Science source gate… | Foundation Science · T1 W9–10 · Materials

Real records before a display

Ask the school to retrieve approved, private, dated actual Science work from earlier weeks. A useful record identifies a specific safe source/object or living view; local date; question; prediction before action if one occurred; action/conditions; exact observation; child's access as DIRECT, attributed ADULT REPORT, PHOTO or another route; adult prompt; and one unknown. A teacher may use a new genuinely safe local observation if earlier work is missing, but must label it new evidence, never a reconstructed old result. Never invent a child's “before” prediction, growth or listener response. Use broad source labels on public blank examples; named child records stay in school-approved private storage. No photo, voice upload or family data is needed.

Source-specific limits remain in force: a plant/animal external feature needs a safe real view or a provenance-labelled photo (not a species guessed from shape); a movement result needs an approved actual object, marked conditions and observed action; a material-property result needs a verified material label or UNKNOWN, the exact safe action and observed outcome. Follow local site safety/supervision/access rules. No tasting, unknown smelling, collecting, chasing, forced touch, unsafe ramp, small loose parts or alteration of official signs. An adult report supports participation but is not relabelled the child's direct sensory observation. If no real record/source is available, write REAL OBSERVATION NOT AVAILABLE and use the fiction below for reading a source, not for an actual investigation claim.

An evidence display can be question → prediction → actual observation → what is unknown, with source/date attached to every actual result. Compare two records only when their objects, method and conditions make it meaningful; if not, say why. One sample or a model cannot certify a Foundation year. A “new question” is a next teaching choice, not a forecast of the child's future achievement. A child can explain privately, direct an adult, point, sign, use AAC, draw or use broad secured tactile cards. This is access to the same reasoning target; record the source of any reported information.

Complete original fictional teaching sources

Notebook N · invented movement record. The whole card reads: “FICTIONAL NOTEBOOK, NOT A CLASSROOM TRIAL. Question: Where might a broad soft tile stop if an adult releases it gently on a flat marked lane? Prediction written before in this story: near START. Story result: the author writes STOP AT MIDDLE. Still unknown: which surface, exact release, actual object and date.” The child can compare words inside the fiction but cannot say their class observed the tile or award actual prediction-versus-observation evidence. Exact nonvisual/tactile route: adult reads each five labelled sentences in order; broad cards QUESTION, PREDICTION, STORY RESULT, UNKNOWN remain fixed to a page.

Model marks M · three invented diagrams. M1 “INVENTED PLANT-LIKE DRAWING”: one upright line with two large oval outlines attached; no real plant, root, species or locality. M2 “INVENTED ROUTE DRAWING”: START left, a large square outline, one arrow right stopping before CATCH; no moving object, timing or actual result. M3 “INVENTED MATERIAL DRAWING”: one thick horizontal mark beside one thin horizontal mark; no real surface, material, wiping or before/after event. Exact nonvisual/tactile: read the three labelled descriptions in order, or use three broad fixed raised-line cards. The marks may prompt a safe question but establish none of those physical events.

Model exchange E · invented feedback and revision. The complete paper dialogue reads: Maker: “My drawing proves the tile rolled fast.” Reader: “I can see a right-pointing arrow. Where is the actual trial and time?” Maker: “I will change my sentence to ‘The drawing has a right-pointing arrow; the actual movement and speed are unknown.’” This illustrates a revision in a fictional dialogue. It is not a child's actual audience response, growth or measured communication result.

Source choice S · four complete labels. “A dated direct safe view of a real local object”; “A neutral adult description of a real dated safe view”; “A rights-cleared photograph with creator/source/licence/date viewed”; “An original invented paper diagram”. These are source categories, not supplied actual observations. Read labels exactly; place no fabricated result under DIRECT.

Six A4 aids and exact linear/tactile alternatives

The SVG/PDF pairs have selectable text and SVG title/description. Exact wording/order below permits plain text, high contrast copy, read-aloud, AAC or broad fixed tactile cards. A tactile diagram remains a model unless linked to an actual source. No small loose tokens are required.

source-gate: heading “Start with the source”; subtitle “A model, photo, report and direct view are different.” Six boxes top to bottom: “1 SOURCE · exact object, living view or diagram”; “2 DATE · actual observation or model-use date”; “3 ACCESS · DIRECT / ADULT REPORT / PHOTO / MODEL”; “4 ACTION · what was safely done or NOT TESTED”; “5 RESULT · what actually happened or drawing shows”; “6 LIMIT · what this source cannot prove”. Tactile: six broad numbered cards in that order.
evidence-display: heading “Question · prediction · evidence”; subtitle “Attach a source and date to each actual result.” Six blank boxes: “SOURCE + DATE + ACCESS”; “MY QUESTION”; “MY PREDICTION BEFORE ANY TRY”; “ACTUAL ACTION OR NOT TESTED”; “EXACT OBSERVATION / OR MODEL SHOWS”; “WHAT IS STILL UNKNOWN”. Tactile: six broad labelled panels in order, with a firm divider between prediction and result.
compare-records: heading “Can these two records be compared?”; subtitle “Keep conditions and source types visible.” Six blank boxes: “RECORD A · SOURCE + DATE”; “RECORD B · SOURCE + DATE”; “SAME CONDITIONS / DIFFERENT CONDITIONS”; “A ACTUAL RESULT OR MODEL MARKS”; “B ACTUAL RESULT OR MODEL MARKS”; “CAUTIOUS COMPARISON + UNKNOWN”. Tactile: two large source strips A/B and six labelled prompts read in order.
fictional-notebook: heading “A story record is not our trial”; subtitle “INVENTED NOTEBOOK · no classroom movement is supplied.” Text on page in five rows: “QUESTION · Where might a broad soft tile stop?”; “PREDICTION IN STORY · near START”; “STORY RESULT · STOP AT MIDDLE”; “SOURCE · fictional author; no actual object/date”; “UNKNOWN · real surface, release, movement and speed”. Tactile/read-aloud: Notebook N's full text above; five broad fixed labels. The page does not portray an actual object or local test.
next-question: heading “What would we check next?”; subtitle “A new question is a plan, not a result.” Six blank boxes: “WHAT THE ACTUAL SOURCE SHOWED / OR MODEL”; “ONE CLAIM I CAN SUPPORT”; “ONE CLAIM I CANNOT YET SUPPORT”; “MY NEXT SAFE QUESTION”; “APPROVED SOURCE + METHOD NEEDED”; “PREDICTION / LEAVE RESULT NOT TESTED”. Tactile: six broad ordered prompts; adult scribes exact child wording.
handover: heading “Show · check · next”; subtitle “A small portfolio note for private teacher planning.” Five blank boxes: “WORK SAMPLE + REAL SOURCE/DATE OR MODEL”; “CHILD'S EXACT IDEA / RESPONSE ROUTE”; “WHAT ACTUAL EVIDENCE SUPPORTS”; “PROMPTS, ACCESS + WHAT REMAINS UNOBSERVED”; “NEXT TEACHING MOVE / SAFE QUESTION”. Tactile: five broad numbered prompts; no child name or score is prefilled.