Choose what is useful now, not a learning-style group. All routes keep the day's purpose; actual apparatus, learner observation, adult operation, model and plan evidence are separately named. Use only locally approved comfortable apparatus/actions. No forced grip, posture, standing, range, sight, voice, speed or partner. Keep established communication supports. An adult can offer one option at a time, wait for the learner's familiar selection signal and confirm; an unclear response is not agreement. Actual learner source access matters: an adult's description is an account, not the learner's own visual observation.
| Day / route | Concrete work, accurate evidence and useful next move |
|---|---|
| 21 A | With approved apparatus, choose a broad opaque card and one screen area to notice. An adult positions it if wanted. The learner reports an actual visible effect or uncertainty and chooses picture/message/question. Keep the reported observation; next ask which part produces light. No adult handling is credited to the learner. |
| 21 B | Direct an adult to make a shadow in a named broad screen area using the familiar communication mode. The adult describes their actual view if the learner cannot access it, then checks the child's chosen meaning. This records direction and an attributed account, not an invented child view; next choose one actual account detail to investigate. |
| 21 C | No apparatus: encounter the exact light-parts description and choose an own pretend shadow job or light question. Draw, dictate or direct one idea mark, including an empty space with a stated meaning. It is a source response/plan; next choose what actual view or information would help, without requiring a later trial. |
| 22 A | In the actual approved setup, identify source, blocker and screen with a point, label or explanation. Choose a view that makes one distinction clearer. A pale receiving screen reflects the lamp light; an illuminated display may emit light itself. Ask where this object’s light comes from. Record only the actual identification/reason/help, not full U03 mastery. |
| 22 B | Follow an adult's named description of the real source/card/screen, confirming each using familiar selection. Decide whether the bright receiving page is emitting or receiving the lamp light in that described setup. This is reasoning from an attributed account; next ask about another available source rather than claiming direct equipment use. |
| 22 C | Use three described/tactile symbols for an ideal source, opaque blocker and screen, or direct their positions on paper. Say which role each has for an own shadow idea. A model torch is not a real lit device; next identify one question about an actual setup. No apparatus event or motor skill is inferred. |
| 23 A | First notice an available actual shadow, then make an own straight-path model with broad marks. Choose one blocked/clear path and explain what the ideal point source leaves out. Record actual model reasoning and any actual view separately; next predict one change without copying ideal quantities into real data. |
| 23 B | Use the exact linear Shadow Window description; direct an adult's line or follow an optional locally suitable tactile representation. Identify that the line is an idea about travel, not actual light felt by touch. Choose a limitation or reject the model; next ask what evidence would help. Adult marks remain adult-made. |
| 23 C | Dictate/sign a source→blocker→screen explanation for an own question with no new materials. The adult repeats the meaning and distinguishes prediction from any available observation. An explanation can stay partial; next select a clearer source/account/model, not a compulsory ray drawing or ratio calculation. |
| 24 A | Choose one blocker-position comparison in an approved setup and an outcome to notice. Actually operate only equipment/actions already comfortable and permitted, or ask for positioning help. Predict, optionally try, and note which conditions really stayed. Next revise a comparison if another condition changed; no exact distance/force target. |
| 24 B | Direct adult positioning from agreed broad reference places while keeping source/screen fixed. Observe personally where accessible, otherwise use the adult's attributed account. Choose whether the available comparison supports the question. Next keep missing/unclear results open; direction alone is not child equipment operation. |
| 24 C | Use the ordinary change-one model or an own description to choose a variable, conditions and qualitative prediction. The learner can keep an unperformed comparison plan without apparatus. Next select a useful observation/measurement to seek; a correct paper plan is not an actual repeatable investigation. |
| 25 A | Encounter held C with a scribe if wanted. Choose one own question/change and prediction/reason in the usual mode; the adult captures the first response without suggesting positions or outcomes. Further work can wait. No completion-speed score; preserve source access and help, not presumed independent reading. |
| 25 B | Have an adult give held C's exact source positions individually or as an optional familiar tactile model, with no drawn shadow answer. Direct one change or state an evidence need. Capture first choice/reason before offering next tasks; incomplete = not yet observed, another short sitting. No actual view/trial is supplied. |
| 25 C | Respond to held C by an own model/source choice, rejection or different investigable question. Establish what the learner actually proposes rather than scoring compliance with the source. The key distinguishes available inquiry reasoning from participation/purpose alone; next component is optional after first capture. |
| 26 A | Choose a meaningful quantity in an actual approved comparison, use a suitable available instrument with help as needed, and represent available measurements with units/edge definition. Record actual operators and sensible precision. Next repeat only a useful uncertain part; no minimum trial count or ideal-number replacement. |
| 26 B | Interpret measurements genuinely made/read by an adult, then choose a table, labelled drawing or dictated/signed record. Retain adult source, units, conditions and missing values. This can show learner representation/reasoning, not independent instrument use; next decide whether the data are comparable. |
| 26 C | With no actual data, design a future record for the child's chosen question: what condition/quantity/source would be named? Use spoken labels or directed broad columns, leaving results blank. Next choose one source or trial opportunity if wanted. This is record planning/model representation, not data generation. |
| 27 A | Before discussing a drawing, notice an actual available screen shadow. Choose one locally suitable screen-position change while retaining source/blocker conditions. Predict, optionally try and keep actual results or uncertainty. Next compare with the first prediction; diagram units prescribe no real movement or room distance. |
| 27 B | Direct an adult to alter only the agreed receiving screen position. Choose a personally accessible observation or an attributed adult description. Explain a possible relation or missing condition. Next ask for a more comparable view if useful; no adult trial is relabelled child physical operation. |
| 27 C | Describe or direct an own screen-comparison model with no apparatus. Name screen as changed and source/blocker as retained, plus an outcome to observe. Next identify what an actual test would need. No compulsory fresh D configuration, numerical scale or later experiment. |
| 28 A | Select actual available records and compare what their methods/conditions can support. If another investigator's genuine record is available, name its source. Choose a supported relation, uncertainty or further question. Next try one useful local clarification; no invented other-person finding or full error checklist. |
| 28 B | Ask an adult to read actual available methods/findings aloud or through familiar supports. Select one difference that matters, such as edge definition, lamp type or changed conditions. Adult reading is source access; next request missing information. Do not call a described trial an observed child view. |
| 28 C | Compare two explicitly labelled idea models or an own model and plan. State a useful difference/limit, retaining that neither supplies an actual experiment. Choose a next question. This is model/source reasoning; comparison with another investigator's actual methods/findings stays open where absent. |
| 29 A | Make one actual shadow component in the approved setup for a chosen picture/clue/question. Use an available result to keep/revise and, only if wanted, invite a willing reader. Record actual maker/operator/observation and actual feedback separately. Next preserve the child's preference, including stopping with an incomplete design. |
| 29 B | Direct an adult to position broad materials or scribe a shadow design while the learner chooses meaning and changes. Use actual personally accessible observations or attributed accounts. Adult construction remains adult action; next keep a chosen plan/revision without claiming it achieved the intended reader effect. |
| 29 C | Make an own diagram, description or source selection for a private shadow idea without apparatus. Identify a useful prediction/evidence need and prefer/keep/change the plan. It can remain untested; next invitation is optional and need not be public, physical or digitally recorded. |
| 30 A | Encounter only held D's new configurations/claim; respond by drawing, writing, signing or dictating one own revision/reason. Capture first response/help before examples. The key accepts several controlled comparisons and uncertainty; unfinished = not yet observed, later sitting/no speed score. |
| 30 B | Hear/receive the two held D configurations in named order with exact positions and bar size, or use an optional familiar tactile layout. State what changes and direct one proposed revision. Record planning reasoning and access/help, not an actual test or required left/right bodily action; next component can wait. |
| 30 C | Choose a different investigable question/source or explain why the proposed claim needs evidence. An own valid plan need not copy the source's positions or wording. Capture first available component; later actual conduct requires ordinary local review and separate attribution. No all-choice/four-condition checklist gate. |
These choices are design provisions. Actual individual access/engagement still needs review with the learner and relevant adults; no fixed learning-style or diagnosis-based prescription is made.