# Four-view desk run · Foundation Science Days 141–150

This is a **desk simulation of the supplied material**, not a classroom pilot. It tests whether a new teacher, child, access-support adult and evidence-conscious funder can follow the pack. No child was observed.

## Teacher with 25 minutes and no animal available

Read [materials](MATERIALS.md), do the adult gate, find no approved animal source and record **REAL OBSERVATION NOT AVAILABLE**. Use N1–N4 and the four figures, sort, rule board and scripts. The six steps on each [daily page](LESSONS.md) total 25 minutes. Keep the actual log blank rather than converting paper figures into field data. This is a complete reasoning lesson, but **does not complete actual biological observation**. Improvement made during review: the gate and fallback are repeated in the index, Day 143 and crosswalk so the teacher can find the boundary at the decision point.

## Child who notices that a point is a point

The child places N2 and N3 together by a visible pointed outline, then says one is a plant and one is an animal. The teacher reads “plant drawing” and “animal puppet drawing” as the *invented author's labels*, points out leaf and ear are differently named parts, and asks what the shape rule really shows. The correct model revision is smaller, not a guess about species. Day 145/150 use unseen new edge/spot cases, so rehearsing N2's answer does not supply a check answer.

## Access-support adult using no touch

Read the [exact linear descriptions](MATERIALS.md), offer large text, speech, sign, AAC, gaze or adult scribing. On Day 147 say “lower view not supplied”; never make the child feel an unfamiliar plant or handle an animal. A tactile aid is a secured paper diagram with the same evidence limit. A real photo described only by an adult is logged ADULT REPORT for that child. The accepted target is the child's feature/source reasoning, not hand movement, sight or speech.

## Evidence-conscious partner/funder

Open the [crosswalk](CURRICULUM-CROSSWALK.md): exact seven ACARA source rows and QCAA Prep placement are separately cited. Open [source/rights](SOURCE-RIGHTS.md): all packaged visual/model content is original; live/photo sources are teacher-supplied with rights/provenance; audio is transcript-only. Open [assessment](ASSESSMENT.md): two formative model checks and a distinct key, no measured gains. The [read-only verifier](verify_pack.py) checks structure, code/source hash, links, A4 geometry/text and asset hashes. It cannot prove classroom effectiveness or accessibility in every environment.

**Remaining human review:** educator and local syllabus judgment; safe source selection; photographic rights; visual/tactile/AAC use with learners; cultural consultation if future local content is added; recording/translation review if audio or languages are produced. No pilot or endorsement is represented.

## Print and verifier desk receipt

All six PDF pages were rasterised and visually inspected at A4 scale. The first notebook render let plant strokes touch the label line; the geometry was revised, the six pairs regenerated and the first figure inspected again with its labels clear. The sort visibly begins unsorted, the four-source gate has four empty labelled panels, the two-pair log has no observation prefilled, the revision board has three blank stages, and the share strip leaves the listener field blank. PDF text extraction and SVG title/description checks supplement visual review; they do not replace learner accessibility testing. The manifest excludes temporary visual previews and distinguishes the separate DejaVu font notice from original assets.