Ten teacher scripts · 25 minutes eachFoundation Design Tech · T2 W13–14 · Lesson sequence

Prepare the approved broad kit and exact invented source before class. Offer any A/B/C route, changing it as needed; routes are access choices, not fixed learning styles. Each script totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. A drawn alignment rail is a proposal. Keep child design, actual material handler, edge-contact result, real viewer response and any Science/HASS record separate. No real family story or plant result is supplied here.

Week 13 · Day 61 · Why might someone design a guide?

Target/codes: Name a person-designed reference feature, pretend viewer and purpose; AC9TDEFK01. Real familiarity requires a later approved local source.

1. Welcome · 3 min. A pretend drawing collector wants to look at two broad practice cards from the same starting edge. Say they are invented mark drawings, not Mika's family album or real plant records.
2. Notice source · 4 min. Show two drawing cards: CARD ONE and CARD TWO, each a square and dot with a different dot position. No rail or physical placement is shown.
3. Model · 5 min. “A person could add a reference edge so both card bottoms start at the same place.” Explain intended help; matching paper edges does not prove the two sketches came from the same view.
4. Child design talk · 7 min. Children name one guide feature and who might use it, then suggest another feature such as a thick line or large corner. Draw, speak, point, sign, use AAC or direct an adult. A real familiar classroom guide may be shown only with approval and the blank source slot.
5. Check/respond · 4 min. Record feature + user/purpose. If child only names dots, ask which part a person would design to position the paper. If they call the dots real change, return to “invented drawings.”
6. Exit · 2 min. “The guide could help ___ put paper ___.”

Week 13 · Day 62 · A line or a corner?

Target/codes: Compare two human-designed guide ideas against a stated paper-position purpose; AC9TDEFK01 and AC9TDEFP01, proposal only.

1. Welcome · 3 min. Revisit the pretend user's question: where can each broad card start?
2. Notice source · 4 min. Show two guide ideas: BOTTOM EDGE GUIDE and LEFT CORNER GUIDE. Both are A4 schematics, not physical results.
3. Model · 5 min. A bottom line might help match one edge; a corner offers two meeting edges. Say neither has been tried with real large cards, and neither makes the original drawings comparable by itself.
4. Child design talk · 7 min. Child says one possible help/difficulty of each and chooses one for a pretend viewer who places wide cards. Let a child change the choice for narrow cards and explain why.
5. Check/respond · 4 min. Record both distinct features and the reason. If “the corner always works” is asserted, ask what actual card size/handling would need trying.
6. Exit · 2 min. Point to the reference edge they would show first.

Week 13 · Day 63 · Two guide ideas of your own

Target/codes: Generate, communicate and select two distinct alignment-guide ideas; AC9TDEFP01.

1. Welcome · 3 min. Two designs give a maker a choice before marking a big sheet.
2. Notice source · 4 min. Reopen two drawing cards. The square/dot differences are fictional; the job is to position the paper edges consistently.
3. Model · 5 min. Sketch a thick bottom line and, separately, two widely spaced corner marks. Name both as ideas without choosing a physical result.
4. Child design talk · 7 min. Child draws, describes, signs or directs an adult to show two truly different broad guides, chooses one for the stated card shape and says why a viewer might find it.
5. Check/respond · 4 min. Record both ideas and choice. If ideas only change colour, invite a different edge, corner or label that works without colour. If a card covers the guide, ask what a person could still see.
6. Exit · 2 min. “I would try ___ first because ___.”

Week 13 · Day 64 · Plan safe marking and placement

Target/codes: Sequence adult-gated making/placement steps and name a stop condition; AC9TDEFP01, plan evidence only.

1. Welcome · 3 min. Adult checks broad paper and clear tabletop. Child may choose no touch.
2. Notice source · 4 min. Read safe guide steps: adult checks, mark a big guide, place two large cards, look/report. BOTH ON GUIDE / ONE OFF GUIDE / NOT TRIED remain unselected.
3. Model · 5 min. Hold up an unmarked broad page or describe one, and talk through where a reference edge might go. Do not claim cards touched it.
4. Child design talk · 7 min. Child orders steps, chooses self-marker/adult-directed/plan-only route, and names a stop condition: unsuitable surface, unclear access, small pieces, unwilling touch or no approval.
5. Check/respond · 4 min. Record safe order, proposed handler and intended observation. A statement that the drawn cards “were both on” is a prediction, not a result; keep NOT TRIED.
6. Exit · 2 min. Save plan with NOT TRIED.

Week 13 · Day 65 · Fresh check A

Target/codes: Transfer two-guide reasoning to a new fictional pair of drawing sheets; AC9TDEFK01 and AC9TDEFP01 as proposal evidence.

1. Welcome · 3 min. This is a fresh public formative check. Save first ideas before feedback.
2. Notice source · 4 min. Give Check A and its A4 source. Read only the supplied sheet labels and user problem.
3. Model access · 5 min. On unrelated blank cards, show how to draw, point, dictate, sign, use AAC or request exact scribing. Do not demonstrate a check guide.
4. Independent response · 7 min. Child gives two different large-paper guide ideas, chooses one for the pretend user and names what a real placement would need to show. Adult logs any content cue.
5. Check/respond · 4 min. Collect first work before consulting public teacher key. If there is only one idea, save it and teach toward a second afterwards, separately.
6. Exit · 2 min. Name one actual result a drawing cannot supply.

Week 14 · Day 66 · Decide what to check

Target/codes: Choose a safe broad material and an actual edge-contact criterion before a trial; AC9TDEFP01.

1. Welcome · 3 min. A printed line may look clear but not be visible under two large cards. Material and viewer position matter.
2. Notice source · 4 min. Open design record. Adult presents only approved A3-or-larger paper/card or describes it accurately for a no-touch learner.
3. Model · 5 min. State two separate questions: “Will both card edges actually touch the guide?” and “Can a willing viewer find the guide?” The first is an observed material result; the second needs a person.
4. Child design talk · 7 min. Child chooses a material, guide position and visible label. They state whether they inspected, heard about or did not see the material, and how they would check it safely.
5. Check/respond · 4 min. Record material choice, edge criterion and unknown. If the child assumes the plant grew because two sheets align, return to the paper-only purpose.
6. Exit · 2 min. Name what an approved physical try would observe.

Week 14 · Day 67 · Optional real guide trial

Target/codes: If locally approved, safely mark/place broad practice paper and report actual edge contact; AC9TDEFP01 conditional material evidence.

1. Welcome · 3 min. Confirm school-approved large paper/cards, stable clear table, child choice and adult supervision. Otherwise do spoken plan and mark NOT TRIED.
2. Notice source · 4 min. Re-read safe steps and the child's guide plan. The A4 aid is not a physical-size rail.
3. Model recording · 5 min. Show design record: physical marker, each card placer, edge result and any real viewer action have separate blanks; prefill none.
4. Child trial or plan · 7 min. With approval, child marks a wide reference line/corner and places CARD ONE and CARD TWO in turn, or directs an adult who physically does so. Note who marked/placed. Observe BOTH ON GUIDE or ONE OFF GUIDE only from actual contact; describe another actual result rather than force the labels. If a willing viewer checks where to start, record exact action. No trial: plan aloud, NOT TRIED, viewer unknown.
5. Check/respond · 4 min. Record actual handler, edge result and viewer response separately. The internal dots may still differ; this try cannot prove any real plant/view change. Adult-only marking is adult action.
6. Exit · 2 min. Save first guide record or clear untried plan.

Week 14 · Day 68 · Revise from evidence or unknown

Target/codes: Evaluate the guide and propose one change tied to observed edge contact or a named unknown; AC9TDEFP01.

1. Welcome · 3 min. A card landing off a guide is useful design information, not a wrong child answer.
2. Notice source · 4 min. Reopen the child's actual Day 67 record, or a blank revision sketch with NOT TRIED.
3. Model · 5 min. Hypothetical: “If one broad edge missed the thin line, I might try a wider reference mark.” It could help; no improvement is established without a new try.
4. Child design talk · 7 min. Child changes one feature (line width, corner size, location or label), says what evidence/unknown prompted it, and names what to check next. A second school-approved try gets a separate new record.
5. Check/respond · 4 min. Record evidence/unknown → proposed change → next observation. If only decoration changes, ask how it helps place a paper edge.
6. Exit · 2 min. “I observed/was told , so I would ,” or “I still need to test ___.”

Week 14 · Day 69 · What could a real record need?

Target/codes: Explain a person-made guide's purpose and identify the extra provenance needed for a real record; AC9TDEFK01 and AC9TDEFP01, conditional authentic source.

1. Welcome · 3 min. A school may have two real dated plant records, but none comes with this pack. Do not use child family records as public examples.
2. Notice source · 4 min. Show blank real record gate: approved source, date/view/permission, child-seen feature and uncertainty. Leave blank unless a genuinely approved local source exists.
3. Model · 5 min. Say, “My guide can help me place two pieces of paper at one edge. To compare a plant across days, I would also need the same plant, known dates and a comparable view.” A guide does not establish these.
4. Child design talk · 7 min. Child explains guide feature and audience, then says one extra source fact a real observer would need. They can use invented practice cards if no real plant record is available. A real familiar designed tool enters only with source/permission.
5. Check/respond · 4 min. Record child feature/purpose and the missing information question. If the child claims “the plant grew,” ask what real dated observations support that; keep Science judgement separate.
6. Exit · 2 min. Complete “The guide helps paper ; to know about a plant I also need .”

Week 14 · Day 70 · Fresh check B

Target/codes: Design and conditionally evaluate a new alignment guide with safe steps and honest result status; AC9TDEFP01.

1. Welcome · 3 min. Collect a first response to a new public task before feedback.
2. Notice source · 4 min. Give Check B with its A4 source. No real plant record or material result is supplied.
3. Model access · 5 min. On unrelated blank paper show accepted drawing, speech, sign, AAC and adult-scribe routes without supplying a guide idea.
4. Independent response · 7 min. Child gives two distinct guide plans, chooses one for the stated viewer, names adult-checked steps and reports only actual approved edge contact or NOT TRIED.
5. Check/respond · 4 min. Record first response and adult content cue; then use public teacher key for next teaching. Any later revision is a separate record. No plant-change conclusion is scored.
6. Exit · 2 min. Child names one change or next question connected to evidence or an unknown.