# Pick a route, then change it if you need 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.