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Day 153 · Three covers, one targetFoundation Science · T4 W31–32 · Day 153 lesson

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Foundation / Science / Term 4 / Weeks 31 32

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Optional practice · Check guide · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Goal: describe observed material properties and represent a guided comparison. Proposed opportunities: AC9SFU03, AC9SFI02, AC9SFI03, AC9SFI05.

Prepare: approved paper/card/clear sheet; puppet; fixed viewing marks; log. Keep the local identities distinct from the fictional P/C/T IDs.

  1. Check the target · 3 min. Child confirms the uncovered circle is available, or chooses a nonvisual property question. Keep NO / UNCLEAR as baseline data, then pause/adjust, change property or use an attributed report. Do not say a cover hid a target that was unavailable before covering it.
  2. Plan together · 4 min. Choose which sample to try first. Keep puppet, sample place, viewer place and room lighting steady; explain one thing to hold still in child-sized words.
  3. Observe three samples · 7 min. Adult positions each in turn. Record each actual response without replacing it with the model's expected result. Pause after one sample if needed and finish later.
  4. Make a record · 5 min. Child places YES / NO / UNCLEAR beside each sample ID and adds a word/drawing/AAC selection describing the view. The educator attributes scribed words.
  5. Compare a pair · 4 min. Ask “Which two views were different here?” Do not equate clearer with better for every use; hiding can be the chosen purpose.
  6. Keep and next · 2 min. Keep raw rows and accessible property evidence. Tomorrow: one sheet and two sheets of the same paper.

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