An adult can read or describe these. Use your usual way to choose. You can keep, change, pause or stop. A lamp try happens only if it is available, wanted and locally approved. A drawing is an idea model, not a lamp result.
| Day | Short invitation | A possible useful action |
|---|---|---|
| 21 | What could our shadow do? | Choose a picture, pretend message, own question or inquiry alone. Notice one actual shadow if available. |
| 22 | Where does the light start? | Point, name or describe the available source, blocker and screen. |
| 23 | What might reach the screen? | Make or direct an idea line; say what the drawing leaves out. |
| 24 | What shall we change? What stays? | Choose one blocker comparison; predict, optionally try, then keep the available result. |
| 25 | What would you like to find out? | Use new C for your first own response. One meaningful part, then another turn if useful. |
| 26 | What did we actually notice? | Choose a useful drawing/table/description of available observations, or make a future record plan. |
| 27 | What if the screen changes? | Ask a different question; keep other chosen conditions for the comparison. |
| 28 | What do we know? What is still open? | Use available evidence; “not sure yet” can be honest. |
| 29 | What would you like it to show? | Make/revise a chosen shadow idea or keep a plan. A reader is optional. |
| 30 | What could you change in this plan? | Use new D for a first own revision/reason; further work can wait. |
No lamp or printer needed to choose a question/model. Keep familiar communication supports. You need not calculate diagram sizes, write a sentence, use every card, move equipment, show anyone or finish in 25 minutes. Ask the adult for the exact picture descriptions. New C/D briefs have a separate teacher key; first ideas come before worked examples.