# Three switchable routes each day

Every route reaches the same daily biology target in [learner pages](LEARNER.md). Choose for access and preference, switch when useful, and record any reading, scribing or prompting support. **Move** means cut or point to full words on the A4 aids, never that fine motor skill is being assessed. **Speak** includes dictation, sign or AAC. A teacher checks the stated evidence, not the route.

| Day | Route A · annotate/write | Route B · physical/tactile sort | Route C · spoken/digital explanation | Common evidence target |
| --- | --- | --- | --- | --- |
| 1 | Colour-code stated, inferred and unknown in Card D. | Place three full-word tokens under “shown / inferred / unresolved” on the boundary mat. | Record or dictate three labelled claims from the same sketch. | Label ≠ inference; blank ≠ absence. |
| 2 | Fill four shared-feature rows in the comparison mat. | Place membrane, cytoplasm, DNA and ribosome word strips in both model columns; position DNA-location strips. | Dictate a four-feature compare and DNA-location sentence while teacher points to the inventories. | Four common features and location difference. |
| 3 | Write a two-column pro/eu comparison. | Sort full-word nucleus/nucleoid/ribosome cards into Pond and intestinal model columns, then point to the incomplete card. | Narrate where DNA is and whether a bounded nucleus is explicitly stated for each card. | One shared feature, decisive organisational difference, uncertainty. |
| 4 | Caption two models and underline bounded words. | Sort chloroplast/photosynthesis, vacuole/water balance, shared nucleus and mitochondria strips; make one “some/not all” strip. | Give two audio/AAC captions with jobs and two shared features. | Two functions, two shared eukaryotic features, qualifier. |
| 5 | Mark Files J/K, then write claim/evidence/limit. | Move J/K feature cards under justified/undetermined, then give reasons to a scribe. | Dictate or type the classifications and reasons without seeing the key. | Fresh independent transfer on J/K. |
| 6 | Draw and label four arrow boxes, then write role/limit notes. | Arrange four full-word pathway cards left-to-right and place two function cards below. | Narrate the pathway forward then name two jobs and one pathway limit. | Correct sequence, distinct roles, model scope. |
| 7 | Make a three-row structure/job table and qualifier. | Match full-word lysosome/vacuole/smooth-ER strips to job strips and select a limit strip. | Explain three pairings and one exception or qualifier in a recorded note. | Three bounded function matches. |
| 8 | Label the four hierarchy levels in two parallel chains. | Place full-word cells/tissues/organs/systems on the staircase for intestinal and cardiac examples. | Speak or type both sequences and defend one “contributes” arrow. | Correct order; organ has multiple tissues. |
| 9 | Rewrite each overclaim with a card citation. | Match three overclaim cards to corrected cards and point to the supporting Card A/C/F line. | Explain aloud or by AAC each repair and what cannot yet be concluded. | Three justified, appropriately narrowed claims. |
| 10 | Annotate new Files L/M and write the four requested elements. | Arrange new full-word organelle/job and hierarchy strips, then dictate the limit. | Respond in typed, recorded or AAC form with evidence from L/M only. | Fresh organelle/hierarchy transfer and limit. |

Support can remove decoding or motor barriers while preserving the cell-science decision. If the teacher supplies a biological answer, log that and do not call the response independent. A learner may use a tactile raised arrow for hierarchy; the full words and order carry the meaning, never colour alone.

SubjectNest original access routes © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).