# Twenty worked optional context swaps · same Science target, different domains

These are **fictional plans or diagrams**, not classroom trials or known material behaviour. Each is a fresh example to adapt after the daily lesson, never a replacement for the held assessment. If an approved real object is later tried, record actual local date/conditions/result separately. Children may answer through speech, point, sign, AAC, adult scribe or broad fixed tactile shapes. Do not force an object or require family equipment.

## Day 51
1. **Library return tray drawing:** A page shows an arrow toward a drawn tray opening. **Worked report:** “The arrow points toward the opening; no book was moved here. I could ask whether a broad card can pass safely.”
2. **Garden label sketch:** Two lines surround an outline of a large plant label. **Worked report:** “I can see the outline between lines in a sketch; that does not prove a real label moved.”

## Day 52
1. **Art-folder plan:** A broad folder outline has its short side toward a 10 cm paper gap. **Worked report:** “My model prediction is that the short side may fit; I would record a separate before prediction for an actual approved folder.”
2. **Toy-road drawing:** A 7 cm wide block outline faces an 11 cm marked road. **Worked report:** “The drawn widths suggest room; an actual result is NOT TESTED.”

## Day 53
1. **Music-card plan:** A paper card outline is drawn inside a corridor. **Worked report:** “The diagram shows inside; it does not show an actual slow slide, so I record NOT TESTED.”
2. **Postcard staging:** An adult-approved large real card could be slid once between fixed strips. **Worked report:** “Record the actual date, measured width, gentle action and INSIDE/TOUCHED/STOPPED only after it truly happens.”

## Day 54
1. **Map-folder sketch:** One large folder outline appears lengthwise then crosswise in the same drawn passage. **Worked report:** “Orientation changed; folder size and material did not change in the plan.”
2. **Stage-sign plan:** Same broad sign outline is turned while drawn lines stay fixed. **Worked report:** “Compare the two drawings as drawings; actual passage needs two safe dated tries.”

## Day 55
1. **Lunch-mat sketch:** A broad rectangle is drawn in two orientations beside a marked gap. **Worked report:** “I can ask which orientation might pass; this new drawing is NOT TESTED.”
2. **Parcel-card plan:** A large card outline appears beside two straight lines. **Worked report:** “Before a real try I would predict, then adult check slow and flat with no force.”

## Day 56
1. **Exhibition-label plan:** Two same-material-labelled large rectangles are 7 cm and 11 cm across an 8 cm drawn gap. **Worked report:** “The smaller outline fits between drawn lines; no real labels were measured or moved.”
2. **Seed-tray sign plan:** Large signs differ in width and thickness. **Worked report:** “I cannot claim width alone from a future difference unless I record and consider thickness/material/action.”

## Day 57
1. **Picnic-shape drawing:** A 6 cm circle and 9 cm square face an 8 cm gap. **Worked report:** “Both shape and width differ; this cannot isolate shape.”
2. **Museum-tag plan:** A 7 cm square and 7 cm diameter circle have the same marked maximum width. **Worked report:** “The drawing holds maximum width more closely; real material and movement still need verification.”

## Day 58
1. **Book-display plan:** One 11 cm broad outline faces drawn 10 cm and 15 cm passages. **Worked report:** “The gap changed in the diagram; no book actually moved.”
2. **Building-block mat:** A large safe approved block could be moved on a tabletop after adult marks two widths. **Worked report:** “Same block/orientation/surface/action; record both real gap widths and distinct outcomes, or NOT TESTED.”

## Day 59
1. **Festival-banner plan:** The speaker says “Every banner passes.” **Worked report:** “My drawing only shows one outline and one gap; I cannot say every banner passes.”
2. **Transport-map sketch:** A route line crosses a drawn opening. **Worked report:** “The map has a line through the opening; no object moved. I need an actual dated safe source to make a movement claim.”

## Day 60
1. **Classroom-display card:** One broad card outline sits by two invented widths. **Worked report:** “I can say which paper gap is wider and ask what one actual approved card would do; paper alone is not a result.”
2. **Outdoor-activity map:** A drawn route is wide in one place and narrow in another. **Worked report:** “This is a map comparison, not a test of a real object; do not use a person's route or mobility as the tested prop.”