# Same-target learner cards · choose a route each day The **same question and evidence standard** applies to each route. A route may change mid-lesson; these are choices, not learning-style labels. Adults attribute descriptions as **ADULT REPORT**. A drawn or tactile **MODEL** is never recorded as a child’s direct observation of a real moving object. Use [source protocols](MATERIALS.md); these cards do not contain held check cases. The teacher may scribe exact words, pointing, sign, AAC or drawing without coaching the answer. ## Day 11 · Ask a checkable motion question - **A · point/sort:** Place the four Model P cards in QUESTION WE COULD CHECK / PREFERENCE / UNSUPPORTED CLAIM. Point to the safe question and ask a fresh one about a named source. - **B · say/dictate:** Hear all four Model P sentences. Tell an adult which could be checked on a safe flat lane and dictate your own “What happens when…?” question; leave its answer unknown. - **C · large tactile cards:** Use four broad cards labelled question, preference, future test, claim. Direct an adult to read each complete sentence; arrange and explain one, then choose a source and ask a new question. ## Day 12 · Plan without pretending to test - **A · diagram:** Draw START and CATCH on a flat lane, choose the first Model Q method only after adult approval, and put your prediction before a blank result box. - **B · oral/AAC:** Tell an adult who may release the named approved object, where it starts, where it is caught, and why the small hard bead card is unsafe; record NOT TESTED until action occurs. - **C · broad floor strip:** Arrange broad START/CATCH labels on a secured strip without moving any object. Direct an adult through a safe plan and point to the separate prediction/result boxes. ## Day 13 · Record what happened here - **A · log/draw:** After an approved actual slow release, mark the start, what the object did, and where it stopped; add source/date/action, or mark REAL OBSERVATION NOT AVAILABLE. - **B · speak/AAC:** Tell the adult exactly what you directly noticed, or say “The adult reported…”; compare with your earlier prediction only if a result exists. - **C · no-touch sequence:** Watch safely or request a precise adult description; select broad MOVED / STAYED / OTHER / NOT TESTED cards, then name the source and access route. An adult report stays attributed. ## Day 14 · Make or read an honest arrow - **A · annotate:** Put an arrow beside a real dated Day 13 route only if that path was recorded. Separately label Model M as invented and list one thing its arrow omits. - **B · explain privately:** Tell a teacher what START, circle, arrow and CATCH are in Model M; explain why it does not show how fast a real thing moved. - **C · tactile trace:** Follow a broad fixed left-to-right lane and arrow in Model M, hearing “invented model”. If a dated real route exists, direct an adult to make a separate source-labelled representation. ## Day 15 · After the fresh check only - **A · mark:** On a new blank lane, write a fresh motion question and one prediction, then circle the result box as NOT TESTED until a local trial actually happens. - **B · tell:** Explain to an adult why a drawn two-arrow route can show two directions but cannot prove two real objects moved. - **C · tactile:** Arrange two broad arrows on a paper lane as a labelled invented story and name the missing actual source/date/action. ## Day 16 · Check a shape comparison - **A · comparison mat:** Enter actual A/B sources and results only after safe tries; tick what genuinely matched and write “cause unknown” if size/material/release also differed. - **B · oral/AAC:** Hear Model N and explain that different invented stop labels do not show shape alone caused the difference. Name one condition to keep the same in a real try. - **C · tactile pair:** Feel or hear an exact report of two large safe shape outlines without release; place SAME / DIFFERENT / UNKNOWN cards for size, verified material and shape, then choose a safe question. ## Day 17 · Check a size comparison - **A · draw/write:** Show the adult-verified larger/smaller same-shape objects, then record separate predictions and actual stop places if the approved trials occur. - **B · say/AAC:** Name shape and verified material that match, size that differs and one other feature that might matter; label actual observations or NOT TESTED. - **C · broad templates:** Arrange two secured same-shape but different-size paper outlines to plan a comparison; say MODEL ONLY, then request an adult-led local trial if approved. ## Day 18 · Check a material comparison - **A · evidence table:** Put verified material labels beside two actual approved objects only after teacher source check; record same shape/size, different material, actual movement or NOT TESTED. - **B · private report:** Say which material information the adult verified and which surface detail you noticed; explain why shine alone cannot identify material or cause a movement. - **C · source strips:** Sort broad cards VERIFIED MATERIAL / UNKNOWN and SAME SHAPE / SAME SIZE / DIFFERENT; direct the adult to read labels and leave cause open when controls are missing. ## Day 19 · Give a bounded evidence report - **A · page:** Fill the five boxes of evidence-report with one actual dated record or clearly label Model N as FICTIONAL PRACTICE; end with an unknown. - **B · speak/AAC privately:** Tell the teacher source, question, prediction, result or NOT TESTED, and one condition that changed. A public audience is optional. - **C · tactile sequence:** Touch five broad numbered report cards while directing an adult to read/scribe your words. Label any adult-reported movement and do not invent listener feedback. ## Day 20 · After the fresh check only - **A · annotate:** Make a new hypothetical fair-test plan on a blank comparison mat; leave every actual-result cell blank or NOT TESTED. - **B · tell:** Explain the difference between “these two records show different stops” and “material caused the difference”, naming one missing control. - **C · tactile:** Arrange broad A/B source cards, a shared START and two blank STOP fields; direct an adult to record only what a later approved trial actually shows. Original learner cards © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).