These choices keep the daily Science goal. They are not diagnostic categories or fixed learning styles. Offer a quiet space, more time and breaks when useful. The adult can read one line at a time. A child may use speech, sign, AAC, pointing, drawing or a scribe. Actual tactile properties, visual properties and attributed reports stay distinct.
Day 151 · What is this window made from?
- Point and tell: Point to frame, then panel. Choose one accessible property to describe. An adult reads the verified material information and labels it as a report.
- Explore gently: If desired and approved, feel a broad secured card sample or observe its surface. Say “firm”, “smooth”, “rough here” or your own words. This is evidence of the property actually encountered.
- Direct a helper: Ask the adult to show one part at a time. Choose a question for Pip with AAC or two broad word/picture choices. The adult repeats the exact choice without adding a result.
Day 152 · Guess first, then check
- Say or sign: Tell what you think you might see through the untested sample and why. Let the adult write it before the view. Compare afterwards.
- Choose two cards: Select SEE CIRCLE / NO CIRCLE / NOT SURE as a prediction, then a separate later observation card. Place them in different spaces so the later choice does not overwrite the first.
- Listen to a reveal: Predict what an unrevealed fictional row might say, then hear the exact supplied row. Compare your prediction with that record. Label this as model reasoning, not your own visual experiment.
Day 153 · Which covers give which views?
- Make a row: Choose the order of three actual samples. After each accessible view, put your view word/drawing beside its ID. Keep UNCLEAR when needed.
- Take one at a time: Observe only one sample this sitting and pause. Finish the other rows later with the same setup described; a break does not invalidate your words.
- Read the model together: Choose P, C or T from the supplied notebook. Point to two different recorded results and explain the difference. Attribute the observation to the invented helper.
Day 154 · One sheet, then two
- Show the change: Direct the adult to add the second comparable sheet. Predict first, then say/show what you actually noticed. You do not have to touch the paper.
- Use a three-space mat: Place PRIOR WORDS, ONE SHEET and TWO SHEETS records in separate spaces. Point to what changed and what stayed available.
- Choose another accessible property: With adult approval, ask about gently bending one versus two broad sheets instead of visual transparency. Make a real prior prediction and record the encountered tactile result; keep the property question explicit.
Day 155 · Fresh source
- Exact read-aloud: Hear the new source without answer cues and give your own response. The adult keeps the first answer before teaching afterwards.
- Point or use AAC: Use the source's rows and neutral SAME / DIFFERENT / UNKNOWN words. Reading the sample IDs independently is not required.
- More time: Split the fresh sitting or pause in a quiet space. Keep any assistance in the record. Speed is not the Science target.
Day 156 · Help the window maker
- Choose a row: Point to the model row that helps the helper's show-circle job. Tell why this particular record is useful.
- Make a tiny message: Draw the sample ID and circle, or direct a scribe. Add “In this pretend notebook…” so the recipient knows the source.
- Ask what is missing: Choose an unanswered property question: strongest, scratch-resistant or outdoors. Say why the existing see-through row does not answer it. No extra test is required today.
Day 157 · My puppet's choice
- Peek or hide: Choose your puppet's purpose. Direct the adult's approved window/cover placement and check the relevant accessible property.
- Parts detective: Show frame and panel; pair each with the known material report. Describe one actual property, rather than guessing composition from appearance.
- Private model maker: Use the notebook and broad paper shapes to make a model choice. Give its source and reason privately. This does not claim a real material trial.
Day 158 · Does the second view agree?
- Keep both rows: Make a prior prediction, then repeat the approved view. Keep two dated raw rows even if they differ or remain unclear.
- Listen and compare: Receive two named adult reports. Point to same/different/unclear and ask what setup detail might need checking. These are report comparisons.
- A shorter check: Ask the adult to repeat only one accessible property check, with a rest before the response. No forced touch, close visual inspection or expected result.
Day 159 · Leave a helper note
- One clear sentence: Tell/sign/use AAC for sample, source, actual noticed property and chosen purpose. An adult writes exactly what you mean.
- Picture plus label: Draw a broad circle and sample ID. Put your actual/model source beside it. Tell an adult one thing the note cannot answer.
- Quiet recipient: Give the note privately to a willing adult or keep it for yourself. A public display and listener response are optional, not success criteria.
Day 160 · Fresh object
- Hear the source: Listen to the exact new object/parts information, then answer without the teacher highlighting the correct row.
- Pair broad cards: Point between the source's parts, reported materials and recorded view using your own neutral communication choices.
- Pace it: Take a break or another short sitting; preserve first response, assistance and later teaching separately. Declined access does not mean failure.