Read each new fictional source exactly. A child may draw, direct an adult using broad fixed marks, point, sign, use AAC or dictate. A neutral scribe reads their choices back without proposing line length, direction, spacing or an answer. Keep the separate educator key closed until first responses are captured. These are formative art decisions, not secure examinations or term grades; they do not assess a child's family, real plant change, independent biology knowledge, material feel, real viewer response or safety behaviour.
Check U · Day 65 · Imaginary card lantern
New fictional source: A story maker folds a piece of card into a lantern-shaped paper object with one wide rectangular opening. The story says nothing about marks on the outer card surface. This is an imagined paper drawing subject, not a real lantern, light, heat or electrical task.
Your art task: Choose the outer card band and show two different line-texture ideas for it. Change line length, direction or spacing between ideas. Choose one for your intended picture and tell why. Then say one fact the story gave and one art mark you invented. Use the blank A4 Check U page or exact words. There is no required colour or correct texture.
SOURCE-STATED OBJECT / OPENING: ________________________________
IDEA 1 · my line length/direction/spacing on outer band: _______
IDEA 2 · a different mark treatment on the same band: _________
I CHOOSE: 1 / 2 BECAUSE I WANT THE PICTURE TO: _______________
STORY GAVE: __________________ MY ART ADDED: _________________
MADE WORK / PLAN ONLY: _____ ACTUAL MARKER OR PLACER: ________
The source drawing supplies only a plain outline/opening. A child may say an invented mark “looks like” something in their picture, but cannot claim the story specified the surface or a physical lantern was tested.
Check V · Day 70 · Paper garden edge
New fictional source: Two story cards show a paper leaf shape, not a living plant. Card MONDAY IN THE STORY has one oval body and an edge with three rounded bumps. Card THURSDAY IN THE STORY has the same oval body and same three rounded bumps. The cards state no change to that edge. These are teacher-made drawings, not dated observations of a real plant.
Your art task: Show two distinguishable line treatments for that same three-bump edge. You may use short/long, close/spaced, light/bold or another exact visual choice. Choose one for an intended picture and say why. Tell what stayed the same in the supplied cards and what you changed in your art. Use the blank A4 Check V page or exact words. Do not claim a real plant grew or changed from these cards.
CARD FACT THAT STAYED THE SAME: ________________________________
ART IDEA 1 · how I show the edge: ______________________________
ART IDEA 2 · another line treatment of the same edge: _________
I CHOOSE: 1 / 2 MY ART REASON: ________________________________
MY MARKS CHANGED BY: ___________ REAL PLANT OBSERVED? NO ______
MADE WORK / PLAN ONLY: _____ ACTUAL MARKER OR PLACER: ________
The teacher can read the exact card descriptions rather than require visual reading. The child owns the art mark decision; the source's sameness is not a claim about real plant growth.