# Two sheets, a model and a question

## Teacher setup — outside the optional learner clock

Allow about 8 minutes the first time. Read SOURCE-CAPSULES and the two definitions below. Choose a quiet/private or willing audience purpose; a learner's own reference is sufficient. Prepare a shared drawn model if useful. One broad sheet may hold the web and another a changed version; an existing notebook, board or oral numbered positions work too. No scissors, tiny loose pieces, pins, food, organisms or purchases. For tactile use, choose locally safe fixed broad labels/raised lines; do not require grip, sight, hearing, speech or handwriting.

Start with F1–F3; add F4–F6 only if useful. Each feeding link has its own source locator. The plant icons denote resource groups, not identification features. F1/F2 are specific listed examples; direct glider links use different plant parts. The combined web is illustrative, with no claim these organisms occur together in any particular place. Read G1–G3 before Day 23. A familiar labelled arrow can be described as “food/resource on the tail, consumer at the point.” Different arrow conventions elsewhere must be read from that source's key.

**Feeding arrow:** food resource → consumer: transfer of some matter and chemical energy through feeding. It is not animal travel, a guaranteed population change or an amount. Sunlight → producer is an energy-only input, drawn dashed and labelled separately. **Population:** a group of organisms of the same kind in an area/time, not one individual's hunger. **Abiotic:** a non-living condition such as light; **biotic:** an organism-related condition such as predator abundance. Our change cards stipulate inputs to a model, not field measurements.

Keep held FW-C/FW-D covered until the first response. One check component now and another sitting later is allowed. Read exact source words without explaining an answer. Note prior access and help on the teacher side, then stop formal judging if source independence is lost; the work can still guide teaching. Do not reuse held nodes/conditions in ordinary demonstrations.

The Museum source download is currently unavailable. The dated access note in [SOURCE-CAPSULES](SOURCE-CAPSULES.md#source-access-on-1-october-2026) explains what was checked. Everything needed for the ten starts is supplied here; no external download is required.

## Complete no-device and access route

Read a capsule, name two nodes and let the learner give the arrow order by voice, sign, gaze, Augmentative and alternative communication (AAC), broad pointing or partner-assisted selection. The teacher can inscribe the learner's choices and read them back for confirmation. Learner-selected links/reasons can be actual reasoning evidence; teacher-selected wording stays teacher support. A plan can be kept without making. A director can ask an adult to move labelled positions; credit the learner's actual directions, and name the adult as maker/mover. A rest/pass or later sitting is available, with no completion quota.

## Optional actual place extension — not needed for the ten starts

Only if local procedures already permit it, offer a short safe indoor/window observation of a familiar area or a teacher-selected existing dated photograph that the educator has lawful permission to use. Learners choose participation or the supplied model. Before viewing, establish accessible position/mode, permission, date/time/source and what can actually be encountered. Observe without handling, collecting, feeding, disturbing or entering habitat. Describe a visible feature or “not identified”; do not manufacture species names, feeding events, counts or absence outside that view. A plant seen does not prove a caterpillar/glider/monitor link. An adult's attributed report supports a response to that report, separately from a child's own observation. Any genuine local ecological claim needs a suitable identification/source and time/view; keep personal location details private. Follow relevant land/local cultural authority for place-based knowledge; no First Nations name/story/season or permission is supplied here. If permission or access is unavailable, use the complete ordinary illustrative model, not a pretend local result.

## Useful teacher record

Sample one component: date/task/source, learner's actual link or explanation, mode/help, and one next invitation. Keep “not yet encountered / chose pass / private / unfinished” separate from an incorrect scientific claim. No whole-class form, photo upload, home return or audience response is required. Do not infer a learning style, diagnosis, fitness, identity or attainment from route choice.