drawing/model
Needs new evidence
My description
My boundary
My question

Whole work contract

Describe a visible model honestly; optional first held work uses its own separate full source/mat.

Own state and limits

Three own areas empty; no held key or mineral identification from colour.

Complete text alternative

V05 — Museum components and unknown token. Original proposed aid. Role: Describe a visible model honestly; optional first held work uses its own separate full source/mat.

Complete visible source: Ordinary fictional museum-button display. A source label says minerals are components of rocks; a drawing has two differently coloured component areas. A visitor wants to understand that relationship without guessing names. A sealed label on a separate metal token is unreadable. No later source, assessment key or hidden material identity is contained here. This is ordinary practice if a held first task is declined or prerequisites are not yet available.

Complete layout and relationships: Complete ordinary source first. Large abstract rock outline with pale/dark patterned regions labelled unnamed components; caption source describes minerals as rock components but names absent. Separate smooth unlabelled token: resource unknown. Three organiser headings Source, Drawing/model, Needs new evidence, with only ordinary supplied-description slips. Own description/boundary/question below. Held A/B/C/D tasks entirely separate.

Visible labels in reading order: V05 ordinary museum model Pale/dark components unnamed Historical U02E3 minerals contribute to rocks Token resource unknown Source Drawing/model Needs new evidence My description My boundary My question

Own-work state: Three own areas empty; no held key or mineral identification from colour. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V06

Title

Ruler before and after lane

Complete visible source

Full geometry and reading order

Whole ordinary source. Supplied diagram baselines S0–4cm/T0–6cm with shared zero, identical1cm intervals, endpoints/units printed and diagram-only caption. Before prediction lane explicitly says no prior prediction supplied; never implies an existing prediction. Lower independent New plain-paper investigation area has five empty headings Question, Before prediction and clue, Safe/fair plan, Actual ruler reading and unit, After comparison. Drawn ruler is a model; actual I03 opportunity uses a real familiar cm ruler on plain paper under adult preparation.

Visible labels

V06 supplied S4/T6cm
Shared zero, equal1cm intervals
No before prediction recorded
New paper investigation not yet performed
My question
My before prediction/clue
My safe/fair plan
My actual reading/cm
My after comparison

Whole work contract

Distinguish retrospective data from a new genuine prediction/familiar-instrument measurement opportunity.

Own state and limits

All five own areas empty; declining is allowed. Reading the diagram is not physical I03 conduct.

Complete text alternative

V06 — Ruler before and after lane. Original proposed aid. Role: Distinguish retrospective data from a new genuine prediction/familiar-instrument measurement opportunity.

Complete visible source: Ordinary fictional storeroom plan. Two labelled rock-display silhouettes, S and T, lie beside a printed centimetre scale. S spans 0–4 cm and T spans 0–6 cm on the supplied diagram. The plan asks, “Which labelled silhouette has the longer base in this drawing?” The same scale, left-edge zero convention and base direction are used. A sealed display cannot be scratched or opened. The supplied readings are retrospective: they are not children's prior predictions or measurements of actual rocks. A separate optional classroom job uses two large plain paper rectangles, chosen by the adult, to practise a real ruler procedure.

Complete layout and relationships: Whole ordinary source. Supplied diagram baselines S0–4cm/T0–6cm with shared zero, identical1cm intervals, endpoints/units printed and diagram-only caption. Before prediction lane explicitly says no prior prediction supplied; never implies an existing prediction. Lower independent New plain-paper investigation area has five empty headings Question, Before prediction and clue, Safe/fair plan, Actual ruler reading and unit, After comparison. Drawn ruler is a model; actual I03 opportunity uses a real familiar cm ruler on plain paper under adult preparation.

Visible labels in reading order: V06 supplied S4/T6cm Shared zero, equal1cm intervals No before prediction recorded New paper investigation not yet performed My question My before prediction/clue My safe/fair plan My actual reading/cm My after comparison

Own-work state: All five own areas empty; declining is allowed. Reading the diagram is not physical I03 conduct. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V07

Title

Six-record collection gallery

Complete visible source

Full geometry and reading order

Complete ordinary source at top. Entire table R/S and trial1/2/3: R6,8,7 and S12,10,11mL. Conditions same20mL input/filter/2minute wait supplied, no actual local trial. Paired graph panels share zero and equal2mL ticks0,2,4,6,8,10,12;7/11 halfway with exact numeral labels. Names/patterns duplicate colour. Empty pattern/boundary below; no plant-growth/drinking-water axis. Optional selector initially no trial selected; table always visible.

Visible labels

V07 supplied collection, mL
20mL input/same filter/2minute wait supplied
Trial1 R6/S12
Trial2 R8/S10
Trial3 R7/S11
Zero0/equal2mL intervals
Odd values midway with exact numerals
My pattern
My boundary
No growth/safety result

Whole work contract

Represent all supplied quantities accurately and explain a bounded pattern, with provided graph scaffold.

Own state and limits

Own two areas empty; supplied fiction is not observed child data.

Complete text alternative

V07 — Six-record collection gallery. Original proposed aid. Role: Represent all supplied quantities accurately and explain a bounded pattern, with provided graph scaffold.

Complete visible source: Ordinary fictional town-display record, not real local soil data. The same described spoon size, 20 mL water addition, filter setup and 2-minute collection window were used for samples labelled R and S. Collected-water entries in mL are R: 6, 8, 7; S: 12, 10, 11. Six separate trials are shown. The notebook does not record plant growth, drinking-water quality, organism counts or long-term field conditions. The display reader asks how much was collected in each recorded trial, not which soil is always best. The adult can use the supplied record without conducting this physical procedure.

Complete layout and relationships: Complete ordinary source at top. Entire table R/S and trial1/2/3: R6,8,7 and S12,10,11mL. Conditions same20mL input/filter/2minute wait supplied, no actual local trial. Paired graph panels share zero and equal2mL ticks0,2,4,6,8,10,12;7/11 halfway with exact numeral labels. Names/patterns duplicate colour. Empty pattern/boundary below; no plant-growth/drinking-water axis. Optional selector initially no trial selected; table always visible.

Visible labels in reading order: V07 supplied collection, mL 20mL input/same filter/2minute wait supplied Trial1 R6/S12 Trial2 R8/S10 Trial3 R7/S11 Zero0/equal2mL intervals Odd values midway with exact numerals My pattern My boundary No growth/safety result

Own-work state: Own two areas empty; supplied fiction is not observed child data. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V08

Title

A legend is a promise about a code

Complete visible source

Full geometry and reading order

Whole ordinary fictional irrigation-story source first. Three shapes print the exact invented legend labels BLUE more water than this plan needs now; GREEN enough for this plan now; RED less than this plan needs now. L is BLUE and M is RED at09:00; this fictional plan pauses adding water at BLUE and reviews/adds its planned amount at RED with the supervising adult. Colours only repeat text/shape. Source records connect to their exact named labels, tomorrow row explicitly blank. F4 separate provider box describes research soil-water information for farmer decisions; heavy boundary separates actual provider account from invented code. No Chameleon resemblance/calibration/actual colour scheme. Three empty own explanation/need/question areas.

Visible labels

V08 invented legend
BLUE more water than this plan needs now
GREEN enough for this plan now
RED less than this plan needs now
09:00 LBLUE/MRED
Plan pause atBLUE; review/add planned amount atRED with adult
Tomorrow entry blank
F4 separate provider, not this code
My data-to-explanation link
My useful decision
My remaining question

Whole work contract

Use whole legend and supplied record to justify one limited plan decision; code is not moisture measurement.

Own state and limits

Three own areas empty; generation must preserve exact source connectors and missing future state.

Complete text alternative

V08 — A legend is a promise about a code. Original proposed aid. Role: Use whole legend and supplied record to justify one limited plan decision; code is not moisture measurement.

Complete visible source: Ordinary fictional irrigation-story board. In this imagined garden only, a recorder code says BLUE = more water than this plan needs now; GREEN = enough for this plan now; RED = less than this plan needs now. At 09:00 bed L is BLUE and bed M is RED. Tomorrow is empty. The agreed fictional plan says pause adding water at BLUE and review/add the planned amount at RED with the supervising adult. This is not a calibrated local sensor or a rule for real plant care. F4 independently describes CSIRO's Chameleon research as helping farmers interpret soil water at different depths to make decisions; its page was last updated in 2022, not a 2026 result tally.

Complete layout and relationships: Whole ordinary fictional irrigation-story source first. Three shapes print the exact invented legend labels BLUE more water than this plan needs now; GREEN enough for this plan now; RED less than this plan needs now. L is BLUE and M is RED at09:00; this fictional plan pauses adding water at BLUE and reviews/adds its planned amount at RED with the supervising adult. Colours only repeat text/shape. Source records connect to their exact named labels, tomorrow row explicitly blank. F4 separate provider box describes research soil-water information for farmer decisions; heavy boundary separates actual provider account from invented code. No Chameleon resemblance/calibration/actual colour scheme. Three empty own explanation/need/question areas.

Visible labels in reading order: V08 invented legend BLUE more water than this plan needs now GREEN enough for this plan now RED less than this plan needs now 09:00 LBLUE/MRED Plan pause atBLUE; review/add planned amount atRED with adult Tomorrow entry blank F4 separate provider, not this code My data-to-explanation link My useful decision My remaining question

Own-work state: Three own areas empty; generation must preserve exact source connectors and missing future state. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V09

Title

Make a useful resource card

Complete visible source

Full geometry and reading order

Whole ordinary source then left guide with process headings Resource/source→Property/evidence→Useful reader job→Open question, not a held answer. Right own product area entirely empty, heading outside. Below two empty own-copy strips labelled My chosen version1 and My chosen version2. Actual chosen names must top comparison columns; slot numbers preserve identity when names equal/empty. Reader reply area says no reply supplied, optional actual consented reply later. Empty own keep/change/open reason.

Visible labels

V09 practical own product
Resource/source
Property/evidence
Useful reader job
Open question
My product
My chosen version1
My chosen version2
No actual reader reply supplied
My keep/change/open reason

Whole work contract

Make a pocket label/visitor card/quiet explanation for a chosen purpose; optional actual reader and purposeful revision.

Own state and limits

All product/copy/reply/reason areas empty; two drafts optional; silence is not evidence of success.

Complete text alternative

V09 — Make a useful resource card. Original proposed aid. Role: Make a pocket label/visitor card/quiet explanation for a chosen purpose; optional actual reader and purposeful revision.

Complete visible source: Ordinary fictional community-show preparation. Sami chooses a foil making trail for a younger reader, a soil-role door for a family visitor, or a copper-wire fact card for a repair-display reader. The brief asks for one source-labelled resource explanation, one visible or supplied property clue with its provenance, and one open question. A pretend reader note says “I can't tell which bit you saw.” This note is fictional feedback, not a child-tested outcome. A real invited adult or peer may give different feedback or none.

Complete layout and relationships: Whole ordinary source then left guide with process headings Resource/source→Property/evidence→Useful reader job→Open question, not a held answer. Right own product area entirely empty, heading outside. Below two empty own-copy strips labelled My chosen version1 and My chosen version2. Actual chosen names must top comparison columns; slot numbers preserve identity when names equal/empty. Reader reply area says no reply supplied, optional actual consented reply later. Empty own keep/change/open reason.

Visible labels in reading order: V09 practical own product Resource/source Property/evidence Useful reader job Open question My product My chosen version1 My chosen version2 No actual reader reply supplied My keep/change/open reason

Own-work state: All product/copy/reply/reason areas empty; two drafts optional; silence is not evidence of success. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V10

Title

Small folio, honest next step

Complete visible source

Full geometry and reading order

Full ordinary Kit account first. Separate ordinary example organiser Kept with reason, Changed with source/evidence reason, Still open, labelled example. Empty own organiser below repeats those headings plus Next useful question. Adult-only empty record footer Date/source/mode/support/actual-or-supplied. Friendly child prompt Pick a useful clue to keep; no grade meter/completion stars/annual A–E total. Later held work separate on matching exact blank mat.

Visible labels

V10 ordinary Kit folio
Kept with reason
Changed with evidence/source reason
Still open
My keep
My change
My open
My next question
Adult record date/source/mode/support/actual-or-supplied

Whole work contract

Reflect on practical work and nominate a useful next question without claiming annual attainment.

Own state and limits

Own reflection/adult record areas empty; no proof every child conducted every activity.

Complete text alternative

V10 — Small folio, honest next step. Original proposed aid. Role: Reflect on practical work and nominate a useful next question without claiming annual attainment.

Complete visible source: Ordinary fictional end-of-show folio. Kit has a resource trail version1 and version2, both made from the ordinary F1/F2/F3 sources. A folio slip asks for the source supporting one explanation, a selected change or deliberate kept feature, and a question that needs new evidence. There is no claim that every Earth resource, every national description or a real visitor outcome has been demonstrated. An eligible corresponding held later family can be offered separately after actual first capture/decline and teaching; it is not part of Kit's ordinary folio source.

Complete layout and relationships: Full ordinary Kit account first. Separate ordinary example organiser Kept with reason, Changed with source/evidence reason, Still open, labelled example. Empty own organiser below repeats those headings plus Next useful question. Adult-only empty record footer Date/source/mode/support/actual-or-supplied. Friendly child prompt Pick a useful clue to keep; no grade meter/completion stars/annual A–E total. Later held work separate on matching exact blank mat.

Visible labels in reading order: V10 ordinary Kit folio Kept with reason Changed with evidence/source reason Still open My keep My change My open My next question Adult record date/source/mode/support/actual-or-supplied

Own-work state: Own reflection/adult record areas empty; no proof every child conducted every activity. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V11

Title

Nine-heading paper Trail Desk

Complete visible source

A genuinely empty own paper workspace; sources are separate named references. No prefilled child trail, local fact, diagnosis or completed example.

Full geometry and reading order

Two-page paper twin: page1 first five numbered FIELDS, page2 headings6–9, every heading above a generous empty rectangle. Footer outside areas: paper words remain when you finish/put it away; Clear current is digital only. Two optional extra owned-copy sheets have blank user-chosen title/date headings. One-at-time cards repeat one exact numbered heading. Whole nine-heading text equivalent and source references available. Finish erases nothing.

Visible labels

Trail name
Useful job and reader
Source identity, date and fiction status
Resource or supplied label
Recorded property
Use or importance explanation
Evidence and its boundary
My keep, change or open reason
Next question or plan
Paper stays yours when you finish
Optional owned copy1
Optional owned copy2
Read whole separately named source

Whole work contract

Use identical nine meaning jobs on paper/spoken/signed/AAC/verbatim helper record with confirmed read-back.

Own state and limits

Nine own areas/two optional copies empty; directions outside; paper retained until owner chooses otherwise.

Complete text alternative

V11 — Nine-heading paper Trail Desk. Original proposed aid. Role: Use identical nine meaning jobs on paper/spoken/signed/AAC/verbatim helper record with confirmed read-back.

Complete visible source: A genuinely empty own paper workspace; sources are separate named references. No prefilled child trail, local fact, diagnosis or completed example.

Complete layout and relationships: Two-page paper twin: page1 first five numbered FIELDS, page2 headings6–9, every heading above a generous empty rectangle. Footer outside areas: paper words remain when you finish/put it away; Clear current is digital only. Two optional extra owned-copy sheets have blank user-chosen title/date headings. One-at-time cards repeat one exact numbered heading. Whole nine-heading text equivalent and source references available. Finish erases nothing.

Visible labels in reading order: Trail name Useful job and reader Source identity, date and fiction status Resource or supplied label Recorded property Use or importance explanation Evidence and its boundary My keep, change or open reason Next question or plan Paper stays yours when you finish Optional owned copy1 Optional owned copy2 Read whole separately named source

Own-work state: Nine own areas/two optional copies empty; directions outside; paper retained until owner chooses otherwise. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V12

Title

Ordinary record lens — choose a trial

Complete visible source

Full geometry and reading order

Whole six-record source/table visible. Four controls Trial1/Trial2/Trial3/Show all initially none selected; frame says No trial selected. Choice1 reveals R6/S12,2 R8/S10,3 R7/S11mL; Show all exposes all six. Shared zero/equal2mL ticks0–12, odd values half intervals and exact labels. View selection reveals existing fiction only; no time advance, new water, prediction, physical trial or own-word insertion. Four paper view cards with full table/conditions on reverse and complete spoken/AAC equivalent. No-JS shows full table/static views honestly.

Visible labels

V12 ordinary supplied record lens
No trial selected initially
Trial1 R6/S12mL
Trial2 R8/S10mL
Trial3 R7/S11mL
Show all six records
Zero/equal2mL ticks/exact numerals
20mL input/same filter/2minute wait supplied
Choice reveals fiction, not experiment
My explanation empty

Whole work contract

Manipulate a meaningful information view and check table-graph relationships, without physical-simulation claims.

Own state and limits

Selection does not fill own text. Explanation empty; no autoplay/sound/sensor/score.

Complete text alternative

V12 — Ordinary record lens — choose a trial. Original proposed aid. Role: Manipulate a meaningful information view and check table-graph relationships, without physical-simulation claims.

Complete layout and relationships: Whole six-record source/table visible. Four controls Trial1/Trial2/Trial3/Show all initially none selected; frame says No trial selected. Choice1 reveals R6/S12,2 R8/S10,3 R7/S11mL; Show all exposes all six. Shared zero/equal2mL ticks0–12, odd values half intervals and exact labels. View selection reveals existing fiction only; no time advance, new water, prediction, physical trial or own-word insertion. Four paper view cards with full table/conditions on reverse and complete spoken/AAC equivalent. No-JS shows full table/static views honestly.

Visible labels in reading order: V12 ordinary supplied record lens No trial selected initially Trial1 R6/S12mL Trial2 R8/S10mL Trial3 R7/S11mL Show all six records Zero/equal2mL ticks/exact numerals 20mL input/same filter/2minute wait supplied Choice reveals fiction, not experiment My explanation empty

Own-work state: Selection does not fill own text. Explanation empty; no autoplay/sound/sensor/score. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V13

Title

A-first exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Multi-sheet text-first mat: source identity and complete neutral source first; four numbered exact prompts follow in order, each above a generous EMPTY own rectangle. Repeat source identity/honest page order if extra pages required; no unreadably shrunken source. No criterion/model/next lesson or answer-hint connector. Source remains complete and readable as text. Digital native source disclosure initially closed has identical whole neutral source; four own fields genuinely empty. Spoken/signed/AAC/verbatim scribing uses exact prompts one at a time if wanted with read-back confirmation.

Visible labels

V13 A-first neutral supplied fiction
Parcel-stage fold card
Read/hear complete source in place
1. Name one supplied property of K and the source that links its named material to an Earth resource.
1. Separate what the story-table observer recorded from what F1 describes.
1. For the curved-sign job, offer a choice using a clue and say what remains untried.
1. Ask one useful new question for the maker, leaving its result open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V13 — A-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional parcel-stage account. The maker needs a bendable display card for a curved sign, not a real food wrapper. PackageK names aluminium foil. Supplied observation at the story table: K has a visible fold and can be bent into the drawn curve. F1 describes bauxite as a common ore in the industrial aluminium-making route and thin rolled foil as a use of aluminium. No ore processing was observed at this table, no mine/manufacturer is named, and the sign has not been tried outdoors or by an actual parcel reader. A separate unlabelled shiny drawingJ gives no material identity. The maker wants a useful resource/property/job note and a new question.

Complete layout and relationships: Multi-sheet text-first mat: source identity and complete neutral source first; four numbered exact prompts follow in order, each above a generous EMPTY own rectangle. Repeat source identity/honest page order if extra pages required; no unreadably shrunken source. No criterion/model/next lesson or answer-hint connector. Source remains complete and readable as text. Digital native source disclosure initially closed has identical whole neutral source; four own fields genuinely empty. Spoken/signed/AAC/verbatim scribing uses exact prompts one at a time if wanted with read-back confirmation.

Visible labels in reading order: V13 A-first neutral supplied fiction Parcel-stage fold card Read/hear complete source in place 1. Name one supplied property of K and the source that links its named material to an Earth resource. 2. Separate what the story-table observer recorded from what F1 describes. 3. For the curved-sign job, offer a choice using a clue and say what remains untried. 4. Ask one useful new question for the maker, leaving its result open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Own-work state: All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source. No hidden sound, colour-only clue, actual experiment, local observation, reader success or automatic verdict. All visible source relationships are given as text; helper reads verbatim and leaves own areas blank.

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V14

Title

B-first exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V14 B-first neutral supplied fiction
Tree-pot viewing card
Read/hear complete source in place
1. Name two visible features supplied in P, without adding an unseen organism.
1. Use F3 to describe one soil role and say what P does not establish about that role.
1. What local organism or water result remains unknown in this account?
1. With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V14 — B-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional tree-pot viewing account. A sealed display sketch P shows brown particles, two leaf pieces and spaces. Its picture window shows no visible animal; organism identity/count, nutrients, water movement and plant growth are not measured. F3 describes soil roles in supporting plants, providing habitat and regulating water. That general account is not a result from this display or proof that a particular pot cleans drinking water. The visitor’s job is to understand two useful soil roles and a view-level limit. A possible later observation plan would keep the sealed display closed, use the same view/window and record visible features; no observation has yet been conducted by the child.

Visible labels in reading order: V14 B-first neutral supplied fiction Tree-pot viewing card Read/hear complete source in place 1. Name two visible features supplied in P, without adding an unseen organism. 2. Use F3 to describe one soil role and say what P does not establish about that role. 3. What local organism or water result remains unknown in this account? 4. With a scaffold, suggest one safe planned viewing step and one thing to keep similar for a new view comparison. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V15

Title

C-first exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V15 C-first neutral supplied fiction
Display ledge diagram
Read/hear complete source in place
1. Compare the two supplied drawn base lengths with their unit and a real-object limit.
1. Is a before-measurement prediction supplied here? Explain using the account.
1. Make two matching record rows for M and N with supplied base length and source/unit.
1. With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V15 — C-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional display-ledge diagram account. Drawn labelled bases M and N use a printed centimetre scale from zero with equal1cm intervals. M spans0–3cm; N spans0–5cm. Those are supplied diagram readings, not dimensions of real rocks or the child’s own ruler measurements. The diagram records no prior prediction. Its display-reader job is to compare these two drawn bases accurately. A separate new plain-paper measuring plan could ask which chosen paper base is longer, use a familiar centimetre ruler with zero aligned and the same base direction, and keep an actual prediction before its own measurement. No new paper result is supplied.

Visible labels in reading order: V15 C-first neutral supplied fiction Display ledge diagram Read/hear complete source in place 1. Compare the two supplied drawn base lengths with their unit and a real-object limit. 2. Is a before-measurement prediction supplied here? Explain using the account. 3. Make two matching record rows for M and N with supplied base length and source/unit. 4. With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V16

Title

D-first exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V16 D-first neutral supplied fiction
Garden-monitor planning card
Read/hear complete source in place
1. Use one supplied symbol/record to explain the plan’s current decision, without inventing later success.
1. Separate F4’s general provider example from the fictional monitor card.
1. Compare the two fictional reader views with the supplied record and keep their status clear.
1. Ask a further evidence question for the plan reader, leaving its actual result open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V16 — D-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional garden-monitor planning account. The plan’s invented legend says triangle = review the water plan now; circle = review already logged. At09:00 trayP shows triangle; trayQ shows circle. The next record at10:00 is empty. The plan is to check the written water record when triangle appears; neither symbol measures water content or proves irrigation success. F4 separately describes CSIRO research using soil-water information to support farmer decisions, on a page last updated16November2022. No CSIRO sensor, real garden outcome or actual child measurement appears here. Fictional readerR says “Pneeds a review”; fictional readerS says “all future work is complete”. Those are story views, not real peer opinions. Job: explain a present record and a useful next evidence question.

Visible labels in reading order: V16 D-first neutral supplied fiction Garden-monitor planning card Read/hear complete source in place 1. Use one supplied symbol/record to explain the plan’s current decision, without inventing later success. 2. Separate F4’s general provider example from the fictional monitor card. 3. Compare the two fictional reader views with the supplied record and keep their status clear. 4. Ask a further evidence question for the plan reader, leaving its actual result open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V17

Title

A-later exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V17 A-later neutral supplied fiction
Festival repair-label source
Read/hear complete source in place
1. Name one supplied visible property of L and one provider-supported property/use link.
1. Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test.
1. Give a source-qualified message for the factual-display reader using a relevant clue and a limit.
1. Ask one purpose-linked new question whose actual answer is not supplied.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V17 — A-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional festival repair-display account. A wire-loop drawingL has a copper label; the story observer records it as coiled with two visible ends. F2 describes copper’s electrical conduction and its use in wiring. No conductivity test or powered circuit is present. The reader job is a factual wire-display explanation, not instructions to repair electricity. Another objectM has no material label. No mine, manufacturer, real repair-reader feedback or performance result is supplied. The maker wants to keep observed form, provider property/use and an open question separate.

Visible labels in reading order: V17 A-later neutral supplied fiction Festival repair-label source Read/hear complete source in place 1. Name one supplied visible property of L and one provider-supported property/use link. 2. Separate the observer’s supplied form note from F2’s conduction knowledge and the absent test. 3. Give a source-qualified message for the factual-display reader using a relevant clue and a limit. 4. Ask one purpose-linked new question whose actual answer is not supplied. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V18

Title

B-later exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V18 B-later neutral supplied fiction
Planter record window
Read/hear complete source in place
1. Give two supplied visible features of Q, retaining what is not identified.
1. Connect one F3 soil role to this reader job and give one record-level limit.
1. Compare the supplied trial1 collected-water records with units and state a different result they do not provide.
1. With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V18 — B-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional planter-window account. SketchQ shows pale particles, one root-shaped drawing and spaces; no organism is identified. A supplied water notebook compares samplesQ andR using the same20mL input, cup/filter arrangement and2minute collection window: Qcollected5mL and Rcollected9mL in trial1. It supplies no repeated trials, plant growth, local soil type or drinking-water safety. F3 describes general soil roles for plants, organisms and water; that reference does not identify Q’s actual organisms or prove these setups clean water. The reader job is a useful soil-role and record caption. A new safe viewing plan would leave the display sealed and record the same window area.

Visible labels in reading order: V18 B-later neutral supplied fiction Planter record window Read/hear complete source in place 1. Give two supplied visible features of Q, retaining what is not identified. 2. Connect one F3 soil role to this reader job and give one record-level limit. 3. Compare the supplied trial1 collected-water records with units and state a different result they do not provide. 4. With a scaffold, propose one safe similar-view step for a further feature comparison and leave its outcome open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V19

Title

C-later exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V19 C-later neutral supplied fiction
Path-display comparison sheet
Read/hear complete source in place
1. Compare the supplied trial1 bases with unit and drawing-only scope.
1. Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction.
1. Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison.
1. With guidance, give one fairer base-reading plan step and one further question, leaving the new result open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V19 — C-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional path-display diagram account. Trial1 uses the same printed centimetre scale and base direction for drawn strips UandV: Uspans0–4cm; Vspans0–7cm. Before this supplied diagram comparison, the fictional helper predicted V’s drawn base would be longer using its visible longer-looking outline. Trial2’s note says Uwas read along a different diagonal direction, but supplies no length. The reader job is an accurate base-length display, not choosing the strongest paving rock. Real rocks, walking performance and material hardness are not tested. A separate proposed actual plain-paper comparison would align a familiar ruler zero, read the same base direction and record actual cm readings; no new outcome is supplied.

Visible labels in reading order: V19 C-later neutral supplied fiction Path-display comparison sheet Read/hear complete source in place 1. Compare the supplied trial1 bases with unit and drawing-only scope. 2. Compare trial1’s supplied result with the helper’s explicit before prediction, without calling it your own prior prediction. 3. Keep two faithful trial1 rows and explain why trial2 cannot complete the same base comparison. 4. With guidance, give one fairer base-reading plan step and one further question, leaving the new result open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Id

V20

Title

D-later exact source/four-prompt own mat

Complete visible source

Full geometry and reading order

Visible labels

V20 D-later neutral supplied fiction
Resource-trail visitor record
Read/hear complete source in place
1. Use a supplied record to give a bounded explanation for the caption job.
1. Separate F3’s general role from these particular fictional collection records and their missing outcomes.
1. Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback.
1. Ask one useful further evidence question for this accurate caption, leaving its result open.
Own response1 empty
Own response2 empty
Own response3 empty
Own response4 empty
Open/close source keeps words; leaving/reload may lose digital drafts
Paper records stay on paper

Whole work contract

Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Own state and limits

All four own areas empty; no staff key/model/criterion in source help or plane; page splitting never truncates source.

Complete text alternative

V20 — D-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Complete visible source: Complete original fictional resource-trail visitor account. The display has a supplied soil-water notebook with sampleAcollected6mL and sampleBcollected10mL after the same20mL addition, same cup/filter setup and2minute window in trial1. It supplies no repeats or drinking-water/plant-growth results. A plan reader wants a caption comparing only this recorded collection. F3 separately describes general soil water/habitat/plant roles; it is not these samples’ local result. Fictional readerM says “Bcollected more in this record”; fictional readerN says “Bwill always grow plants better”. No real visitor has replied. A proposed next record would examine a named missing question; its result is empty.

Visible labels in reading order: V20 D-later neutral supplied fiction Resource-trail visitor record Read/hear complete source in place 1. Use a supplied record to give a bounded explanation for the caption job. 2. Separate F3’s general role from these particular fictional collection records and their missing outcomes. 3. Compare the two fictional reader claims with the complete record, without treating them as actual peer feedback. 4. Ask one useful further evidence question for this accurate caption, leaving its result open. Own response1 empty Own response2 empty Own response3 empty Own response4 empty Open/close source keeps words; leaving/reload may lose digital drafts Paper records stay on paper

Production

Original future vector brief only; no final generation/render/whole-plane inspection in proposal.

Access

Twenty COMPLETE future visual text alternatives

Id

V01

Title

Pocket trail courier

Full text alternative

V01 — Pocket trail courier. Original proposed aid. Role: Choose, carry or explain a source-labelled trail; a helper reads/place cards without supplying the child’s connection.

Id

V02

Title

Making concertina and rock neighbour

Full text alternative

V02 — Making concertina and rock neighbour. Original proposed aid. Role: Arrange/describe a complete making trail and distinguish a rock model from a manufactured metal.

Id

V03

Title

Job-and-clue duet

Full text alternative

V03 — Job-and-clue duet. Original proposed aid. Role: Link a property and source to a practical job while keeping untested outcomes open.

Id

V04

Title

Soil role fold-out

Full text alternative

V04 — Soil role fold-out. Original proposed aid. Role: Make useful role labels and name what would require actual specimen evidence.

Id

V05

Title

Museum components and unknown token

Full text alternative

V05 — Museum components and unknown token. Original proposed aid. Role: Describe a visible model honestly; optional first held work uses its own separate full source/mat.

Id

V06

Title

Ruler before and after lane

Full text alternative

V06 — Ruler before and after lane. Original proposed aid. Role: Distinguish retrospective data from a new genuine prediction/familiar-instrument measurement opportunity.

Id

V07

Title

Six-record collection gallery

Full text alternative

V07 — Six-record collection gallery. Original proposed aid. Role: Represent all supplied quantities accurately and explain a bounded pattern, with provided graph scaffold.

Id

V08

Title

A legend is a promise about a code

Full text alternative

V08 — A legend is a promise about a code. Original proposed aid. Role: Use whole legend and supplied record to justify one limited plan decision; code is not moisture measurement.

Id

V09

Title

Make a useful resource card

Full text alternative

V09 — Make a useful resource card. Original proposed aid. Role: Make a pocket label/visitor card/quiet explanation for a chosen purpose; optional actual reader and purposeful revision.

Id

V10

Title

Small folio, honest next step

Full text alternative

V10 — Small folio, honest next step. Original proposed aid. Role: Reflect on practical work and nominate a useful next question without claiming annual attainment.

Id

V11

Title

Nine-heading paper Trail Desk

Full text alternative

V11 — Nine-heading paper Trail Desk. Original proposed aid. Role: Use identical nine meaning jobs on paper/spoken/signed/AAC/verbatim helper record with confirmed read-back.

Complete visible source: A genuinely empty own paper workspace; sources are separate named references. No prefilled child trail, local fact, diagnosis or completed example.

Id

V12

Title

Ordinary record lens — choose a trial

Full text alternative

V12 — Ordinary record lens — choose a trial. Original proposed aid. Role: Manipulate a meaningful information view and check table-graph relationships, without physical-simulation claims.

Id

V13

Title

A-first exact source/four-prompt own mat

Full text alternative

V13 — A-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V14

Title

B-first exact source/four-prompt own mat

Full text alternative

V14 — B-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V15

Title

C-first exact source/four-prompt own mat

Full text alternative

V15 — C-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V16

Title

D-first exact source/four-prompt own mat

Full text alternative

V16 — D-first exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V17

Title

A-later exact source/four-prompt own mat

Full text alternative

V17 — A-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V18

Title

B-later exact source/four-prompt own mat

Full text alternative

V18 — B-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V19

Title

C-later exact source/four-prompt own mat

Full text alternative

V19 — C-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Id

V20

Title

D-later exact source/four-prompt own mat

Full text alternative

V20 — D-later exact source/four-prompt own mat. Original proposed aid. Role: Capture owned responses/decline after actual opportunity with exact whole source/prompt identity in every mode.

Curriculum, evidence and mixed rights — full scope

Sequence and useful evidence

Year3 Science Term1 Weeks09–10 / sequence slots41–50 in a40-week planning partition. Slots are teaching sequence identifiers, not a claim of195/200 actual attendance days or uniform state/local calendar. Fixed committed predecessor is Weeks07–08; genuine09–10 absence was proved by full Git tree, not sparse checkout. Earlier01Earth,03heat,05biology,07states are complementary banks, not a child's annual attainment record. This ten-session resource breadth contribution retains all96 full national records, twelve complete content-description meanings,68 illustrative elaborations and the whole achievement standard. Illustrations are examples, not mandatory task checklist. Observable soils/rocks/minerals AND importance remain whole U02; this block offers partial resource breadth and conditional actual observations, not total criterion completion.

National literal source retains full HTML attributes/plain meanings/IDs/row indices, fixed commit/canonical/source hashes and metadata. RAW-NATIVE retains actual workbook XML cell-present/type/value/decoded distinctions,12 Learning-areas columns and6 Achievement-standard columns.95×12+1×6=1146 native slots;481 present =479 nonempty+2 explicit empty strings C237/D237;665 absent. Empty strings differ from absent cells. Acquisition29September2026; actual workbook blobfc49c2045021bfeb75aeaf9254446c8d439af324, SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Canonical blobe2ec2c0caf1003c173c3db3f719d75a2a494f1c7, SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. Defined sheet dimensions A1:L21725 and A1:F261. No invented wider native universe; exact audit/raw preserved. Source-row order and native types carry.

QCAA and honest formative evidence

Current primary Q1/Q2/Q3 are whole2/5/3-page readings on13October2026 with their2023 publication dates. Alignment retains full Year3 standard/descriptions; typo AC9SFU01 in provider legend is logged separately from actual AC9S3U01. Standards require real opportunity to learn and on-balance annual folio judgement. Our32 exact prompt-matched formative criteria and possible responses are ORIGINAL, not official A–E rubric text/grades. No automatic sum, length/spelling/mode score or annual-complete claim. Teachers consider each actual child meaning, source familiarity, support, task status and whole curriculum scope; unfamiliar-source or coached later work must be recorded honestly.

Q3 experimental investigation entails student-generated data and planning/conduct; secondary-source study and supervised response different modes. Written/spoken-signed/practical/multimodal legitimate. Suggested100–200words/up to1minute and local supervised40minutes+10perusal/up to200words/25short/25–50extended are provider guidance, not compulsory quotas for every child/resource. Read instructions, negotiate actual conditions/current safety. Actual cm ruler work can contribute I03 only if performed; supplied scale/mL tables/record-lens choices cannot. Questions, BEFORE predictions with clue and AFTER observations are separate. A helper’s prior idea is attributed, not child prediction. Fictional readers are not actual peer comparison. Dates, actual child/adult acts, independent/coached status, modes and unperformed steps belong in the adult record.

Adapt access without inventing learner types

Offer meaningful choice: large-print/text; tactile paper heading layout; short spoken/signed/AAC explanation; drawing plus confirmed scribing; optional collaborative/seated movement; one heading at a time; quiet/no-audio; extended pause; helper reading the complete source; optional digital manipulation of supplied record views. Supports respond to an individual's preference/needs, not fixed visual/auditory learner labels or a diagnosis inferred from response. Keep the scientific/purpose job and exact held prompt stable. A child may decline/public sharing is optional. No fake actual outcome or lowered hidden criterion based on modality. Full alternatives accompany every future plane; actual rendered/accessibility/Browser/audio/classroom evidence is a later gate.

Original grants and third-party boundaries

Original NeuroForge2026 teaching prose, ordinary/held fiction, prompts, criteria, complete unrelated next teaching, read-aloud scripts, visual briefs and full text alternatives are offered CC BY4.0 with attribution NeuroForge/SubjectNest and changes noted; education/share/adapt/free reuse allowed. Full canonical EDUCATION-LICENCE.txt retained exact18,657bytes/SHA2569ba9550ad48438d0836ddab3da480b3b69ffa0aac7b7878b5a0039e7ab429411. Original proposal constructor/check/custody/optional interface specification software is Apache2.0; full SOFTWARE-LICENCE.txt retained exact11,358bytes/SHA256cfc7749b96f63bd31c3c42b5c471bf756814053e847c10f3eb003417bc523d30. Permission over original material does not grant ownership of ACARA/QCAA/source facts, brands, student/community work or provider media. No provider assets imported, no generated audio/image/interface yet.

Retained ACARA curriculum: ©Australian Curriculum, Assessment and Reporting Authority2010 to present, core terms CC BY4 subject to stated exclusions. Preserve source attribution/URLs/edition and full terms distinction. Current terms last updatedApril2021, read13October2026; literacy progression/implementation media/marks/design/third-party material separate, not redistributed as NeuroForge originals. First Nations Cultural and Intellectual Property requires actual authority/consent, credit/integrity/payment/conditions where applicable; no endorsement or universal rights inference.

QCAA ©State of Queensland2023 for referenced2023 materials; item CC BY4 notices/exceptions separately apply. Current copyright page updated23September2024, read13October2026. No student work/images/videos/glossary/logos reused; no official grade or endorsement. Our original teaching interpretation/criteria is distinct from authoritative full standards and must be checked with current local school planning.

F1/F2 facts attributed Geoscience Australia/Commonwealth of Australia, education pages updated14May2025. Current GA copyright page updated21May2026 CC BY4 except coat/logo/item exceptions. F3 USDA NRCS roles in narrow original paraphrase; no page-specific date established and no blanket webpage/media licence inferred. F4 CSIRO2022 research fact in original paraphrase; current CSIRO copyright policy updated22August2025 generally requires permission or lawful exception, media/collection exceptions differ. No CSIRO text/photo/sensor drawing reused; invented codes explicitly not actual device/calibration. F5 USGS2017 publication narrow property/use reference; no media/whole text reused or current statistics inferred. Provider URLs, dates, selected-versus-whole read methods and failures are in PRIMARY-READING.json. External links are adult references, not required child online experiences.

Language and community review

English original with plain friendly child prompts and fuller adult explanations. No translations supplied or machine translation called verified. Future language copies retain resource/source/edition IDs, numbers/units/blank state, dialect/register, exact prompt meaning and local terminology, and are reviewed by a competent speaker/educator. First Nations languages require relevant language/Country authority and sharing conditions; scarcity of data is not a licence to invent or homogenise. Keep source and translated roles/rights/date/reviewer distinct; learners can respond in their preferred language with attributed support. Never expose private child identity to translation/AI tools.

Full literal national meanings and specific opportunities

Id

acara-v9:learning_areas:SCISCIY3

Collection

learning_areas

Record type

level_description

Code

SCISCIY3

Source row

18748

Full literal meaning

In Year 3 students explore the value of grouping and classifying objects and events based on similarities and differences. In classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. Students contrast patterns of growth and change in living things; compare characteristics of soils, rocks and minerals; and classify states of matter. They learn that key processes such as heat transfer can cause predictable change in simple systems. They recognise that change is described and measured in terms of differences over time and begin to quantify their observations to enable comparison. They learn more-sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify patterns and relationships. They appreciate that science involves conducting fair tests to answer questions or test predictions, and that scientific explanations are based on data. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: Do plants, birds and frogs grow up too? Is soil alive? Is jelly a liquid or a solid? Why is a spoon hot in soup and cold in ice cream? Can you do science without a fair test?

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3_1SU

Collection

learning_areas

Record type

strand

Code

SCISCIY3_1SU

Source row

18749

Full literal meaning

Science understanding

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SU_1

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SU_1

Source row

18750

Full literal meaning

Biological sciences

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01

Collection

learning_areas

Record type

content_description

Code

AC9S3U01

Source row

18751

Full literal meaning

compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U01_E1

Source row

18752

Full literal meaning

classifying a collection of objects as living, once living or non-living and explaining their reasoning

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U01_E2

Source row

18753

Full literal meaning

observing and describing differences between metamorphic (such as butterflies, beetles or frogs) and non-metamorphic life cycles of animals, including humans

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U01_E3

Source row

18754

Full literal meaning

comparing the physical characteristics of an animal such as a frog or moth with its activity at different stages of its life cycle

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U01_E4

Source row

18755

Full literal meaning

representing stages of a plant or animal’s life cycle using drawings, digital photographs, graphic organisers or concrete materials

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U01_E5

Source row

18756

Full literal meaning

investigating how First Nations Australians understand and utilise the life cycles of certain species

Opportunity status

Not newly taught or assessed in this block

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SU_2

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SU_2

Source row

18757

Full literal meaning

Earth and space sciences

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02

Collection

learning_areas

Record type

content_description

Code

AC9S3U02

Source row

18758

Full literal meaning

compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

D41–45 resource/source/object distinctions, industrial bauxite→aluminium/foil, copper/graphite property-use references, minerals as rock components, soil plant/habitat/water roles; C01–10/C17/C19–20. Labelled diagram/supplied observation is not local specimen identification. Optional adult-selected sealed familiar resource gallery can support actual descriptions and comparison only when performed; its records must name what the child actually saw. Earlier Weeks01–02 supplies complementary Earth-resource work, not earned attainment. This block does not deliver verified local quarry provenance, all rock/mineral properties or authorised First Nations knowledge.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E1

Source row

18759

Full literal meaning

examining different soils from local areas and using magnifying glasses to observe their components, such as pebbles, sand or plant matter as well as living things such as earthworms and insects

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

General soil component/role context D44/B sources; no local magnifier study, collection or living-organism observation performed. Optional sealed familiar display records only actual visible features and its provenance; no pretend worm observation.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E2

Source row

18760

Full literal meaning

exploring the school grounds or a local area and observing or collecting different types of rocks and describing similarities or differences such as texture, colour, grain or crystal size

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

Museum/rock model D45 and optional known sealed-resource comparison provide descriptive prompts. No grounds walk/collected local specimen, geological type or actual crystal/grain measurement invented.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E3

Source row

18761

Full literal meaning

recognising that minerals are the building blocks of rocks and that the different characteristics of rocks depend on the minerals they are made up of

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

D42/D45/C04/V02/V05 explicitly distinguish mineral components of rocks from industrial metal manufacturing. Colours/patterns in a drawing identify no mineral names.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E4

Source row

18762

Full literal meaning

identifying rocks as key components of the built and natural environment and recognising uses of minerals such as gemstones in jewellery, graphite in pencils, and table salt in food

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

D41–43 metal objects and D44 soil use expand resource importance; C10/F5 gives a separate graphite industrial property/use. Historical literal graphite-in-pencil/salt/gemstone examples remain intact, not freshly verified composition facts or completed jewellery/food activities.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E5

Source row

18763

Full literal meaning

investigating First Nations Australians’ knowledges of different rock and mineral types, and how they were used such as for stone blades, grindstones and pigments

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

Retained full national illustrative meaning. Not authored as a generic local-cultural lesson. Country-specific knowledge, artefact images/terms, consent/authority, attribution and review required before any community-led contribution.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E6

Source row

18764

Full literal meaning

describing ways in which living things including humans depend on soils, such as for food, growing plants, providing habitat for organisms, and holding and cleaning water

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

D44/C07–09/C20/F3 broad plant/habitat/water functions. No living specimen performance, food production, local drinking-water or filtration-safety result; D47 measures only fictional collected quantity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E7

Source row

18765

Full literal meaning

examining information on plant tags and exploring the vocabulary used to describe soils and different plant soil requirements

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

Local fact workflow permits a dated adult-reviewed plant-tag reading with exact tag context/unknown requirements. No tag/soil suitability data is supplied here or guessed from general roles.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U02_E8

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U02_E8

Source row

18766

Full literal meaning

investigating which rocks or minerals are quarried or mined locally or regionally and how those resources are used

Opportunity status

Partial resource breadth and conditional observable comparisons

Exact opportunity and limits

C17 local quarry question explicitly unknown; adult LOCAL-FACT workflow separates quarry location, resource, use, record date and actual provider. No regional mine adopted as current or assigned to a child's object without evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SU_3

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SU_3

Source row

18767

Full literal meaning

Physical sciences

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03

Collection

learning_areas

Record type

content_description

Code

AC9S3U03

Source row

18768

Full literal meaning

identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E1

Source row

18769

Full literal meaning

exploring how we sense heat and identifying sources of heat such as the sun, fire, electrical devices and geothermal springs

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E2

Source row

18770

Full literal meaning

recognising that changes in heat energy can be measured using a thermometer

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E3

Source row

18771

Full literal meaning

observing and, with assistance, measuring, what happens when a cold object is placed in direct contact with a warm object and proposing explanations

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E4

Source row

18772

Full literal meaning

modelling the movement of heat from one object to another using drawing or role-play

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E5

Source row

18773

Full literal meaning

investigating how well heat is transferred by different types of materials such as metals, plastics and ceramics and identifying how materials are used to keep things hot and cold

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U03_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U03_E6

Source row

18774

Full literal meaning

exploring how First Nations Australians developed clothing from animal skins such as possum furs and kangaroo skin cloaks that trap heat close to the body to stay warm

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SU_4

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SU_4

Source row

18775

Full literal meaning

Chemical sciences

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04

Collection

learning_areas

Record type

content_description

Code

AC9S3U04

Source row

18776

Full literal meaning

investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U04_E1

Source row

18777

Full literal meaning

observing the properties of substances and classifying them as solids (that hold their shape) or liquids (that fill the bottom of containers)

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U04_E2

Source row

18778

Full literal meaning

investigating ice melting or water freezing in a sealed bag and explaining their observations

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U04_E3

Source row

18779

Full literal meaning

using ice cubes, butter or chocolate to explore how changes of state involve the removal of heat or the addition of heat

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U04_E4

Source row

18780

Full literal meaning

investigating how changes of state in materials used by First Nations Australians such as beeswax or resins are important for their use

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3U04_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3U04_E5

Source row

18781

Full literal meaning

exploring how changes from solid to liquid and liquid to solid can help us recycle materials such as glass or plastics

Opportunity status

Not newly taught or assessed

Exact opportunity and limits

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3_2SHE

Collection

learning_areas

Record type

strand

Code

SCISCIY3_2SHE

Source row

18782

Full literal meaning

Science as a human endeavour

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SHE_1

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SHE_1

Source row

18783

Full literal meaning

Nature and development of science

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01

Collection

learning_areas

Record type

content_description

Code

AC9S3H01

Source row

18784

Full literal meaning

examine how people use data to develop scientific explanations

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

D47 complete six-entry table/selected graphs; D48 source-coded record→bounded explanation; F4 separate soil-water research account. Supplied fiction versus actual provider knowledge always labelled. No biography, actual professional soil test, documentary or published dataset analysis claimed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H01_E1

Source row

18785

Full literal meaning

investigating the stories of people who used multiple observations to develop scientific explanations, such as 17th-century entomologist and naturalist Maria Sibylla Merian, who was the first to record the nature of metamorphosis

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

Full historical Merian illustrative meaning retained. No biography or first-in-history claim independently verified/adopted by this block; further historical primary research needed for a new lesson.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H01_E2

Source row

18786

Full literal meaning

exploring how farmers use soil tests to monitor and manage the health of farms

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

F3 roles/F4 dated research context can provoke a soil information question. No actual farm-soil test, current farm health result or tested local management outcome.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H01_E3

Source row

18787

Full literal meaning

investigate how 18th-century physicists such as Jean Ingenhousz and Sir Benjamin Thompson collected data on conduction of heat to determine the best conductors or insulators

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

Ingenhousz/Thompson heat investigation meaning retained; no new historical/heat lesson or conductor experiment.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H01_E4

Source row

18788

Full literal meaning

exploring age-appropriate science reports and journal articles and identifying where in the text the author has included data, findings or explanations

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

D48 separates actual F4 provider account from invented code; D47 locates supplied data/explanation. Optional adult-assisted appropriate report reading requires its actual full report/date, not just a fictional caption.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H01_E5

Source row

18789

Full literal meaning

viewing a documentary or webinar and observing how scientists and researchers share their data and explanations

Opportunity status

Partial information-to-explanation opportunities

Exact opportunity and limits

No documentary/webinar viewed or created. Complete written narration10 is our original ordinary read-aloud; no provider video/audio reused.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SHE_2

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SHE_2

Source row

18790

Full literal meaning

Use and influence of science

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02

Collection

learning_areas

Record type

content_description

Code

AC9S3H02

Source row

18791

Full literal meaning

consider how people use scientific explanations to meet a need or solve a problem

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

D43 property/job, D48 coded plan decision, D49 practical product purpose. A fictional coded plan illustrates the relationship; it is not a calibrated CSIRO instrument, actual crop response or a scientific trial by children.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E1

Source row

18792

Full literal meaning

recognising how First Nations Australians observe and describe developmental changes in plants and animals to make decisions about when to harvest certain resources

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

Full First Nations harvest/life-cycle meaning retained, no community knowledge presumed; authorised community-led future contribution only.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E2

Source row

18793

Full literal meaning

exploring the history of manure and compost use in agriculture and how composting can help improve soil condition and plant growth

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

F3 broad role supports questions, but compost history/growth benefit experiment not taught or evidenced. No food-waste handling/recommendation from this record.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E3

Source row

18794

Full literal meaning

investigating how understanding of life cycles of insect pests such as fruit flies led to effective control strategies

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

No fruit-fly pest/life-cycle control lesson; biological bank separate; no spray or pest treatment instruction.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E4

Source row

18795

Full literal meaning

investigating why salt, was so important to people’s diets, food preservation and medicine in ancient times that it was known as ‘white gold’

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

Historical salt/white-gold illustrative meaning remains exact, no historical/medical claim or food-preservation experiment newly adopted.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E5

Source row

18796

Full literal meaning

exploring how science knowledge of heat transfer has helped people develop different ways to cook food, such as by boiling, frying or roasting

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

No cooking/heat-transfer lesson; electrical reference is a different property. Do not credit foil reference as boiling/frying/roasting evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3H02_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3H02_E6

Source row

18797

Full literal meaning

investigating how engineers test the insulation properties of materials, and how this information is used to design food and beverage packaging, building insulation or clothing

Opportunity status

Partial explanation-to-need opportunities

Exact opportunity and limits

Useful property-to-job reasoning D43 is analogous, not an insulation test or engineer packaging dataset. Temperature/performance remains unmeasured.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3_3SI

Collection

learning_areas

Record type

strand

Code

SCISCIY3_3SI

Source row

18798

Full literal meaning

Science inquiry

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SI_1

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SI_1

Source row

18799

Full literal meaning

Questioning and predicting

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01

Collection

learning_areas

Record type

content_description

Code

AC9S3I01

Source row

18800

Full literal meaning

pose questions to explore observed patterns and relationships and make predictions based on observations

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

D41/45/48/50 useful open questions. D46 optional NEW plain-paper investigation separates question, BEFORE prediction with actual clue and AFTER ruler record. Supplied retrospective lengths are not a prior child prediction; C-later's helper prediction is attributed, not credited as child performance.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E1

Source row

18801

Full literal meaning

acknowledging and using information from First Nations Australians to guide the development of questions regarding life cycles

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

Country-specific life-cycle enquiry requires authorised First Nations guidance; no invented translation/knowledge here.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E2

Source row

18802

Full literal meaning

posing questions about the relationship between soil characteristics and the growth of particular plants, such as: ‘Will beans grow best in sandy, loamy or clay soils?’

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

Soil role/collection record can invite a NEW growth question; no beans growth trial or best-soil answer supplied. A question is not a before prediction or a result.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E3

Source row

18803

Full literal meaning

comparing simple maps of Australian agriculture and soil types and posing questions about observed patterns, such as: ‘Does wheat grow in particular soils?’

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

No agriculture/soil maps adopted. Adult verified map workflow must preserve layer/date/legend/spatial scope before children's pattern questions.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E4

Source row

18804

Full literal meaning

posing questions about substances that are difficult to classify as a solid or liquid, such as toothpaste, slime or hair gel

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

No ambiguous-solid/liquid classification question performed in this block; preceding chemical bank is separate.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E5

Source row

18805

Full literal meaning

predicting whether the mass of ice in a sealed container will change when the ice has melted

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

No ice mass prediction/measurement; full meaning retained without earned-credit claim.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E6

Source row

18806

Full literal meaning

predicting which material will be the most effective insulator of heat

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

D46 explicitly teaches before prediction/clue with a different paper-length job, not insulating-performance prediction. Heat application remains for another actual opportunity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I01_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I01_E7

Source row

18807

Full literal meaning

predicting how quickly ice will melt at different ambient temperatures based on previous observations

Opportunity status

Conditional question and genuine prospective prediction

Exact opportunity and limits

No ambient-temperature ice-rate prediction or experiment; supplied water quantities have different variable/outcome.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SI_2

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SI_2

Source row

18808

Full literal meaning

Planning and conducting

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02

Collection

learning_areas

Record type

content_description

Code

AC9S3I02

Source row

18809

Full literal meaning

use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

D46 optional actual plain-paper plan keeps baseline/instrument/direction comparable under adult preparation; only actual child planning/conduct earns those observations. D47 supplied matched conditions can be discussed; no soil-water experiment is conducted by reading the notebook. B/C held plan prompts require only their exact stated reasoning, never invented actual conduct.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E1

Source row

18810

Full literal meaning

collaboratively identifying and ordering the steps in an investigation

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

D46 optional paper procedure ordered under scaffold. Actual child/adult roles, step selection and conduct noted; read-only plan reasoning remains distinct.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E2

Source row

18811

Full literal meaning

using a provided framework or graphic organiser to plan and identify what to change, what to keep the same and what to measure to make a test fair

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

D46 baseline/ruler/direction and C18 changing-feature discussion; D47 supplied matched conditions. No total fair-test credit without actual what-change/keep/measure and conduct evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E3

Source row

18812

Full literal meaning

examining an example of a soil profile after soil has settled in water and planning an investigation to compare and contrast the components and particle sizes of different soils

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

No water-settled profile/soil particle experiment. Sealed drawing B sources are descriptions with visible limits, not physical soil preparation.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E4

Source row

18813

Full literal meaning

planning an investigation to determine which material is the best to keep substances cold

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

No keep-cold experiment; paper length practice does not establish insulation planning skill for an unoffered job.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E5

Source row

18814

Full literal meaning

discussing safety rules to follow when conducting investigations, such as following teacher instructions, manipulating equipment and materials with care and wearing appropriate personal safety gear, such as gloves, safety goggles and face masks when handling soils

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

Adult preparation/current school safety for any actual measurement or sealed display, suitable materials, no unknown dust/rock/soil handling. QCAA techniques/local policy guide actual practice; no child extraction/electric/water-safety test.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I02_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I02_E6

Source row

18815

Full literal meaning

consulting with First Nations Australians to guide the planning of scientific investigations, including safety considerations for field investigations

Opportunity status

Conditional scaffolded planning/conduct and fairness

Exact opportunity and limits

No First Nations consultation occurred. Community authority/safety/field permission required before a future co-designed field activity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I03

Collection

learning_areas

Record type

content_description

Code

AC9S3I03

Source row

18816

Full literal meaning

follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate

Opportunity status

Conditional actual familiar-scaled-instrument opportunity

Exact opportunity and limits

D46 actual familiar cm ruler with NEW plain-paper objects, zero alignment, suitable increments, record units/reading/support; optional adult-safe sealed gallery descriptive observations. All diagram cm and supplied mL data remain supplied/model evidence. Choosing Record lens or reading a scale does not establish actual instrument use. Recording a helper reading is attributed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I03_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I03_E1

Source row

18817

Full literal meaning

using appropriate equipment to make and record observations, such as digital cameras, video, voice recorders and scaled instruments with appropriate increments

Opportunity status

Conditional actual familiar-scaled-instrument opportunity

Exact opportunity and limits

Conditional actual familiar cm ruler/record D46. Camera/video/voice capture optional local consent, not assumed, no recording service. Digital lens displays existing records, not measurements.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I03_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I03_E2

Source row

18818

Full literal meaning

exploring how to use equipment such as thermometers or measuring cylinders and making readings with guidance

Opportunity status

Conditional actual familiar-scaled-instrument opportunity

Exact opportunity and limits

Real ruler is a familiar scaled-instrument opportunity; no thermometer/measuring-cylinder reading by child claimed from supplied cm/mL accounts.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I03_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I03_E3

Source row

18819

Full literal meaning

collaboratively designing a table to collect observations in the form of numerical data, written descriptions, drawings or photos

Opportunity status

Conditional actual familiar-scaled-instrument opportunity

Exact opportunity and limits

D46 optional own table and D47 provided six-row table/scaffold. Record whether child designed labels/recorded actual observations or only read supplied table.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I03_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I03_E4

Source row

18820

Full literal meaning

identifying and taking on roles in group work, such as setting up the equipment, making observations, recording observations and ensuring safe behaviours

Opportunity status

Conditional actual familiar-scaled-instrument opportunity

Exact opportunity and limits

Optional helper/partner roles in D46 gallery; record actual child setup/observation/record/safe conduct separately, never infer participation from worksheet completion.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SI_3

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SI_3

Source row

18821

Full literal meaning

Processing, modelling and analysing

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04

Collection

learning_areas

Record type

content_description

Code

AC9S3I04

Source row

18822

Full literal meaning

construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

D42 making-trail model, D46 actual or source-labelled length table, D47 all six quantities and selected simple column graph with zero/equal2mL ticks, D48 coded diagram, own D49 product. Odd7/11mL midway with numerals. Supplied graphs/scaffolds versus child-created representations recorded distinctly; no melting-time/life-stage graph claimed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I04_E1

Source row

18823

Full literal meaning

representing observed life stages by constructing models using recycled or craft materials

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

D42 resource-making model is not an observed life-stage model; exact biological illustration retained for its appropriate later opportunity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I04_E2

Source row

18824

Full literal meaning

constructing pictorial maps to show the location of different soil and rock types in the local environment

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

Local workflow may support a future verified resources map; no local map/soil locations invented in this bank.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I04_E3

Source row

18825

Full literal meaning

constructing and using tables to explore the relationship between ambient temperature and time taken to melt

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

D47 table concerns supplied collection quantities, not temperature/time-to-melt. No cross-variable relabelling.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I04_E4

Source row

18826

Full literal meaning

using graphic organisers to compare properties of solids and liquids

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

Resource/source/job organiser supports meaning relationships, not whole solids/liquids classification evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I04_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I04_E5

Source row

18827

Full literal meaning

using column graphs to show melting time for ice in containers with different insulating layers

Opportunity status

Partial represent/organise/relate evidence

Exact opportunity and limits

D47 simple column scaffold has named sample/trial/mL and equal scale; no insulation/melting time. Appropriate conditional transfer, not that illustrative investigation completed.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SI_4

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SI_4

Source row

18828

Full literal meaning

Evaluating

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I05

Collection

learning_areas

Record type

content_description

Code

AC9S3I05

Source row

18829

Full literal meaning

compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

Opportunity status

Conditional compare/fairness/question/conclusion

Exact opportunity and limits

D46 plan fairness, D47 complete-record/subset limits, D48/49 optional ACTUAL willing-reader/peer comparison with consent, D50 justified keep/change/open and further question. Fictional reader views can be reasoned about but are not actual peer findings. One trial or supplier statement cannot establish universal growth/safety/reader-success conclusions.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I05_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I05_E1

Source row

18830

Full literal meaning

comparing findings, such as about best insulators, with those of others and identifying further questions based on differences in findings

Opportunity status

Conditional compare/fairness/question/conclusion

Exact opportunity and limits

Actual willing-peer comparison possible D46/48/49; source-fiction readers explicitly not real others. No best-insulator comparison offered.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I05_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I05_E2

Source row

18831

Full literal meaning

discussing the factors that make investigations fair and evaluating the fairness of their own and others’ investigations

Opportunity status

Conditional compare/fairness/question/conclusion

Exact opportunity and limits

D46 zero/direction/ruler fairness and C18 changed dimension; D47 matched supplied conditions can be evaluated within scope. Actual investigation fairness recorded only if conducted.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I05_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I05_E3

Source row

18832

Full literal meaning

drawing conclusions based on consideration of their own and others’ findings

Opportunity status

Conditional compare/fairness/question/conclusion

Exact opportunity and limits

D47/48 bounded source conclusions; optional actual paper/reader evidence separately. Cannot infer others' actual findings from supplied fictional views.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I05_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I05_E4

Source row

18833

Full literal meaning

identifying further questions for investigation based on observations, differences in findings or new ideas

Opportunity status

Conditional compare/fairness/question/conclusion

Exact opportunity and limits

D41/45/48/50 and all four-source question components keep further question/result open, with a source clue and purpose where requested.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:SCISCIY3SI_5

Collection

learning_areas

Record type

sub_strand

Code

SCISCIY3SI_5

Source row

18834

Full literal meaning

Communicating

Opportunity status

Whole structural/level meaning retained

Exact opportunity and limits

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06

Collection

learning_areas

Record type

content_description

Code

AC9S3I06

Source row

18835

Full literal meaning

write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

D41–50 pocket trails/visitor labels/quiet briefings/folio, source identity and appropriate ore/mineral/soil/quantity vocabulary with scaffolds. Spoken/signed/AAC/drawing/verbatim support legitimate; vocabulary offered, not a spelling/length/format score. Reader purpose named; actual reader reply optional and never fabricated.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E1

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E1

Source row

18836

Full literal meaning

discussing how to construct simple reports of their investigations to share their predictions, methods, results and conclusions with their peers

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

Optional D46 actual mini-report uses question/before clue/method/actual result/bounded conclusion; ordinary retrospective source cannot fill its Before lane. Peer sharing only with consent.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E2

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E2

Source row

18837

Full literal meaning

consulting First Nations Australians’ representations of living things as evidenced and communicated through formal and informal sharing of information

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

No First Nations representation newly reproduced/translated or consulted; rights/authority workflow required, including authorised reviewer, attribution and integrity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E3

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E3

Source row

18838

Full literal meaning

writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

No life-cycle perspective story; source-trail explanation different product. Full literal meaning retained.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E4

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E4

Source row

18839

Full literal meaning

creating posters to display around school on the importance of placing compostable lunchtime food scraps such as apple cores in compost bins for use in kitchen gardens

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

No compost campaign as a verified school policy/experiment. An adult-reviewed local policy could support future purposeful communication, separate from our soil roles.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E5

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E5

Source row

18840

Full literal meaning

collaborating to create a pictorial map of the school grounds showing where different rocks or soils can be found as part of the built or natural environment and creating a class display of rocks and soils collected

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

Optional future adult-authorised resources map needs actual locations/permissions. Museum drawing/material origins here do not constitute grounds collection/display.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E6

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E6

Source row

18841

Full literal meaning

creating an advertisement to promote a new insulated container design to parents of primary-school-aged children

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

D49 useful resource card has real chosen reader/purpose; not an insulation-design advertisement or claimed performance result.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:learning_areas:AC9S3I06_E7

Collection

learning_areas

Record type

illustrative_elaboration

Code

AC9S3I06_E7

Source row

18842

Full literal meaning

representing heat transfer using diagrams, digital drawings, arrows or labels using scientific vocabulary

Opportunity status

Partial purpose/audience/vocabulary communication

Exact opportunity and limits

Making/data arrows in this block do not depict measured heat transfer. Heat diagrams remain a distinct appropriate opportunity.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Id

acara-v9:achievement_standards:bde6d9a5ba76e4ed

Collection

achievement_standards

Record type

achievement_standard

Code

None

Source row

237

Full literal meaning

By the end of Year 3 students classify and compare living and non-living things and different life cycles. They describe the observable properties of soils, rocks and minerals and describe their importance as resources. They identify sources of heat energy and examples of heat transfer and explain changes in the temperature of objects. They classify solids and liquids based on observable properties and describe how to cause a change of state. They describe how people use data to develop explanations. They identify solutions that use scientific explanations. Students pose questions to explore patterns and relationships and make predictions based on observations. They use scaffolds to plan safe investigations and fair tests. They use familiar classroom instruments to make measurements. They organise data and information using provided scaffolds and identify patterns and relationships. They compare their findings with those of others, explain how they kept their investigation fair, identify further questions and draw conclusions. They communicate ideas and findings for an identified purpose, including using scientific vocabulary when appropriate.

Opportunity status

Whole annual standard retained, not attained by this bank

Exact opportunity and limits

The complete standard is the annual folio anchor. Partial U02/H01/H02 and conditional I01–I06 opportunities are detailed per description. Biology/heat/state and real conduct/others remain broader requirements. No two-week score or digital choice constitutes annual attainment.

Claim

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

Make a fact local — adult review, then a useful child job

A small reusable record

Start with a child's practical question: What resource is in a public building? What does this plant tag actually ask? What quarry product is named by a current regional provider? Choose one manageable question, not a location guess about an unlabelled object. Record question, place/spatial boundary, exact provider/title/URL, source edition/publication date, actual access date, relevant complete source passage in its context, your short original paraphrase, evidence/status, item rights, uncertainties and reviewer. Empty record is an option; an unavailable page remains unavailable.

Check the current source before use

Use official council/state geology/public facility or maker records for the named fact and dates. Read the actual page/document, map legend/layer/date or exact public label; search snippets are leads only. Cross-check a stable second primary provider where possible, record any mismatch, and separate current official fact, historical record and a candidate needing confirmation. Mine/processing resource/use are different facts; a nearby mine does not establish the origin of a child's foil. A commercial maker claim is attributed, not independent proof. Do not import protected provider photos/logos/maps by assuming the factual page's licence covers every item.

Give the child an honest practical route

Prepare a short source card with the reviewed place/date/fact, plus the exact accessible whole source or a rights-respecting reference. Ask the child to make a useful local visitor label, compare two source descriptions, locate a source-labelled trail or ask what still needs checking. Keep the adult's review separate from child reasoning. The child can use paper, quiet speech/AAC/drawing/one heading at a time. No child web search/account/purchase/travel/media recording required. Real specimen work is optional, adult planned and locally permitted; never collect unknown soils/minerals or infer chemical safety from colour. A safe sealed familiar adult-selected display can be described from outside; no actual local observation credited unless the child actually did it.

Dates, failures and culture

F1–F5 are reviewed provider examples with their own dates and limits, not local observations. No present regional quarry, current school garden response or teacher's actual plant-tag record supplied. The national workbook was acquired29September2026; current QCAA/ACARA pages read13October do not silently update it. Failed Agriculture soil/GA broad/USGS statistics requests are retained in PRIMARY-READING; no claim from failed acquisitions. Retain original fact cards alongside dated corrections. A community-approved First Nations contribution must be led/reviewed by the relevant language/Country authority, with consent for purpose/use, credit/payment if required, integrity and ability to restrict sharing. A general website or curriculum elaboration is not that permission.

Easy reviewed contributions — future site workflow

Teacher/parent contribution form should begin with a copied OWN resource ID/edition and exact proposed change, not overwrite the original. Fields: purpose; changed passage; complete source/URL/date; practical learner benefit; prompt/criterion/mode effects; rights/permissions; optional language version with named competent reviewer; contact consent; uncertainty. Save privately for review, show a before/after preview and submission receipt; nothing is public until reviewed. Review literal content, source linkage, accessible/paper equivalence and actual child/adult operations. No functioning form or submission service is claimed by this proposal.