Target/codes: Select safe broad material and define what would count as an upright, readable cue; AC9TDEFP01, distinguishing prediction from observation.
- Welcome/purpose · 3 min. Say that a clear drawing may still sit flat or be hard to read when folded.
- Notice source · 4 min. Reopen design evidence mat. Teacher checks two approved large sheets for edges, size and ability to accept a broad fold; no sheet property is assumed.
- Model thinking · 5 min. For LOOK → SKETCH, choose a large sheet and criterion: it remains upright on the selected table and the order labels can be read from an agreed safe position. Say these need a real check.
- Child design talk · 7 min. Children compare two school-approved samples through direct inspection or attributed adult description, choose one, and communicate a proposed broad base and readable label placement. No load-bearing use or object storage.
- Check/respond · 4 min. Record sample, observed feature or provided description, choice and unknown. If a child says all paper stands, ask which sheet/table was actually tried.
- Exit · 2 min. Name what Day 37 would need to observe.