Per pair: broad base; square bench cue; two large round pot cues marked ONE/TWO with optional raised marks; three oval and two narrow drawn leaf outlines; broad rectangle SCREEN flap; two VIEW/source tabs; two named-account pockets; broad four-panel guide (adult-folded or four flat sheets); blank local record; pencil/scribe. Teacher pre-makes all frames/folds. Use large reusable pieces or exact oral descriptions, adult placement and no-touch response. Colour isn't required. No blades, small loose parts, glue, printer/device/purchase, living thing or physical outdoor activity is necessary. Model pots/leaves are drawings; don't use them to identify real species or health. Paper guide is not a travel/emergency map.
Read these exact invented sources. A/B are different labelled views of one invented model scene; they are not a growth sequence or two real observations. A screen hides a region in A; non-visibility does not establish absence. “Before/after” below concerns only the reported model cover trial, not the place's history.
| Source | Exact child-facing words | Evidence / open field |
|---|---|---|
| A · Spot One drawing | “Paper Window Corner, Spot One: a square bench and one round pot with three oval leaf outlines are shown. A rectangle screen hides the area to the right. This is an invented drawing.” | Visible source features and explicitly hidden region. Doesn't count all pots/plants or prove what a real child saw. |
| B · Spot Two drawing | “Paper Window Corner, Spot Two: the square bench and two round pots are shown. The first pot has three oval leaf outlines; the second has two narrow leaf outlines. This is another view of the same invented scene.” | Second supplied view of the same model scene. Different visibility, not a reported move/growth or actual whole-site view. |
| C1 · Nia's own reason | “This corner matters to me because I sit by the bench to draw my paper pictures. This is my own reason.” | One person's attributed meaning, not everyone's reason or evidence of real belonging. |
| C2 · Jo's own reason | “This corner matters to me because I talk about my paper pictures with a helper here. This is my own reason.” | Another compatible particular-person reason; neither must win or replace the other. |
| D · Lex's local care request | “Leave picture pages on the bench shelf. Ask me before moving pots or the screen. This is a care step, not a use report.” | Invented local care procedure, not a real-school instruction or actual compliance report. |
| E · helper's one model report | “Before my model try, the paper picture page was visible. In one try, a paper cover hid part of that page. I have not tried this in a real place.” | One reported model before/after, not observed here; no real-place/plant result or always/everyone conclusion. |
| F · helper's guide plan | “I plan a two-window guide with each view named and Nia’s and Jo’s own words. I will ask Lex to check the care step before a private tour.” | Proposed guide and future check/tour; no finished guide, approval, tour or viewer response supplied. |
Nine print pairs: Spot One, Spot Two, two voices, care step, one model report, guide plan/mat, blank actual trail record, fresh A, fresh B. Every PDF has an original SVG sibling and exact text/tactile/no-print alternative. Source drawings' fixed feature cues and visible/hidden marks are checked against their source; leaf/shape counts describe drawings only and are not mathematics/Science checks.
Paper project: build the same broad model scene with bench left and two pots right. The first has three oval outlines, the second two narrow outlines. At a teacher-defined table position a broad opaque SCREEN flap hides the second pot; label that A / Spot One. Lift/reposition the model flap for a separate B / Spot Two representation. Record who moved the flap on the child model; don't infer a change in the fictional place. Use separate window pages, attach exact C1/C2 reason flaps, D care/source tab and F PLAN. E can be represented with a broad page/cover and BEFORE/REPORTED AFTER tags, clearly as an illustration of a report, not a real material test. Use the final guide on the model and record actual classroom model actions/help only if observed.
Actual place ready: under full preflight, choose an approved familiar learning place such as a classroom window corner, indoor display spot or garden-view point. No outdoor route, plant touch, species name, water, soil, cover trial or physical care is required. Select two permitted observation points/views of the same place; educator describes exact visibility without moving real furniture/plants/screens. Source actual reasons/care procedure; choose a useful permitted guide/cue or one small supervised care task. Keep current/past views and direct/adult-described sources distinct; no actual name/time/place/permission is pre-filled.