# Thirty switchable routes 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.