Read only after the first independent response. These are formative next moves, not marks, diagnoses, field-pilot claims or complete ACARA achievement decisions. There is no fixed local wet-surface answer: outcomes depend on actual safe materials, drop, wait and conditions. Fictional Z/AA can test source reasoning, never actual wetting. If no separate real approved observation occurred, write REAL OBSERVATION NOT AVAILABLE. A neutral ADULT REPORT is not the child's own direct sense; tactile paper is a model, not real wet contact.
Day 115 · Case Z
- Strong bounded response: planned change was paper panel versus plastic mat. Wait also changed: TEN QUIET COUNTS versus ONE QUIET COUNT. The paper shows BROAD DARK MARK and plastic shows ROUND VISIBLE DROP in the fictional record, but this does not isolate surface as the cause or establish any genuine material property.
- Fairer actual source: educator approval/pretest, large clean confirmed materials on a level catch tray, tiny adult-controlled same drop method/amount, same short wait and view, local date, raw before/after appearances and all interruptions. Actual results may be same, different or unclear. A child's earlier prediction is recorded only if genuinely made before results.
- Do not credit: AC9SFI02 actual investigation, measured absorbency, water destination, a universal paper/plastic rule, or a real classroom result from Z.
- Next teaching move: if child overlooks wait, lay the two count labels side by side; if they find the confound, ask for their own safe fair plan; if drawing becomes “we observed”, restore FICTIONAL MODEL/source label.
Day 120 · Case AA
- Strong bounded response: paper board valid entries are ROUND VISIBLE DROP and DARK PATCH, so they differ. Plastic mat entries are FLAT VISIBLE DROP twice. BOARD COVERED BY SLEEVE is kept in the raw record as INTERRUPTED, not a valid after mark. No prior prediction exists. The fictional table gives no actual source or view of where water went, and cannot show that board always pulls water inside or that every real plastic mat keeps water on top.
- Honest private share: “In this invented table, the board has two different visible after marks; the mat has two flat visible drops. The sleeve-covered try was interrupted. We do not know where water went or what real surfaces do.” A next genuine source needs educator approval, known clean large materials, local date, same safe tiny drop/wait/view, exact raw entries and access record.
- Do not credit: actual AC9SFI02 investigation, a real absorption mechanism, universal material rule, child improvement, listener response or prediction comparison when none was recorded.
- Next teaching move: if the child counts sleeve-covered as a valid mark, sort VALID/INTERRUPTED; if they infer “inside”, contrast visible appearance with mechanism; if they overgeneralise, ask which genuine surfaces and dates are actually present.
Interpretation: AC9SFU03 concerns material composition and observable properties. This pack's actual opportunity is a carefully bounded surface appearance after a drop; paper only samples how to read a source and propose a test. These two checks do not certify term/year mastery, wellbeing, family-event knowledge or effectiveness.