Two contexts per day. Each is an original authored example, not an actual child record or supplied trial. Actual results below remain conditional. Choose another interest or inquiry alone. Familiar locally approved apparatus is optional; no practical outcome, reader effect, measurement or access improvement is presumed. Fresh C/D exact facts/answers are held outside these ordinary contexts.
| Day / domain | Worked choice, reasoning and honest limit |
|---|---|
| 21 · Book illustration | A learner wants a shadow-shaped pretend cave in an original story. A broad card can be a blocker and the page a receiving surface. They choose which edge to notice before changing anything. If a real shadow is unavailable, the cave diagram remains a story/model idea, not an observed lighting result. |
| 21 · Tabletop game | A learner wants a private game clue hidden by a shadow. They choose whether the clue should be a dark patch or an unblocked gap. A real locally approved try can show only that setup's view; whether another player recognises the clue needs an actual willing response. |
| 22 · Window scene | A learner imagines a paper window scene. The actual lamp emits light, a card blocks some paths and the pale page receives light. Calling the page “bright” alone does not make it the emitting source. Without apparatus, explain these roles in the named ideal model. |
| 22 · Object display | A pretend museum label needs a shadow beside its illustrated object. The learner chooses a different receiving surface to make viewing easier. That exploratory change may alter more than one condition; do not call it a fair size test or proof of museum lighting standards. |
| 23 · Space fiction | An imagined moon-cave picture starts an own ray diagram. In the ordinary source0/bar4/screen8 model, rays meet the screen at ±2, span4 arbitrary units. The learner can describe blocking without arithmetic; this is neither an astronomical observation nor a real moon shadow measurement. |
| 23 · Graphic pattern | A learner uses dark/light patches for an original pattern. They direct one ideal line past the edge of a broad blocker, then ask whether a real lamp is a point. A useful limit is the lamp's extended emitting area; it may produce unclear edges, not the diagram's promised crisp result. |
| 24 · Train story | A learner wants a drawn train-window shadow larger in a fictional scene. Keeping a real source/screen fixed and changing only blocker position offers a testable question. If the adult also moves the screen, record both changes and revise the plan rather than crediting a single-variable finding. |
| 24 · Stage picture | An original paper stage scene needs a chosen dark shape. The ordinary ideal model changes bar4→2 with screen8 fixed: predicted span4→8 arbitrary units. The actual lamp may differ. A learner may prefer the earlier shape; larger is not automatically clearer or artistically better. |
| 25 · Question catalogue | Instead of rehearsing held C, an ordinary warm-up question asks whether two approved pale screen materials make an edge equally clear with other conditions retained. A prediction can be qualitative. Do not supply a result; hold the entirely new C source and any worked response for first capture. |
| 25 · Accessible explanation | A learner asks for one source fact at a time before making an own question. The adult repeats the selected meaning and scribes the learner's reason. That access is useful and recorded; it is not independent print reading, apparatus handling or a completed investigation. |
| 26 · Art notebook | A learner chooses a labelled drawing to record actual shadow positions rather than a number table. Label source/conditions/date/help only when known. A missing changed view remains blank. The drawing can preserve real observations, but an ideal outline must be labelled model prediction. |
| 26 · Measurement choice | A learner's question needs a height comparison. With diffuse edges, they choose a stated approximate boundary or “edge unclear” rather than invented precise centimetres. An adult may read a ruler; keep that measurement attributed and judge learner interpretation separately from equipment use. |
| 27 · Puppet scenery | A learner wants a broad backdrop shadow for a fictional puppet scene. They ask what moving only the receiving screen might change. An adult can reposition it under local review; record actual observations or retain a plan. No puppet acting, audience or body movement is required. |
| 27 · Drawing desk | A learner prefers a particular screen view for a private pattern. They change screen position while source/blocker stay referenced. If alignment slips, they keep that condition change with the result. A useful next try re-establishes the chosen references; diagram distances are not desk instructions. |
| 28 · Explanation panel | A learner compares an available own record with another genuinely attributed investigator's record. One used a different edge definition. They explain why the values may not be directly comparable. If no second record exists, compare labelled models instead and leave the other-investigator component open. |
| 28 · Garden illustration | A learner's fictional garden gate shadow looked unlike the ideal sketch in an actual approved try. They suggest ambient light or a wide source as a possible limitation, without claiming the cause was measured. An inconclusive result can support a simpler next question; it proves no fact about real plant growth. |
| 29 · Map clue | A child chooses a shadow-like arrow in an invented map game. They use an actual available observation or model prediction to revise its broad form. This is a classroom art/game idea, not a real navigation or access-safety instruction. A willing reader's actual response may help; imagined success does not. |
| 29 · Music cover | A learner designs a still shadow-pattern cover for an original music idea, with no audio needed. They keep a private meaning and choose one contrast. A drawn design is a model/plan; an actual shadow try and actual audience interpretation are separately named when they occur. |
| 30 · Science advice | A learner revises an ordinary proposed comparison where lamp state and card position both changed, choosing one variable at a time. This teaches ordinary reasoning without exposing held D's exact before/after source. No real result is supplied; useful advice can remain a plan. |
| 30 · Maker portfolio | A learner chooses one genuinely available model, observation or design and states what remains unknown. “Adult positioned; I chose the question and described the view” is accurate if that happened. A wished-for finished artwork, earlier trial or reader reply is not added to make the portfolio look complete. |
No illustrated/context example claims a real cultural event, human source account, science history, community benefit or whole curriculum outcome.