Each optional start is 50 minutes: 5 + 8 + 12 + 15 + 6 + 4. Stop after stage 3 for a 25-minute sitting; stages 4–6 are the second 25 minutes. Shift a minute between stages locally or use another sitting without a speed/completion score. Child action begins in stage 1. Offer one component, then optional connections. The three daily routes are switchable task options; none is a fixed learner type. Read source/safety/status setup once in MATERIALS, keeping paperwork on the teacher side.
Actual reasoning in a chosen mode may be evidence. A teacher/adult's enactment, learner direction, unmade plan, actual model operation, actual ecosystem observation and willing-user response are named separately. No actual field population outcome is supplied. Optional home participation is never required. Use source IDs F1–F6 and G1–G3; fresh graphs remain held.
Day 21 · Build one feeding link
Invitation: “Make a small part of an explainer you can use.” Prepare: F1–F3; feeding-links aid. Selected opportunities: U02 / I04 / I08; conditional on actual component evidence, not blanket code completion.
Choose and act · 5 minutes
Offer F1 or F2 aloud. Invite: “Choose one food link. Put the resource first and the eater second.” Learners draw/name/direct two broad labelled positions immediately. Ask where they want to keep their explainer: own reference, private practice or a willing reader later. No audience is needed today.
Read and test the convention · 8 minutes
Read the chosen source capsule and point to its source ID. Make a deliberately separate teacher example of a food-resource arrow, then ask whether the point names the consumer. Clarify that a resource passes some matter and chemical energy through feeding; an animal need not move along a drawn arrow. The specific leaf examples do not describe all plant species.
Make the useful component · 12 minutes
Learners add their arrow and a resource-part label, or dictate the exact relationship. They may stop with one link. Offer C→G from F3 as an optional connection, and space nodes far enough to trace by eye/voice/touch. Read back directions without silently choosing for the learner. At minute 25, keep the work as it is for another sitting.
Trace and refine · 15 minutes
Invite: “Follow your arrow. What moves through feeding?” Learners explain matter and chemical energy in ordinary words, or point to labelled choices and give an example. Test a reversed-arrow teacher sketch: keep the actual source fact, repair the representation. Compare their work to the source only after they have made their own choice. A copied arrow without an account is a component, not inferred understanding.
Use it for a purpose · 6 minutes
Ask the learner to use their model to answer one self-chosen question, such as what can eat the listed leaves. If a willing person reads it, record only an actual question/response; if nobody reads it, learner self-use still counts. One source ID can be inscribed by an adult, with attribution named.
Keep a next move · 4 minutes
Invite: “Keep, add or change one thing?” Save the actual component or oral account privately under local practice. Note one link/reason and support, not a full grade. A plan or pass stays useful for the next invitation.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 21 routes, two worked contexts and home/extra invitation only as useful.
Day 22 · Choose what each arrow means
Invitation: “Give your reader a key they can follow.” Prepare: F1–F6; arrow-key aid. Selected opportunities: U02 / I04 / I06 / I08; conditional on actual component evidence, not blanket code completion.
Start with a choice · 5 minutes
Offer the learner their available model or a clean sheet if it is absent. Invite them to place/dictate F3 C→G or F6 G→L. They choose which documented relationship their explainer needs first. Do not reconstruct an absent previous product.
Read different plant parts · 8 minutes
Read F4 and F5. Contrast eucalypt leaves→caterpillars with eucalypt pollen/nectar/sap→glider and wattle sap→glider. Write resource parts beside a broad line. Ask: “Would a leaf label say what this source says?” It would misstate F4/F5. Both direct plant-resource and insect pathways can occur in the model; glider is not placed on one fixed trophic rung.
Make an arrow key · 12 minutes
Learners choose a drawing, two labelled objects/positions, or a spoken key. Include food/resource at the tail, consumer at the point, and transfer of some matter/chemical energy. Add a separate dashed sunlight→producer line only with “energy only”. One key component can be retained now, with a second later.
Use the key to repair · 15 minutes
Teacher puts a reversed C/G arrow on their own demonstration sheet. Learners trace the source and propose a repair. Then invite an actual check of one of their own arrows or a plan if no model is made. Do not call moving paper an animal-feeding observation. A line has no amount, population trend or automatic speed.
Try one reader question · 6 minutes
Learners answer “What does this arrow tell us, and what does it leave unknown?” by their chosen mode. Possible unknowns include how often feeding occurs or how much is eaten. If someone genuinely uses the key, capture that use only; imagined feedback is a plan.
Choose a clear version · 4 minutes
Invite one adjustment to label, line spacing or spoken order, with a scientific reason. Leave alternate valid representations open; no colour-only code or prescribed artistic design is required.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 22 routes, two worked contexts and home/extra invitation only as useful.
Day 23 · Trace matter and energy differently
Invitation: “Show why a web needs more than feeding arrows.” Prepare: G1–G3; matter-energy aid. Selected opportunities: U02 / I04 / I06; conditional on actual component evidence, not blanket code completion.
Make one trace · 5 minutes
Learners choose to start with sunlight entering a producer or with dead organic material/mineral nutrients. Draw/describe one named step immediately. Use their earlier work only if genuinely available; the separate process aid is sufficient.
Read the process capsules · 8 minutes
Read G1–G3 in short parts. Explain that plants transform light energy into chemical energy in sugars, with carbon dioxide and water supplying matter. Soil mineral nutrients matter too; they do not supply sunlight. Define respiration as a process using chemical energy, not just visible breathing.
Create contrasting pathways · 12 minutes
Learners make an energy path Sun→producer→consumer with a branch to heat; then a selected mineral-nutrient matter loop soil nutrients→plant material→dead material/decomposition→soil nutrients. Name decomposition, not all fungi. The loop is a selected matter pathway, not the full ecosystem. One path now is enough. Pause at 25 minutes.
Add a carbon explanation · 15 minutes
Offer air carbon dioxide→plant sugars→consumer material and respiration/decomposition→air carbon dioxide as a different matter trace. Let learners compare it to the soil-mineral loop by pointing, words or drawing. Keep light on the energy trace, not as matter in the loop. Ask whether the energy arrow should return from soil to the Sun: no, the model needs ongoing energy input.
Resolve a useful claim · 6 minutes
Present only the ordinary claim: “Soil sends recycled sunlight back to plants.” Learners use a trace to explain or repair it. A useful repair is that soil can supply mineral nutrients while sunlight supplies energy. Require neither chemical equations nor all atom pathways. Do not teach a fixed ten-percent rule.
Keep an explanation · 4 minutes
Choose one caption or spoken sentence that helps the learner use their explainer. Record the actual distinction encountered and a next step, not a full matter/energy mastery claim.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 23 routes, two worked contexts and home/extra invitation only as useful.
Day 24 · Explore a remaining food path
Invitation: “Find an option, then ask whether it is enough.” Prepare: F1–F5; alternate-paths aid. Selected opportunities: U02 / I01 / I04 / I06; conditional on actual component evidence, not blanket code completion.
Trace a chosen path · 5 minutes
Invite a learner to pick an insect route or direct plant-resource route to the glider. Trace two steps or one direct step now. Use broad named positions or spoken ordered pairs if no drawing is wanted.
Set an ordinary hypothetical change · 8 minutes
Teacher stipulates fewer caterpillars in this illustrative web. State that no local count or observed change is supplied. Read F4/F5 and ask which direct resources remain represented. A remaining arrow is a possibility; its quantity, season and access are unknown.
Make before/condition views · 12 minutes
Learners keep the original links and add a broad note “fewer caterpillars — model condition” on a separate view. They mark a remaining resource route and a question about it. Do not erase a source-supported link as though a species has disappeared everywhere. One before/changed comparison is enough; save it at the split.
Build a conditional prediction · 15 minutes
Invite: “If the remaining food is available and enough, what might happen? What if it is not?” A learner may predict less immediate change, delayed decline, decline or uncertainty with conditions. Connect food limitation to survival/reproduction and later population abundance, rather than one individual's hunger. Different supported answers can coexist.
Make a model question · 6 minutes
Learners propose an investigable comparison: in a model, how does the prediction differ when alternative resources are stipulated sufficient versus insufficient? Choose one changed input and an outcome to compare. A paper contrast tests reasoning under assumptions, not real food intake or an ecosystem population.
Keep the unknown · 4 minutes
Invite a short caption: “This path remains; we still need to know ____.” The caption can be dictated. Sample the learner's condition, not volume of writing; unfinished/pass can return later.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 24 routes, two worked contexts and home/extra invitation only as useful.
Day 25 · Fresh model FW-C
Invitation: “Try one new web before receiving an answer.” Prepare: STUDENT-CHECKS FW-C and fresh-c aid; held until now. Selected opportunities: U02 / I04; I01 / I06 / I08 if actually evidenced; conditional on actual component evidence, not blanket code completion.
Choose how to start · 5 minutes
Offer the unfilled FW-C source for the first time, separately from all ordinary aids. Read its exact labels and condition without modelling a prediction. Learner chooses diagram/voice/director/AAC and one component now; another sitting later is available. Privately note any prior access/help.
Encounter the source · 8 minutes
Read all four links and the light condition exactly. Explain only task vocabulary if requested; do not add a new feeding relationship, population result or probability. “Less production” is a stipulated model input, not a measured population decrease. No earlier learner trial is supplied.
First representation · 12 minutes
Learner constructs or describes one or more source-supported arrows and supplies the arrow meaning. Accept a labelled relation rather than insisting on a complete polished network. Keep the first response before any teacher-key access. At minute 25, pause without marking an incomplete component wrong.
Open prediction and question · 15 minutes
Learner chooses one possible later population effect, explains a mechanism and condition, or identifies why a direction is uncertain. A relevant question/alternative is welcome. Do not prescribe signs for all populations. Record learner wording and supports, not a secretly completed answer.
Return on learner terms · 6 minutes
Offer one neutral read-back or exact reread of the source. The learner may retain, revise or defer; distinguish a first response from revision after help. Actual paper/model operation is named; it does not become actual pond observation.
Descriptive next invitation · 4 minutes
Use the separate teacher key after the response. Identify a source-link component and one useful next invitation. No A–E grade, speed score, independent-work claim after teaching, or full inquiry coverage.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 25 routes, two worked contexts and home/extra invitation only as useful.
Day 26 · Choose a biotic change to model
Invitation: “Test a reason, with one changed input.” Prepare: Ordinary F1–F6; change-explorer aid. Selected opportunities: U02 / I01 / I04 / I06; conditional on actual component evidence, not blanket code completion.
Choose and act early · 5 minutes
Return to the ordinary web, not FW-C. Learners choose a hypothetical change: fewer gliders or more monitors. Place/dictate that single condition on their own model. They may choose another safely supported ordinary organism-related condition with a clear baseline assumption.
Set boundaries together · 8 minutes
Ask what is held the same and what “more/fewer” means in the model. No amount or result is supplied. With fewer gliders, caterpillars might face less glider predation, while monitor food may be reduced; these are mechanisms to consider, not guaranteed outcomes. No real organism is manipulated.
Build a model question · 12 minutes
Learner drafts “If ___ changes while ___ stays the same, what might happen to ___ over ___?” They choose an outcome and time frame such as later abundance, with no invented count. Keep one question or causal path now; do not demand a full investigation form. Pause at the split.
Compare two assumptions · 15 minutes
Use two broad versions: caterpillar reproduction/other predators unchanged, versus another pressure not known. Learners trace the same source-supported path in each and decide how certainty changes. They may describe rather than move the model. Name an actual move only if it happened; otherwise retain a comparison plan.
Justify and challenge · 6 minutes
Invite a reason plus a condition, then one question that could change the prediction. Distinguish direct feeding relation from an indirect pathway. Keep increase/decrease/no clear direction open where justified; numbers of arrows do not calculate a percentage loss.
Save a usable note · 4 minutes
Learner chooses a change note for their explainer, perhaps “may increase if ____.” Teacher samples mechanism/condition/help. A hypothesis not enacted is not recorded as a completed experiment.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 26 routes, two worked contexts and home/extra invitation only as useful.
Day 27 · Compare two reasonable predictions
Invitation: “Explain why a different assumption can change a result.” Prepare: Ordinary web; SOURCE-CAPSULES; my-explanation aid. Selected opportunities: U02 / I06 / I07 / I08; conditional on actual component evidence, not blanket code completion.
Make two small options · 5 minutes
Present fewer caterpillars in the ordinary model again, with no held source graph. Learner sketches/dictates two possible glider outcomes: decline or little immediate change. They choose which to explain first, and may instead pose uncertainty with two reasons.
Attach evidence to each · 8 minutes
For decline, trace F3 and name dependence on insect food. For buffering, trace F4/F5 and name possible alternative resources. Read the source locator when requested. Sources document feeding possibilities; none supplies amounts sufficient to decide this scenario. Separate the expert fact from a model assumption.
Compose paired explanations · 12 minutes
Learners create two captions or a spoken comparison: “If … then … because …; however … remains unknown.” Offer “delayed effect” if time is relevant. Let one explanation remain a component today; do not force polished prose or all source IDs. Split after this stage.
Probe the claim · 15 minutes
Use the ordinary teacher claim “A remaining arrow proves the gliders will be fine.” Learners challenge the sufficiency assumption using food amount/access and time. They may agree only under specified assumptions, rather than repeating a teacher verdict. Consider whether enough evidence exists to choose one direction.
Choose a useful message · 6 minutes
Learner picks a message for own reference or an imagined/willing audience: a warning against certainty, a conditional prediction or an unanswered question. The actual message construction is evidence; a planned audience's reaction is not. Credit precise source acknowledgement with ordinary words or a source ID.
Keep the reason · 4 minutes
Invite a one-component improvement to condition, evidence locator or uncertainty. Teacher uses the descriptive rubric for selected components only, noting actual assistance and missing opportunities.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 27 routes, two worked contexts and home/extra invitation only as useful.
Day 28 · Check a resource label against an expert account
Invitation: “Repair one claim without inventing new facts.” Prepare: F4/F5/F6 original capsules with their original locators. Selected opportunities: U02 / I06 / I07 / I08; conditional on actual component evidence, not blanket code completion.
Choose a repair job · 5 minutes
Teacher displays their separate ordinary draft: “The glider eats wattle leaves, so any wattle will replace lost insects.” Learner marks/names one part to check first, or chooses the separate “monitor eats every local glider” claim. No held check material is used.
Read the exact capsule · 8 minutes
For the first claim, read F5: wattle sap. For the second, read F6 and its specific listed link; NPWS only corroborates mammals generally. Offer the genuine linked source where lawful/available, or the complete original capsule offline. An actual read of a capsule is not silently reported as full expert-report reading.
Make a precise repair · 12 minutes
Learner replaces leaves with sap, or replaces every/local with a listed possible interaction. They decide what can be retained and what stays unknown. Add a source ID and the historical report date (August 2008) if using F5; host folder year is not publication date. Their repair may be spoken, mapped or inscribed by a named adult.
Explain why it matters · 15 minutes
Trace how a wrong plant-part label changes the feeding model. Then ask whether corrected sap alone guarantees enough food: no source quantity is given. Name a remaining question or needed evidence. Keep factual correction distinct from a population prediction. Split may resume with this stage.
Respect source/authority · 6 minutes
Learner chooses how to cite the factual account in their own explainer without copying restricted images/table/layout. Discuss permission to use an actual place/account: a publicly linked diet fact is not local community authority. No cultural name/story/season is inferred; community knowledge needs an appropriate recognised source and protocol.
Save the repaired component · 4 minutes
Invite a keep/change reason on the actual draft or a future repair plan if not made. The teacher notes source-specific accuracy, not inferred research skill from adult reading, and offers a further resource-part example later.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 28 routes, two worked contexts and home/extra invitation only as useful.
Day 29 · Make your useful change explainer
Invitation: “Choose the story your model can truthfully tell.” Prepare: Genuinely available ordinary work or a clean start; my-explanation aid. Selected opportunities: U02 / I04 / I06 / I07 / I08; conditional on actual component evidence, not blanket code completion.
Choose a purpose and act · 5 minutes
Offer own reference, private practice, a willing class reader or another locally approved purpose. Learner picks one existing ordinary component or starts one F1–F6 relation now. No previous product, growth comparison or audience exists unless available. They choose a page, diagram, described network, audio only with local consent, or a learner-directed inscription.
Choose the scientific focus · 8 minutes
Offer arrow meaning, matter versus energy, alternative food path or a conditional change prediction. Learner chooses a title only if useful. Ask what the source actually supports and what the explainer should leave open. One focus is enough for a substantial useful partial product.
Make and check a component · 12 minutes
Learner builds an original explanatory component using their chosen source. They label resource parts and arrow convention where relevant. Keep blank/missing sections blank; teacher wording stays support. Add a reason, condition or unknown by their chosen mode, and save at the split.
Use it honestly · 15 minutes
Offer self-use to answer a question or actual willing use if available. Do not force a peer, public upload, speech or imagined successful reader. If a reader actually asks a question, record the exact question and the learner's response privately. A plan for showing is still useful composition, with delivery/use not yet observed.
Keep or change · 6 minutes
Learner evaluates one actual available component by source accuracy and chosen purpose. They can change a resource label, clearer arrow, conditional caption or matter/energy distinction; or keep it with a reason. A personal preference is allowed but does not establish scientific correctness. No invented prior trial or improvement outcome.
Choose what to retain · 4 minutes
Store/share under local privacy rules only as chosen. Teacher notes selected evidence and next invitation. A product is not a certificate that all U02 or Year 7 science has been achieved; unfinished can return later.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 29 routes, two worked contexts and home/extra invitation only as useful.
Day 30 · Fresh model FW-D
Invitation: “Explore a new multi-path change with an open answer.” Prepare: STUDENT-CHECKS FW-D and fresh-d aid; held until now. Selected opportunities: U02 / I04; I01 / I06 / I07 / I08 if actually evidenced; conditional on actual component evidence, not blanket code completion.
Choose one first component · 5 minutes
Open unfilled FW-D without ordinary answers beside it. Read exact labels, links and change condition neutrally. Learner chooses a diagram/path, prediction or question first; one component now and another sitting later is valid. Privately note prior access/help.
Read the new source · 8 minutes
Explain that B decreasing is a hypothetical input, not a reported learner trial or later outcome. No population quantities are supplied. Read M→A, N→A, M→B, A→B, B→H in the given food-to-consumer convention. The labels are roles in an invented model, not verified diets of real species.
Keep the first response · 12 minutes
Learner makes/describes the selected arrows or other chosen component. Ask only for the arrow key if not supplied. They may work in a different layout; geometry is not a single prescribed answer. Record the first response before access to the separate key, then pause at the split.
Reason about change · 15 minutes
Invite a possible effect on one selected population with a path/mechanism and condition. Offer the source reread, not a fixed sign. An alternative or unknown is welcome. Learner may notice competing pathways without having to solve every node. A reasoned uncertain direction can be stronger than an unjustified certain result.
Optional revision · 6 minutes
Read back the learner's own words. They may retain, revise, choose pass or return later. Mark post-teaching revisions separately. Actual model construction/direction is recorded accurately; no ecosystem observation, numerical forecast or audience feedback is invented.
Choose a next invitation · 4 minutes
After the first response, use the descriptive teacher key and rubric to suggest a path, condition or communication next move. No timed success label, A–E grade, full-standard certification or required complete form.
Practical check: Sample one actual source-connected choice/reason in the chosen mode. Use Day 30 routes, two worked contexts and home/extra invitation only as useful.