# Day 40 · What is clearer now?

**Start:** “Try a new story if it helps. Pick your next water question.”

**Purpose:** Use later fresh forms only after relevant teaching and make an evidence-based next teaching plan.

## Prepare

Read today's complete model and two contexts before the session. Paper, a pencil and the full written picture words are sufficient. Optional actual water work follows [ordinary preparation](../teacher/PREPARATION.html); the teacher chooses suitable familiar materials/instruments. Use today's three routes without assigning a fixed learning-style label.

## Run the session

1. Reconnect: revisit the child's earlier actual response and what was taught afterwards, privately and without a class ranking.

2. Model: use C19 to show a cautious improved explanation; later A–D stories remain different from all taught practice contexts.

3. Try: give only the needed later form(s), full source access, usual aids and empty own-response questions. Split sittings or stop where needed. A whole packet is not a compulsory timed test.

4. Compare: adult records each new actual response/support/date and compares like criteria with the earlier form. A missing attempt is missing, not zero attainment; no automatic improvement claim.

5. Make: choose a next water question or a useful revision to the guide. Distinguish a question we can investigate safely, a source lookup and an unsupported weather prediction.

6. Exit: “I can explain __. My next question is __.” Keep a specific teaching appointment if inquiry/actual instrument evidence remains unobserved.

## Three ways in

### Fresh paper story

Choose the relevant later A/B/C/D bundle with blank own-response page and a private ordinary sheet.

**Worked ordinary reasoning:** The adult compares actual responses to the matched criteria, not the amount written or time spent.

### Supported source reading

Read the same full new source neutrally; use pointing/sign/dictation and record exactly the support, without supplying the science answer.

**Worked ordinary reasoning:** The record distinguishes the child's explanation from the helper's reading/handling.

### Next-question studio

After the needed check, make a one-question card for a future safe inquiry or adult source lookup. Choose a drawing or dictated line.

**Worked ordinary reasoning:** A question such as “Would matching a longer review interval help us notice a change?” is investigable; the model cannot predict tomorrow's rain.

## Look and choose the next teaching

Actual later response after documented teaching and a specific next step; no assumed full strand/year mastery.

Keep any unobserved actual conduct/measurement criterion open and plan an appropriate later supported opportunity.

## Today's complete resources

[A14 · whole labelled picture](../aids/A14.svg) · [A14 · complete picture words](../aids/A14-alternative.html)

[A15 · whole labelled picture](../aids/A15.svg) · [A15 · complete picture words](../aids/A15-alternative.html)

[A16 · whole labelled picture](../aids/A16.svg) · [A16 · complete picture words](../aids/A16-alternative.html)

[A17 · whole labelled picture](../aids/A17.svg) · [A17 · complete picture words](../aids/A17-alternative.html)

[C19](../contexts/C19.html)

[C20](../contexts/C20.html)

[H10](../home/H10.html)

[X10](../projects/X10.html)

[Short child start](../child/day-40.html) · [Written read-aloud](../narration/day-40.html) · [Water Trail and paper](../interactive/index.html)

Partial opportunities: AC9S4U02, AC9S4I05, AC9S4I06 · [Full mapping and limits](../teacher/CURRICULUM.html)

<details>
<summary>Grown-up help</summary>

Allow source access and neutral reading/support. Keep supplied story, child response, helper actions and actual observation distinct. Use component-specific criteria after the response, not a model answer before it. Suggested six-move timing 4/7/12/8/6/3 minutes may be split; there is no performance timer.

Modified from [Year 4 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf), [standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf) and [Years 3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, covered [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.

</details>