# Week 19 · What does a good test tell us?

**Five 35-minute integrated blocks, Foundation / Queensland Prep. Teacher draft.** Pair with [English Days 91–95](../english/term-2/weeks-19-20/LESSONS.md) and [mathematics Days 91–95](../mathematics/term-2/weeks-19-20/LESSONS.md). Keep the three evidence streams separate. This guide revisits motion and fair comparison; it is not a claim that a five-day test meets a whole science standard.

**Question:** Does changing only the **paper surface** in our approved tabletop setup change where this **one** large paper ring stops? The teacher pretests a broad, low desk ramp with a substantial rim/stop tray, a large paper ring that cannot be swallowed, one starting line, smooth paper and a ridged paper overlay. No child stands on furniture, launches from a height, uses a marble/ball bearing, or chases an object. An adult handles anything the local risk check requires. If the physical setup is unavailable or unsafe, use the **original fictional record** below and mark real-investigation evidence **not observed**. That route still supports asking, comparing and explaining an *example*.

**Materials and setup:** same ring, same ramp, same start line and release without a push; only the paper surface changes. Use four attempts, two per surface, alternating smooth/ridged if feasible. Put a large **S** or **R** card and attempt number by each stop mark. Agree on a page orientation and use a paper strip to show near/far by direct comparison; do not claim a ruler measurement or a universal material rule. If the ring tips, leaves the ramp or a trial is disrupted, mark **interrupted** and repeat only if safe. Every actual observation is written as seen; an unchanged or mixed outcome is legitimate. The teacher records date, actual equipment and any changed condition.

| Day | Thirty-five-minute teaching route | Evidence and next move |
| ---: | --- | --- |
| **91 · Ask** | 5 min recall an earlier roll/slide question; 6 min show two safe paper surfaces; 8 min children pose or select a question and predict near/far/same; 10 min co-plan what stays the same using picture/word cards; 6 min each child records a prediction by voice, AAC, mark or drawing. | Keep prediction **before** the result. If a child says the surface is the same object, let them touch/inspect both papers by an agreed route, then restate the one change. |
| **92 · Prepare** | 5 min revisit the prediction; 7 min model adult release and stop tray; 8 min learners place/predict start and stop-mark labels on a **paper model**; 10 min adult rehearses one safe no-push release while children identify any changed condition; 5 min revise the plan. | Save a labelled setup diagram. If start line, ring or slope moved, record the difference and reset before claiming a fair comparison. |
| **93 · Try** | 5 min state safety roles; 15 min adult-led alternating four attempts with a quiet observation route; 7 min children place one labelled stop mark per valid attempt; 5 min compare strips only where marks are clear; 3 min record an exact result or **unclear**. | Save raw marks, including repeated/interrupted attempts. Ask “What did we see **in these tries**?” Do not infer a fixed rule if stops vary. |
| **94 · Compare** | 5 min reread predictions; 8 min place smooth and ridged marks side by side; 8 min children say what stayed steady and what changed; 9 min make a short spoken, drawn or AAC explanation; 5 min ask what another try could check. | Compare prediction with actual record. If mixed, say mixed. If no real test happened, compare only the labelled fictional record, never “our class found”. |
| **95 · Share** | 5 min set a private/partner audience option; 8 min child selects one question, prediction and observed mark; 9 min makes a four-box explanation using the [English mat](../english/term-2/weeks-19-20/sequence-mat.svg); 8 min listener points to evidence and asks one question; 5 min child states a possible next safe check. | Record the child's actual explanation, exact cue and evidence source. Ask another teacher to inspect whether the assertion matches the marks before a public display. |

**Fictional fallback record (original):** On an invented paper ramp with a large ring, smooth attempts stopped at marks **2** and **3** from the start, while ridged attempts stopped at **2** and **2**. These numbers are **ordered mark labels**, not centimetres. A fair statement is “In this fictional four-try record, one smooth attempt reached a farther labelled mark; three attempts stopped at mark 2.” It is **not** enough to assert that smooth always goes farther or ridges always slow a ring. Use this only if the real setup is unavailable, and label it invented at every display.

**Proposed national links:** AC9SFU02 (movement factors), AC9SFI01–AC9SFI05 (question/predict, safe observations, records, comparison and sharing), and AC9TDEFP01 if learners meaningfully propose/evaluate a safer observation setup. Exact Foundation code/text checked in the [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. These are **partial** teaching links. Check the locally adopted syllabus and school safety process. This original sequence does not include First Nations place knowledge; any local knowledge requires school-approved knowledge-holder input.

**Access:** describe the ramp, surfaces, stop marks and changes aloud; offer a close-up stable view, tactile paper surface samples, a nonvisual numbered mark strip, lower sensory load and child-controlled pointing/AAC. A child may participate in planning/recording without touching the device. Do not infer a fixed learning style from a preferred route. Store identifiable records privately.

Original guide, scenario and fictional record © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. ACARA keeps its own terms. Educator, accessibility, local syllabus and safety review pending.