Every source below is invented, and each worked response gives a purpose-linked design idea or source correction. It does not report a physical result, real user response, actual school procedure or cause of movement. Use Days 15 and 20 examples after the fresh first responses. Optional home activity needs only spare broad paper; no purchase, personal story, real object collection or upload. A teacher records physical action/results from a real approved trial separately.
| Day | Worked swap 1 | Worked swap 2 |
|---|---|---|
| 11 | Pretend library atlas: a wide paper page corner is a person's proposed feature to help a reader find an edge; the question is whether someone can actually lift it safely, which has not been tested. | Imagined art portfolio: a big paper flap is chosen by a designer to separate two broad pages; this is an intended purpose, not evidence that a real artist preferred it. |
| 12 | Fictional sports-kit loan: an ASK card followed by YES or NO THANKS makes two service paths; after NO, STEP BACK is the source-consistent paper cue. No player was asked. | Pretend music-instrument desk: a paper question card comes before a borrow/decline card; a person arranged the order to invite a choice, but no real service response is known. |
| 13 | Imaginary museum map table: move a drawn pencil block away from a broad map edge to propose space for turning; only the drawing changes, not a real visitor's access. | Pretend garden journal: put a drawn crayon region beside, not over, the broad page edge; choose it for a planned page turn, not a claimed trial. |
| 14 | Paper recipe book: TOP and SIDE broad tabs are two proposed shapes; choose SIDE because a pretend reader approaches from that side, then ask if the page actually turns in a future trial. | Toy travel map: a broad triangular corner versus a broad straight fold are two distinct ideas; choose one to test for lifting one page, without promising that it will work. |
| 15 | After-check only, paper theatre schedule: one broad page may show ACT 1 while a fold covers ACT 2; two cover ideas could be a top fold or side fold, selected for the pretend reader's view. No audience result is known. | After-check only, imaginary library choice chart: a broad front/back paper card could show BOOK or CUP; an accordion fold is a different idea. Both remain untested proposals. |
| 16 | Fictional game guide: plan FOLD a broad tab, PLACE a large page, LIFT and TURN once; materials are approved paper, hands and clear table. Result stays NOT TRIED before action. | Pretend calendar page: compare a wide edge fold and a broad corner fold; choose one for a later one-page turn, checking that no sharp or small parts are needed. |
| 17 | Original dance-cue sheet: if a child actually turns one broad paper page, record TURNED; if the tab moves but page does not, record SLIPPED. No result is chosen in advance. | Fictional bus-map page: a safe child-directed adult turn can show the idea and a material event; note adult physical handling separately from the child's chosen tab/directions. |
| 18 | Paper weather chart: if a real tab slipped, propose a wider fold, retest only with approval and compare the two actual results; “wider is better” is not asserted. | Pretend puppet script: if a real page turned once, try a different tab position as a new question; a new reader's preference is still unknown. |
| 19 | Imaginary library map: directions “find broad tab → lift gently → turn one page” explain intended use; a real listener understands only if an actual observed follow-through occurs. | Paper sports-rule page: a large arrow on a broad tab is a human-chosen cue for a pretend reader; the sign meaning needs teaching and checking, not guessing from an icon. |
| 20 | After-check only, table game boundary: design a broad paper edge intended to keep a large flat paper square in a drawn play zone; record only a later actual approved material trial. | After-check only, paper parcel mat: a broad raised border may be a proposed way to slow a large flat paper label during a gentle table move; its effect is unknown without a safe trial. |
Response moves: Ask for intended user and purpose when a child names only a shape. When two ideas differ only in colour, ask what shape/position/step changes. When a child reports a proposed fold as an observed result, recode it as PREDICTION and use NOT TRIED if no action happened. When a real page slips or marker crosses a boundary, preserve that result and invite one revision; it is useful design information. Distinguish a child-controlled idea from adult-only physical handling.