# Day 23 — Who helps care for a place?

Resource Weeks 05–06 · flexible 25-minute offer; select a smaller part and fit the actual HASS allocation.

[F3 complete card](../stories/F3.html) · [F4 complete card](../stories/F4.html) · [O3 complete card](../stories/O3.html)

[Child start](../child/day-23.html) · [Home offer](../home/H03.html) · [Extra project](../projects/X03.html).

**Purpose/product:** A useful source-labelled who/what table or exact care account. K04/S01–S03/S06. Prepare F3 historical Council/community partner summary and F4 contemporary Qld Darumbal Rangers summary plus community-owner door. Say that the sources describe different places/periods; no shared Springers project is attributed to the Rangers. Use short source cards, no program photo, cultural motif or child impersonation.

**Invite 3:** “A place can have more than one group helping. Which job does this source name?” **Model 5:** Read F3 and match named provider/group to reported care. Read F4 as a public description of a specific Darumbal care team and selected work, not all First Nations people or a cultural practice lesson. Public program facts do not authorise traditional knowledge, artwork, language or Country mapping. Do not make up motives.

**Guide/own 10:** Child selects a named group and care detail, places its source beside it, then compares a second named group/action. Ask what is the same/different about the jobs or type of record. Develop a source question without supplying its answer. A no-image route reads the complete cards with large name/action words or exact description.

**Three selectable mechanics:**

1. **Build a group/job card trail:** Arrange source → named group → actual source-described job slips. Use a second trail for another source; do not merge different sites into one map.
2. **Make a care caption:** Draw an original simple job symbol with a full source/group label and one supported detail. It is our symbolic illustration, not a program photograph, tradition or ranger observation.
3. **Give an evidence story:** Tell/sign/AAC “This source names ___ doing ___”; let a wanted helper point to the actual phrase. Add a real question about a missing detail. No role-play of authentic cultural responsibilities.

**Compare 4:** Keep every job with its named source/context. **Check 3:** “Who does this record name, and what job does it describe?” If all care is assigned to Council, reread the other named group and use an unrelated fictional school staff/club pair. If group identity is inferred from a picture, use exact source wording. If a missing reason is guessed, ask what the source says and leave motive unknown.

[Whole practical aid](../aids/care-jobs.svg) · [Complete alternative](../aids/care-jobs-alternative.html) · [Own blank aids](../aids/INDEX.html) · [Care Story Bench/paper](../interactive/PAPER.html).

[Preparation](PREPARE.html) · [Actual capture](CAPTURE.html) · [Framework and criteria scope](CURRICULUM.html).
[Sources and reuse](../SOURCE-NOTICE.html). Original activity; selected guidance Modified from linked © State of Queensland (QCAA) 2023 under CC BY 4.0 and document exceptions. No official rating or endorsement.