This key names evidence limits, not a fixed child score. Record exact first words/point/sign/AAC/drawing, adult prompt, source/date/access and pass before giving feedback. A well-reasoned “cannot tell” is valuable. These two formative samples choose follow-up teaching; they do not certify a whole ACARA description or Foundation achievement standard.
Day 25 · what is acceptable
Actual sources: Any externally visible feature genuinely available on the new live plant C and live animal/rights-cleared photo, with separate provenance, is acceptable. There is no fixed feature answer because sources differ by school/day. Photo features are observations in a photograph, not direct live-animal observation. A teacher-described feature is ADULT REPORT, not the child's own direct sense. A blocked/unseen feature goes under CANNOT TELL; a species/diet/behaviour inference needs a different verified source. A feature-based rule may group the two together or apart as long as the child can cite what each source really shows. With only plant C or only an animal source, do not infer grouping both from one source.
Paper fallback: R1 shows an upright zigzag and two curves at top. R2 shows a horizontal thick line, diamond outline at left and three angled ticks below. An acceptable rule is “has a curved line” (R1 yes, R2 not shown) or “has an angled line” (both may count with explanation). These are groups of marks, not organisms. The invented labels explicitly deny real plant/animal status. Today is a model-use date, and REAL OBSERVATION NOT AVAILABLE remains on the actual-source line. No AC9SFU01 actual external-feature evidence is credited from these drawings.
Next move: If a child calls a model a plant, put the source label directly beside each claim; if they infer hidden parts, revisit the safe view and mark unseen; if grouping is a preference, invite one visible-feature rule; if source/rule are clear, ask whether a new actual view supports the same rule. Keep photo and adult-report access available without falsely changing provenance.
Day 30 · what is acceptable
Actual sources: No fixed visibility answer exists. Use the observed X/Y results under documented light, positions, card and panel identities. A material label comes from adult verification, not appearance. If X permits the chevron to be seen under this test, it is a candidate for the stated visible-sign job; if Y does too, either may be chosen with a bounded reason. If neither can be seen through, say neither has evidence for the job in these conditions. If glare or changed distance makes a result unclear, CANNOT TELL is accurate. Colour, finish, thickness and setup may differ, so avoid claiming material alone caused the difference or that all samples of a named material behave alike. Attributed adult report is evidence for reasoning, not the child's own direct sight.
Paper fallback: S1's complete filled chevron is drawn inside a frame. S2 has one drawn left diagonal and blank space. An artist's partial mark is not evidence that a real panel blocked the symbol. Materials, actual visibility, safe investigation and a supported real-panel choice remain UNKNOWN/NOT TESTED. The child may make a future-test prediction and propose consistent positions/light.
Next move: If source is confused, sort actual panel / adult report / fictional frame labels; if prediction is entered after placement, rehearse sequence with empty result boxes; if the child chooses a panel from a drawing alone, arrange a safe actual trial later; if they generalise “plastic is clear”, put two verified concrete samples side by side and ask about these conditions. Keep any child record in a school-approved private system, never this public pack.
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