Choose one, combine them or switch mid-task. These are same-goal scientific tasks with different ways to act and communicate, not learner labels. The teacher setup and safety rules apply once; source and role limits stay in the adult record. AAC is expanded in MATERIALS. A rest/pass/later sitting is welcome.
Day 21
Route 1 · Draw a useful link
Choose F1 Forest Red Gum leaves→caterpillars or F2 Black Wattle leaves→caterpillars. Name the resource part, draw a food-to-consumer arrow and explain one thing it tells you. Keep one link or optionally connect F3.
Route 2 · Arrange or direct
Use two broad labelled sheet positions for E resources and C. Place/direct the arrow tail at leaves and point at caterpillars; ask the adult to read back your exact relation. Adult handling stays adult handling; your actual choices/reason can be observed.
Route 3 · Describe without print
Hear F2 once or again. State/select “wattle leaves first; caterpillar consumer second,” then choose the arrow meaning from matter/chemical energy, animal travel or unknown. Give/choose a reason; record the learner response and exact help, not presumed speech.
Day 22
Route 1 · Make an arrow key
Use C→G from F3 and a separate Sun→producer energy-only dashed line. Write/dictate your key, then check whether the consumer is at the point and sunlight carries no matter in that input.
Route 2 · Trace resource parts
Point/direct E→C leaves and E→G pollen/nectar/sap on broad positions. Tell the maker which label belongs on each line and why replacing sap with leaves would misstate F4/F5. A named adult may inscribe; the learner need not grip.
Route 3 · Read back a relation
Hear F5 and F6. Choose one relation to describe with food resource, consumer and arrow order. Challenge the teacher's reversed C/G example orally, by sign or AAC; clarify what the arrow leaves unknown.
Day 23
Route 1 · Draw two traces
Start with Sun→producer→consumer→heat and/or soil mineral nutrients→plant material→dead material/decomposition→soil. Distinguish energy input from a selected matter loop, adding the second trace later if needed.
Route 2 · Direct broad pathways
Tell an adult where fixed Sun, plant, consumer, heat and soil labels belong. Choose an energy-only input or mineral-nutrient return first. Explain why soil cannot return sunlight; teacher-made arrows are not credited as your own physical construction.
Route 3 · Explain a process aloud
Hear G1–G3, then choose a carbon or mineral-nutrient matter path to describe. Contrast it with sunlight/chemical energy/heat. One sound difference can be actual reasoning even if no diagram is made; no chemical equation is required.
Day 24
Route 1 · Make a changed view
On a separate ordinary web, add “fewer caterpillars — model condition.” Trace direct E/W resources→G. Write/dictate one “if available and enough” caption, leaving amounts unknown.
Route 2 · Move or direct one condition
Place/direct one broad condition beside C, retaining the source links. Follow F4 or F5 as a possible alternative path; choose what you would still need to know. Actual model manipulation and a proposed manipulation are distinct.
Route 3 · Compare two spoken cases
Hear sufficient alternative resources versus insufficient alternative resources as model assumptions. Give/select a possible glider effect in each and a reason about survival/reproduction/time. The direction may remain uncertain; no population number is demanded.
Day 25
Route 1 · Construct a fresh component
Read the held FW-C source. Draw one or more stipulated feeding arrows, supply their meaning, and choose one later effect/question if ready. Use your own layout; missing components can wait.
Route 2 · Direct the fresh network
Hear exact FW-C labels/edges. Direct a named adult to place one chosen food-to-consumer relationship and then dictate a conditional prediction or unknown. Preserve your first directions; credit adult making separately.
Route 3 · Give a fresh verbal account
Hear FW-C neutrally. Describe a source path and/or a possible population effect with one condition through voice, sign or AAC. Exact rereading is allowed; adult explanatory prompting is recorded. No completed answer is printed.
Day 26
Route 1 · Compare two ordinary versions
Choose fewer G or more L. Add one input note to the ordinary web and make a second version with an explicit held-same assumption. Trace a possible indirect effect without invented counts.
Route 2 · Direct an exploratory question
Ask an adult to mark more L on the shared web or retain a plan. Choose C/G as outcome and a time frame. Say what would stay the same and how changing another assumption could change your prediction.
Route 3 · Speak a model test
Frame “If fewer G while other predators stay the same, what might happen to C later?” Give a possible mechanism and one unanswered question. A spoken planned comparison is useful I01 reasoning, not a conducted ecosystem trial.
Day 27
Route 1 · Pair two captions
Use F3 for food-loss decline and F4/F5 for possible buffering. Create two conditional captions, or one now and another later; explain what amount/time information is absent.
Route 2 · Direct a comparison board
Put/direct two broad headings “if alternatives suffice” and “if they do not.” Route ordinary source arrows to each and explain why a remaining line alone does not prove gliders will be fine.
Route 3 · Challenge a spoken claim
Hear “a remaining arrow proves no effect.” Choose agree-under-conditions, challenge or uncertain, then give a source-linked reason and a needed fact. A brief scientific argument is useful; no persuasive speech or full paragraph is required.
Day 28
Route 1 · Repair a resource caption
Read F5 and change the teacher's “wattle leaves” draft to sap. Cite F5/2008 account; retain unknown food amount and avoid saying every wattle species is sufficient.
Route 2 · Direct a precise label change
Point/select F6, then direct replacing “every local glider” with a listed possible feeding link. Name the original source locator and the limits of NPWS mammal-diet corroboration; adult transcription stays named.
Route 3 · Make an oral source correction
Hear either ordinary draft and exact capsule. Say/select what is supported, what to repair and one unknown. Use the original capsule offline, accurately naming that source mode rather than pretending the full linked report was read.
Day 29
Route 1 · Make your own explainer
Choose one actually available F/G component or start a new one. Compose a diagram with an arrow key and condition/unknown useful for your chosen purpose; one component is enough for today.
Route 2 · Direct a product and self-use
Tell a named adult which labels/path/caption to inscribe on an original explainer. Use it to answer your own question, then keep/change one feature with a scientific reason. Do not invent earlier work or audience feedback.
Route 3 · Create a spoken/described reference
Choose a resource path, matter/energy distinction or conditional prediction. Describe it in your chosen mode for private/self-use or a willing listener if available. Title, recording and actual delivery are optional; a kept plan stays composition only.
Day 30
Route 1 · Represent fresh FW-D
Encounter the held blank source. Select one source relationship, construct/describe it and, when ready, choose a population effect with a condition or uncertainty. No uniform layout or complete-node quota.
Route 2 · Direct a new multi-path model
Hear FW-D exactly; ask a named adult to position one chosen arrow. Use your own directions to trace a possible change path, adding an alternative/unknown if wanted. No earlier trial or result is supplied.
Route 3 · Explain without materials
Hear the held FW-D source and choose a prediction or question first. Describe a path and what could change the answer by voice, sign or AAC. Retain the first response and exact support before any separate-key teaching.