# Day 5 — Dates tell us when a source said something

**Year 1 HASS · flexible 20-minute start:** 3 choose + 4 model + 8 make/try + 3 compare + 2 notice next. Spread or shorten for actual access, interest and class context; the clock is not a learner criterion.

**Useful job:** Make a careful two-record time strip for a real park without inventing its completion date.

**Prepare:** D1/D2 factual cards, two large paper strips with dates, a third 'unknown' strip; adult reviews both original links first. No visit, photos or personal family story.

**Source:** D1 and D2 — complete council-record cards. [Complete ordinary sources](../sources/ORDINARY-SOURCES.md) · [Dated factual cards](../sources/FACT-CARDS.md).

**Partial national opportunities:** AC9HS1S01, AC9HS1S02, AC9HS1S03; [whole national scope](../NATIONAL-SCOPE.md). Actual evidence governs each component.

## A runnable start

1. Read both complete records and their provider/period labels. D1 was published 24 June 2016 and reported construction starting; D2 is a council facility listing checked 7 October 2026, not published on that day.

2. Model the difference between a source's expectation and an observed completion on an unrelated imaginary tunnel notice: 'expected in May' cannot be written as 'opened in May'. D1's expected mid-August finish is not proof of the actual date.

3. The child puts D1 earlier and D2 later on an unscaled strip and adds a supported detail: earlier construction was reported; the checked listing includes a skate park. Keep provider/date and 'source reports' wording.

4. Add one unknown question, such as actual opening date or what happened in between. These records do not show every change or today's on-site condition. A missing feature in a short card does not prove it was absent.

5. If checked date is mistaken for event date, teach three separate cards event/publication/check with an unrelated school-made fictional record. If planned is treated as done, revisit explicit reported versus expected words.

## Choose or switch a response route

No fixed learner types. Usual speech, sign, gesture, AAC, tactile/large marks, exact description, wanted scribe and neutral child-directed operation remain available in every route. Rest, private, pass or finish are valid. Record who chose, made and operated; a supplied plan or adult's choice stays attributed.

- **P — paper/object:** Arrange two source/date strips and a separate unknown card. Record supported earlier/later statements by object placement and usual communication.

- **D — draw, mark or direct:** Draw an unscaled two-record strip or direct the exact two-record statement and missing date. Unequal spacing is fine; no arithmetic age calculation is required.

- **T — optional local device:** Use an approved offline text/drawing tool or Place Board labels to place the two date records. Call the result a time-record model, not a geographically accurate map. Enter no exact opening date not supplied by evidence.

**Observe and choose next:** Actual source ordering and interpretation can contribute to S02/S03. These are place records, not family-childhood K01/K02 evidence or a conducted site investigation.

[Two worked contexts C09/C10](../WORKED-CONTEXTS.md) · [H05 home invitation](../HOME.md) · [X05 extra choice](../EXTRAS.md) · [Actual work/try record](../learner/OWN-GUIDE.md).

For a selected formative first stage, capture its own response before exposing keys/models/feedback. Later stages require actual unrelated targeted teaching and dated interval/exposure/support records; ordinary lessons offered are not teaching evidence. [Educator stage chooser](../teacher/STAGE-CHOOSER.md).

**Free reuse:** Original SubjectNest teaching text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit, link the licence and mark changes. [Whole notice](../SOURCE-AND-RIGHTS.md); authority, outside sources and learner work have separate rights.