# Week 33 · What can this drawing actually tell us?

**Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 161–165.** Teach with [English Days 161–165](../english/term-4/weeks-33-34/LESSONS.md) and [mathematics Days 161–165](../mathematics/term-4/weeks-33-34/LESSONS.md). Those packs provide the explicit subject teaching, accessible learner routes and separate fresh Day 165 checks. Run Day 165 below **after** both checks. This is extra practice, not a second check or an independent retest.

**Before children arrive:** Put the [fictional plant cards P and Q](../english/term-4/weeks-33-34/MATERIALS.md), a broad sorting mat, thick pen and the large teacher-drawn *picture cards for that day* within reach (eight to eleven cards for the integrated sorts). The cards in this guide are deliberately invented, and the adult states the visible features aloud as well as showing them. Do not name a species, imply a plant is healthy, or turn a picture count into a claim about the local environment. For a real observation, use a school-approved accessible viewing place, record only what was actually visible, and follow local safety and cultural protocols. No child needs to touch a plant or go outside. A child may speak, point, sign, use AAC, choose a full-word strip or direct an adult to draw/move.

| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
| ---: | --- | --- |
| **161 · Two kinds of evidence** | **5 min** adult describes English source P's *three oval leaf outlines* and Q's *two narrow leaf outlines*; **7 min** child points to one exact drawn detail and puts “will grow taller” under STILL UNKNOWN; **8 min** use a new broad card set of 8 drawn leaves, 3 oval and 5 narrow, to answer the given question “Which outline appears on more of these cards?”; **10 min** child makes a caption for one drawing and a separate count sentence for the card set, naming which source each uses; **5 min** compare “P has three oval leaves in this drawing” with the unsupported “Our garden has three oval-leaf plants.” | Save the child's source label, 3/5 tracked count and two source-bound sentences. If the two sets become confused, place P/Q and the eight-card set on different mats and recount. No actual plant was observed. |
| **162 · Ask one question at a time** | **5 min** read the invented P/Q information page and ask what its image adds; **7 min** child pairs an adult-read caption with a feature actually shown; **8 min** sort a *different* nine-card display by the given question “Which drawings have a visible flower?”—four do and five do not—and count each card once; **10 min** child directs a two-line information strip: one line about P or Q, one line about the nine-card display, with the source written beside each; **5 min** ask what neither source tells us about watering. | Keep the 4/5 sort with a full-word criterion and the two distinct source labels. If a flower cannot be seen on a card, replace or neutrally describe the card before asking the child to classify it. “No visible flower” is not “this plant never flowers.” |
| **163 · A page can leave a question open** | **5 min** adult rereads the fictional page title and caption; **7 min** child chooses two supported P/Q details and an open question, directing a scribe if useful; **8 min** count 11 broad picture cards with four oval, four narrow and three pointed outlines, using one-to-one placement and checking that 4 + 4 + 3 = 11; **10 min** child builds a tiny information page with title, drawing-source line, one exact detail and “We still need to look at…”; **5 min** compare a question about a *real* plant with a claim that such an observation already happened. | Save the child's chosen wording, support given by the adult and 11-card count. If the count is right but a group label is invented, revisit the actual outline. This is a fictional-card statistics task; a real Science observation needs a separate real observation record. |
| **164 · Two useful ways to sort** | **5 min** show a fresh eight-card drawing set with four round and four pointed outlines; three cards have a visible pot and five do not; **7 min** child helps write a clear question for each attribute; **8 min** sort the *same* eight cards first by outline (4/4), reset, then by visible pot (3/5), counting and explaining why the total stays eight; **10 min** child revises one vague caption such as “There are lots” to state its question, source and count; **5 min** a willing listener repeats the meaning or the child privately rehearses what a listener might ask. | Save both partitions, unchanged total and first/revised caption. An actual listener's response may be recorded only if someone really responded. A private rehearsal is valuable practice but is not audience evidence. |
| **165 · A new page after the checks** | **5 min** after the separate unseen subject checks, show a *different* invented nine-card board: four drawings show a pot, five show no pot; **7 min** child asks which source could answer “How many pictured cards show a pot?” and which could answer “What is growing in our school grounds?”; **8 min** sort/count the nine cards by the given pictured-pot question, checking each once; **10 min** child dictates or makes a two-sentence notice for an imaginary visitor, with “On these nine drawings…” and one still-unknown local question; **5 min** choose the next practice: source words, one-to-one counting, or a clearer investigative question. | Keep source boundary and 4/5/9 representation. The subject-held Day 165 cards are never reused here; feedback from their keys comes after first responses. This practice does not certify a real living-things observation or full subject achievement. |

**Curriculum and limits:** The subject [English crosswalk](../english/term-4/weeks-33-34/CURRICULUM-CROSSWALK.md) controls claims about image/word meaning and a supported short information page. The [mathematics crosswalk](../mathematics/term-4/weeks-33-34/CURRICULUM-CROSSWALK.md) pins AC9MFST01 (official workbook row 17211) for a *given* investigative question and AC9MFN03 (row 17160) for counting/comparing. Here, no set exceeds 11, so these examples alone do not show the breadth “to at least 20.” Fictional cards permit practice in describing external features; they do **not** show that children observed local living things or completed a Science investigation. If a class makes a separate real observation, retain its date, source, exact observed detail and adult support before checking its own curriculum opportunity. The [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, is pinned at SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. [QCAA's Queensland v9 entry point](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) and the school's adopted program govern local use.

Original SubjectNest scenarios, prompts and card counts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. ACARA source wording remains under its own terms. Educator, child, accessibility, cultural and local curriculum reviews remain pending.