Before one actual try
Choose a familiar gentle lamp/torch and broad opaque card with a pale receiving page/screen. Use only equipment and placement approved under the setting's current safety/access arrangements. Keep light directed away from faces; exclude Sun viewing, lasers and improvised bright sources. Preserve a comfortably lit, clear working space and manage leads/stands according to local arrangements. No dark room, body shadow, small loose pieces, cutting, heating or food is needed. Stop or change the route if the light/setup is uncomfortable. No physical position, transfer, grip, distance, movement range or speed is prescribed.
An adult may position all equipment on a stable available surface. The learner can observe, direct, choose a question or record. Agree before a comparison which source, blocker and screen positions will stay fixed and what will change. Mark broad reference positions only where useful and locally suitable; diagram coordinates are not room instructions. Existing supports and augmentative and alternative communication (AAC) remain available; no new response signal is inferred.
For an actual measurement, select an available appropriate instrument and a meaningful quantity such as shadow height on the screen. Agree what counts as an edge and a sensible unit/precision. Diffuse edges or ambient light may make a qualitative comparison more defensible than a precise number. Record who operated, observed and measured; adult measurements remain adult-generated. No equipment or actual result is supplied by this pack.
No apparatus / no print
Use the exact linear alternatives, read by an adult, or an own described source/question. A broad page diagram, tactile line made with locally suitable existing resources, or learner-directed adult marks can represent a model. Touch is optional. Identify the representation as an ideal model or plan. These are complete participation routes for the reasoning actually available, with actual equipment use and actual lamp observations open. Keep usual communication supports: “no materials” means no additional science kit.
A two-minute teacher choice
- Choose one script and the currently useful route. Ask what the learner wants to make/find out, including inquiry alone or stopping.
- Decide whether actual apparatus is available/approved today. Name adult and learner roles plainly.
- Have the relevant ordinary aid or a no-print description ready. One card/result/question is enough to begin; there is no daily documentation quota.
- For Day 25/30, hold the teacher key/model data and worked answers back until first capture. Do not rehearse the complete fresh source or matched answers.
Minimal evidence, if useful
Date · source/model/actual setup · learner's actual choice/reason/observation · operator/measurement/help · first/later · possible next move. One short note can suffice. An unperformed design is a plan. A supplied ray model is not an actual torch result. An adult trial does not become learner equipment operation. An actual learner observation of an adult trial can support that observed interpretation at its proper scope. A wished-for reader reaction is not feedback.
Use a setting's ordinary privacy practice; no recording/photo/upload/account is required. The optional record mat is not a required log or compulsory repeated-trial quota. Retain missing/uncertain data explicitly. Do not infer diagnosis, compliance, motor skill or independent reading from an access route.
Source and local review
Review the child's prior learning, source access, local apparatus/safety and applicable authority/timetable before use. Current source details and remaining scope are in the crosswalk. Home offers need no lamp, experiment or earlier lesson. A teacher/parent/student/funder author desk review and actual print inspection are recorded only when completed in RUN-THROUGH.