# Lessons · complete original material ## Part 1 ### Child job Pick a tiny job. Find out what the sound maker does. ### Day 41 ### Guided different try C02 fictional bicycle shop display uses a quiet spinning wheel drawing. Its card says “visitor points to START; no sound was used”. Ask child whether that is a sound result. Guided possible: “A pointing cue can do that job without sound.” Then leave their own different job open. ### Held offer A-first only after this ordinary lesson; no held solution shown. ### Home HomeH01: choose a pretend story scene with your child; point, sign, draw or say what a cue should do. If nobody wants sound, use a card. Ask “What did we actually try?” Do not buy supplies or ask a sibling to perform. Bring back one optional job/action drawing, no audio or private name. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If job/action merge, offer a new lunch-box closing story: helper wants a short reminder but only points to a card. Ask which part describes a wish and which part says what happened; then child rebuilds two separate labels. ### Observe Child distinguishes what is wanted from what was done and cites an actual/supplied clue; record response mode, helper and missing practical opportunity. Do not infer understanding from willingness to listen. ### Ordinary model C01 fictional puppet baker wants a short scene-opening cue. Supplied note: the helper gently taps an empty plastic lid once; their note says “one short soft tap”. Ordinary possible guide: “For this puppet scene I could try the lid tap. The supplied helper described one short soft tap. We have not tried it with our scene.” Job/action/source/report are separate; no actual lid result is supplied for this classroom. ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2H01 #### Part 3 AC9S2I01 #### Part 4 AC9S2I06 ### Project ProjectX01: make two pockets labelled “wanted job” and “what we know”. Place one original job picture and one observation/supplied-note card in separate pockets. A reader chooses a quiet path. Publish only with permission; keep the untried outcome open. ### Read aloud R01: “Our tiny theatre is opening. Do we want a sound, a picture or both? You choose. Put the job on one card. Put what happened on another. A wish is a good start. A note is a clue. If we have not tried our scene, we can say that. One useful clue is enough to begin.” Pause after each question; child may point or pass. ### Routes #### Part 1 ##### Id A ##### Limit Only the actual event supports a practical observation. No report or no sound participation can be recorded without penalty. ##### Name Gentle prop explorer ##### Outcome A labelled actual observation card. Adult notes operation/help separately; no required sound description. ##### Steps Choose the puppet stage or your own quiet scene. Ask adult approval for one object and one gentle tap or rub; predict in your words. Do it once only if the group agrees, then record what you observed and whether it was seen, heard or reported. Add source/action and the still-open reader try. #### Part 2 ##### Id B ##### Limit This is interpreting fiction, not child conducting sound investigation. ##### Name Quiet toy-shop editor ##### Outcome A supplied-note guide with one bounded choice. ##### Steps Read fullC01 andC02 with text, pointing or AAC. Sort the two job cards beside action/source cards. Pick a job and explain which supplied clue could help it. Leave your own real outcome blank or mark not tried; make an invitation to a future reader. #### Part 3 ##### Id C ##### Limit Moving drawings does not make or measure sound. ##### Name Build a silent scene map ##### Outcome A purpose map with an evidence label and unanswered try. ##### Steps Draw a toy theatre, helper, object and optional listener. Use a paper arrow labelled “action on object” and a different arrow “report from helper”. On SoundDesk write the job/source/action only if desired; preview them literally. Move the paper actor to a new scene and decide which label needs a new observation. ### Six moves #### Part 1 Hook3min: put a toy stage beside a paper reading nook. Ask “Do they need the same sort of sound?” A no-sound job is a valid choice. #### Part 2 Explore5min: demonstrate only the agreed gentle action if invited. Ask which object was acted on; record any actual report in the child’s words. Quiet group reads the completeC01 fictional notes instead. #### Part 3 Teach5min: separate job, source object and action. A job is what we want; an action is what was done. A wish for a sound is not a result. #### Part 4 Model5min: show the ordinary maker card and source label below; point to the exact note that supports a description. #### Part 5 Try10min: children pick A, B or C, make one guide card and tell a helper whether their evidence is actual, supplied or model. Do not prefill a sentence. #### Part 6 Share5min: invite one chosen label/gesture/card. Ask “What still needs a try?” Offer A-first separately after ordinary work, only its neutral source/prompts. ### Teacher preparation Prepare ordinaryC01–02, W01, V01 and three school-approved washable everyday objects. Check prior sound learning with one object/action description. Offer a totally quiet source route before setting out objects. Ask whether anyone wants a quiet option; do not require an explanation. Set a single gentle action, a stop signal and an observer position clear of moving objects. ### Title What job needs a sound? ### Worksheet W01 Sound job card: empty Job, Source object, Action, What was actually observed or supplied, Evidence kind and Still to try spaces. Labels only, no sample responses; two blank object boxes allow drawing/AAC. ## Part 2 ### Child job Make an action menu a helper can follow. ### Day 42 ### Guided different try C04 fictional café prop team has only a note “shake empty tub”; no resulting report. Ask what is missing. Possible: “We can name the action; we cannot describe what this trial sounded like.” ### Held offer B-first source held separately; changed context and fresh prompts. ### Home HomeH02: make a two-action mime menu for a pretend repair shop. A trusted adult can choose quiet mime for both. If a gentle sound is tried with permission, write the real report beside its action; do not assume louder. Ten minutes is optional. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If rows swap, use unrelated skate-park model notes: “roll toy car—stops by blue line; slide card—stops by red line”. Pair action/result first, then return to sound without borrowing a model answer. ### Observe Observe whether exact action and report stay paired and child recognises missing result. Adult operation/pointing/spelling do not automatically lower science judgement. ### Ordinary model C03 fictional parcel station uses the same tray and observer spot. Row1: helper gently taps tray once; report “short low tap”. Row2: helper rubs tray edge once; report “longer scratchy sound”. Strength was not measured. Possible ordinary response: “These notes give two different descriptions for two actions on the tray. They do not show that action alone caused the difference.” ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2I02 #### Part 3 AC9S2I03 #### Part 4 AC9S2I04 #### Part 5 AC9S2I05 #### Part 6 AC9S2I06 ### Project ProjectX02: publish a fold-out action menu for an imaginary film prop. Include source/action/report columns and a clearly empty next-row box. Invite a helper to choose rather than follow all actions; keep a paper copy. ### Read aloud R02: “Tap and rub are two actions. Can our note show which one happened? Put the action next to its clue. If a clue is missing, leave room for it. You can run a real gentle try, read a story note, or direct a silent mime. Tell your reader which you chose. Our menu is useful when it keeps the rows together.” ### Routes #### Part 1 ##### Id A ##### Limit Unmeasured force/different listener experience prevents universal cause claims. ##### Name One-tray action menu ##### Outcome Two bounded actual rows and a next question. ##### Steps Adult approves gentle tap and rub. Child suggests what to keep similar and predicts each report. Do one action, stop, record; do the other only if still welcome. Write two rows with exact action and actual observation. Tell reader one unmeasured factor. #### Part 2 ##### Id B ##### Limit Table reconstruction is not a physical experiment. ##### Name Quiet parcel-note sorter ##### Outcome Complete supplied table and empty new result. ##### Steps Read bothC03 rows and the incompleteC04 card. Put each source/action/report strip into a row. Explain the difference described inC03 and mark the missingC04 result. Design a new menu row with its result genuinely open. #### Part 3 ##### Id C ##### Limit An action mime checks instruction clarity, not sound behaviour. ##### Name Action director ##### Outcome Usable mime menu with unfilled sound evidence. ##### Steps Make tactile/picture tap and rub cards. A helper mimes each at a distance without producing sound. Child checks whether the action instructions are distinguishable, then annotates where a real sound note would go. SoundDesk Action view can show their own words only. ### Six moves #### Part 1 Hook3min: mime tap, rub and shake without a sound. Which is an action? #### Part 2 Explore5min: child chooses one permitted tap/rub pair or readsC03. Record action names before result descriptions. #### Part 3 Teach5min: changing the action can be a question about sound variety; a fair question requires a clearly named change, not pretending every other variable was measured. #### Part 4 Model5min: lay out two ordinary note rows; the source/action and each report stay paired. #### Part 5 Try12min: A makes a real menu, B reconstructs a supplied menu, C makes tactile action cards without sound. Compare only records actually available. #### Part 6 Exit4min: reader follows a chosen action description or explains an unclear step. Offer B-first separately with its complete neutral source. ### Teacher preparation Prepare C03–04,W02,V02. Adult checks one empty shallow plastic tray safe to tap/rub on a mat, gently and away from ears; agree stop/no-sound choice. Keep object, helper position and observer position the same where possible; strength remains unmeasured. Quiet menu uses complete supplied notes. ### Title One object, different actions ### Worksheet W02 Two-row action log: blank Object, Action1, Note1, Action2, Note2, Kept similar, Not measured and Next question; distinct row labels and same generous response area. ## Part 3 ### Child job Give a pretend game two useful describing words. ### Day 43 ### Guided different try C06 fictional pottery display note calls a sound “bright”; it gives no defined pitch or loudness comparison. Ask if bright fixes either category. Possible: “I would ask what the reporter meant or keep pitch/loudness not supplied.” ### Held offer C-first after ordinary work; no shared ordinary object names. ### Home HomeH03: let your child invent two labels for a pretend creature sound, or keep it totally silent using suppliedC05 notes. Ask which word answers pitch and which answers loudness. Do not test voices or turn volume up. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If loud/high merge, use an unrelated washing-line picture: high/low position and short/long cloth are two sorting questions. After child sorts one picture each way, revisit a new fictional soft-high/soft-low note pair. ### Observe Observe distinction of two descriptive questions, source qualification and honest unknown. No requirement to hear, say pitches or pronounce technical words. ### Ordinary model C05 fictional treasure game notes: objectP, gently plucked paper strip, described by helper as “higher pitch and soft”; objectQ, gentle tap on plastic bowl, described by helper as “lower pitch and soft”. Possible: “The helper used different pitch words and the same loudness word. Both descriptions are supplied, not my listening results.” No numerical level/frequency is claimed. ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2I04 #### Part 3 AC9S2I05 #### Part 4 AC9S2I06 ### Project ProjectX03: create a two-column word passport for an imaginary game. Pitch and Loudness each have a source-labelled example and an empty own-example box. Add “not sure” as a useful option, not a failure. ### Read aloud R03: “A high sound can be described as soft. High and loud do different jobs. Today we are word detectives. Which words came from the note? Which words are your own? You can point to a word or leave a question. Nobody has to prove what they can hear. Our guide helps a reader understand the report we actually have.” ### Routes #### Part 1 ##### Id A ##### Limit No diagnosis, measurement or correct-hearing score. ##### Name My own descriptions ##### Outcome Attributed own/other descriptions with unknowns. ##### Steps Pick one adult-approved gentle action or pass. Record own observation with comparison context if you use high/low or soft/loud; not sure is allowed. Ask another willing person for their voluntary report without recording identity. Keep two reports separate and do not rank hearing. #### Part 2 ##### Id B ##### Limit No actual sound performance is inferred. ##### Name Quiet treasure reporter ##### Outcome A supplied-word display with a clearly unresolved word. ##### Steps ReadC05 in full. Place higher/lower words under Pitch and soft words under Loudness. ReadC06; add a question card for bright. Design a two-word prompt that does not fill in your own answer. #### Part 3 ##### Id C ##### Limit Drawing speed/span are not actual sound measurements or a speaker experiment. ##### Name Silent movement mapper ##### Outcome A two-state model note and a real-world question. ##### Steps SoundDesk model begins still. Choose slow or quick drawing cycle, narrow or wide drawing span, then Step one frame. Sketch that state on paper. Compare a changed choice with the previous sketch; identify which drawing setting changed. Keep both in the model column and leave real pitch/loudness blank. ### Six moves #### Part 1 Hook3min: compare a high shelf drawing and a wide shelf drawing; high/wide answer different questions. They are an analogy, not evidence of sound. #### Part 2 Read5min: read two completeC05 fictional reports. Point to pitch words and separately to loudness words. #### Part 3 Teach5min: pitch and loudness are distinct descriptions; people may report differently. A drawing cannot tell us how an unknown object sounded. #### Part 4 Model5min: ordinary reporter attributes each pair of words to its note, with no real-child result inserted. #### Part 5 Try12min: choose sound report, quiet word editor or model-frame explorer. Keep the motion model in its own labelled column. #### Part 6 Exit4min: give a helper one description pair or a reason to keep a category unknown. Offer C-first separately. ### Teacher preparation Prepare C05–06,V03,W03. No listening/pitch matching test. A real optional gentle sound is described by the child, not graded against teacher perception. Have large-type high/low and soft/loud word cards, plus different/not sure; no colour-only coding. Explain comparative words need a reference. Reference F1 supports keeping pitch and loudness descriptions distinct with interacting perception. ### Title High is not the same word as loud ### Worksheet W03 Word passport: empty Reporter/source, Exact words, Pitch comparison if known, Loudness comparison if known, Unknown/question and My different example boxes; same-source words stay together. ## Part 4 ### Child job Make a movement model a younger reader can understand. ### Day 44 ### Guided different try C08 fictional tabletop note: adult slowly bends cardboard, child sees it move, no sound or receiver was recorded. Ask what the note supports. Possible: “Seen source movement is supplied; an observed receiver effect is not supplied.” ### Held offer D-first only neutral source; no held answers in model help. ### Home HomeH04: create four paper positions for a pretend wobbly flag. Move them manually with your child; label MODEL. Ask what a drawing cannot tell us about a real sound. No device, speaker or night activity is required. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If all motion becomes sound proof, use unrelated wind-up toy source notes: its wheels move but no bell report exists. Ask which extra source would be needed for a bell claim. Return to a different movement model. ### Observe Observe whether child avoids treating arbitrary strip/drawing movement as a demonstrated receiver result; accept general fact understanding separately from missing practical opportunity. ### Ordinary model C07 fictional toy-repair instructions show paper strip at centre, left, centre, right; caption “four selected positions, no time measurement”. Possible: “This is a movement model. It does not tell us the pitch, loudness or whether a listener heard a sound.” F2 fact card says incoming sound waves can make the eardrum vibrate; it is a reference account, not this child’s observation. ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2I03 #### Part 3 AC9S2I04 #### Part 4 AC9S2I06 ### Project ProjectX04: make an original four-frame movement flipbook with a clear model caption and separate blank real-observation page. A helper checks labels, not sound performance. Share only the model if the child wants. ### Read aloud R04: “This drawing is waiting. You choose when it moves. One frame, then another. What moved in our model? What did we really observe? A model can help us think, but it cannot listen for us. We can use a fact card and still leave our own result open. Let us tell the reader which kind of clue we used.” ### Routes #### Part 1 ##### Id A ##### Limit Source movement is not proof that sound energy caused a separate object to vibrate. ##### Name Gentle strip observer ##### Outcome One actual movement note with receiver unknown. ##### Steps Adult checks a broad strip and clear space; child predicts what may move and agrees one gentle flex/release. Observe visually or direct a helper. Describe only actual movement and optional heard report. Separate own event fromF2 reference; ask how a receiver effect could be investigated safely later. #### Part 2 ##### Id B ##### Limit Reading a fact can support knowledge; it does not complete conducting evidence. ##### Name Quiet reference explainer ##### Outcome An attributed general explanation and an open practical gap. ##### Steps ReadC07 and the shortF2 fact card. Put model/fact/own blank columns on W04. Draw source and receiver labels without provider artwork. Explain which connection is general source knowledge and which actual effect remains untested here. #### Part 3 ##### Id C ##### Limit Model setting is an authored illustration, not measured frequency/amplitude or listener response. ##### Name Frame-by-frame director ##### Outcome Two small movement storyboards with labels. ##### Steps Set model choices deliberately, Step one frame at a time, pause to sketch each position and reset model alone. Paper route rotates through the same four position cards. Compare two chosen model settings and tell a reader that the frame is a model, not a recorded sound. ### Six moves #### Part 1 Hook3min: move one paper strip then stop. Is this a drawing, a moving strip or a sound record? #### Part 2 Teach5min: separate source movement, receiver movement and evidence type. GeneralF2 fact is an external reference; our own strip observation is a different event. #### Part 3 Read5min: read fullC07 model notes and boundedF2 fact. Do not draw a measured wave graph or show an ear diagram as if collected locally. #### Part 4 Model5min: step a still drawing manually; label what changed and what the model cannot show. #### Part 5 Try12min: choose strip observation, quiet receiver explainer or manual model storyboard. Reader may decline animation and use all four paper frames. #### Part 6 Exit4min: child shows one labelled distinction and one unanswered receiver question. D-first source offered separately. ### Teacher preparation Prepare C07–08,V04,W04 and F2 facts card. SoundDesk model has no audio and no automatic motion. Optional adult-approved broad paper strip can be gently flexed once in open space; no rigid ruler/flinging material. The observed strip motion demonstrates that strip motion only. Use source-labelled general receiver fact, not a pretended tested speaker/ear experiment. ### Title See a movement, name its source ### Worksheet W04 Three evidence lanes: empty Actual event, Supplied model, Referenced general fact, plus source/action/receiver/not tested/question. Four blank storyboard frames carry no preset motion arrows. ## Part 5 ### Child job Make a tiny record table a reader can trust. ### Day 45 ### Guided different try C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.” ### Held offer No held offer; use practice organiser only. ### Home HomeH05: organise three everyday story cards into source/action/note rows. One card deliberately has “not recorded”. Your child can use drawings and move counters. Ask what the counters count; no survey of neighbours is needed. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report. ### Observe Observe row pairing, represented-count meaning and unknown treatment. Record whether child authored/selected/dictated the organiser; do not equate neatness with science. ### Ordinary model C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”. ### Partial curriculum #### Part 1 AC9S2I03 #### Part 2 AC9S2I04 #### Part 3 AC9S2I05 #### Part 4 AC9S2I06 ### Project ProjectX05: make an evidence mini-museum with three labelled report rows and a question pocket for missing information. A visitor tries to find a full source for one row. Keep all notes visibly supplied or actual. ### Read aloud R05: “A table can keep our clues together. Object, action, note. Check the full note before you move a card. An empty report is a gap, not proof of silence. Our counters count notes. They do not measure how loud a sound was. What should a reader ask about the gap?” ### Routes #### Part 1 ##### Id A ##### Limit Same descriptor/repeat count does not measure sound intensity or prove a universal pattern. ##### Name Own note keeper ##### Outcome Two real event records and a defensible organiser. ##### Steps Agree one permitted action if desired, predict then run at most two gentle repeats with stop choice. Record every actual event separately including unsure/no report. Sort own rows by action or evidence kind and count rows; explain exact meaning of each count. #### Part 2 ##### Id B ##### Limit Fictional note counts are not current class results. ##### Name Quiet makers-fair archivist ##### Outcome Faithful supplied table with a limited pattern. ##### Steps Read allC09/C10. Choose one collection at a time; build a table with blank own row. Pair exact labels and keep unknowns. Check each row against its full source before making a bounded pattern sentence. #### Part 3 ##### Id C ##### Limit Physical tokens represent records, not actual sound waves or decibels. ##### Name Walk the record path ##### Outcome A concrete data model with corrected source pairing. ##### Steps Place large object/action/report cards on the floor/table. Use one token per recorded event, including an unknown report row; helper moves tokens if preferred. Child selects a rule, then undoes one placement by checking source. Draw the organiser or dictate a caption. ### Six moves #### Part 1 Hook3min: intentionally place a note beside the wrong object label, then ask reader what would go wrong. #### Part 2 Read5min: allC09 records, including unknowns; child finds their source/action pair. #### Part 3 Teach5min: sorting is a chosen rule. A report count is a count of records. Keep “not recorded” out of a false “no sound exists” total. #### Part 4 Model5min: put three supplied rows in a table, then count exact represented rows with tokens. #### Part 5 Try12min: choose own event recorder, quiet table maker or floor-token organiser. Each has one explicit rule and a check against full records. #### Part 6 Exit4min: reader reconstructs a row. Invite a new question, not a performance mark. No held assessment required today. ### Teacher preparation Prepare C09–10,V05,W05. Supplied notes clearly say fictional and have no local dates. Real route reuses approved quiet procedure chosen earlier, not new louder sounds. Provide counters/picture tokens for represented reports, never loudness units. Counts describe recorded notes, not sound energy. ### Title Keep the reports together ### Worksheet W05 Record table: four wholly empty rows with Event/source, Action, Exact report or not recorded, Evidence kind; empty Sorting rule, Count means and New question. No preprinted checkmarks or results. ## Part 6 ### Child job Help a pretend shop compare one thing at a time. ### Day 46 ### Guided different try C12 fictional bookshop compares lid/tap near helper with cardboard/shake far away; reports “soft” and “soft”. Possible: “Several things changed, so matching words do not isolate an action effect.” ### Held offer A-later fresh context/source; compare eligible first evidence only if first had same opportunity. ### Home HomeH06: compare two pretend dinner-service plans on paper. Which keeps object and helper spot similar? Let your child circle a still-unmeasured factor. Actual sound is optional and must be gentle, wanted and approved; a plan alone is useful. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If all changes counted as fair, use unrelated toy-travel plan: compare rolling on same mat versus rolling different toys on different ramps. Child chooses which answers a mat question then designs a new sound comparison. ### Observe Observe purpose-linked change/consistency and bounded prediction/result comparison. With-guidance reasoning is explicitly valid opportunity underI05. ### Ordinary model C11 fictional costume shop asks whether tapping and rubbing the same lid will give different reports. Same helper/spot and one action each are planned. Before the trials, the helper predicts tapping and rubbing will give different reports, using an earlier supplied tap/rub comparison as the clue. Supplied reports: tap “short”; rub “longer”. Force not measured. Possible: “The described reports differ as predicted. The plan kept object/helper/spot similar; unmeasured force still limits an action-only cause claim.” ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2I01 #### Part 3 AC9S2I02 #### Part 4 AC9S2I05 #### Part 5 AC9S2I06 ### Project ProjectX06: make a test-plan folder with question, prediction, chosen change, similarities, record and remaining question. Leave actual result empty until performed. Invite a reader to find one improvement rather than grade the child. ### Read aloud R06: “Our pretend shop wants a useful comparison. What are we changing? What should stay similar? A plan can help us, and it can still have a gap. Put your prediction before your result. Then check what the record really says. We can ask a new question when one thing is still unknown.” ### Routes #### Part 1 ##### Id A ##### Limit No controlled-force or universal cause claim unless actually supported. ##### Name Real one-change planner ##### Outcome A practical plan/result/guided fairness card. ##### Steps Choose an adult-approved question about two gentle actions on one object or decline. Predict, name change and similarities, perform only welcome actions, record actual results including uncertainty. Compare to prediction with guidance and identify remaining unmeasured factor. #### Part 2 ##### Id B ##### Limit Reviewing a plan is not following the practical procedure. ##### Name Quiet shop reviewer ##### Outcome A source-grounded fairness explanation. ##### Steps Read both full ordinary sources. Build two plan panels and highlight only stated similarities/changes. Choose which better fits its stated question, give a source clue and a limited next question. Do not make the missing actual child result. #### Part 3 ##### Id C ##### Limit Card rehearsal does not prove real-world equal conditions. ##### Name Rehearse the change ##### Outcome A comparison model and prospective investigation plan. ##### Steps Lay out object/action/spot cards. A helper changes exactly the card child requests in a silent rehearsal; child checks what else stayed visibly unchanged in the model. Sketch before/after and write a new real test question with outcome open. ### Six moves #### Part 1 Hook3min: two toy-shop cards change both object and action. Can they answer an action-only question? #### Part 2 Read5min: completeC11 matched intention andC12 multi-change notes. Locate C11’s explicitly supplied before-trial prediction separately from its question and after reports. #### Part 3 Teach5min: a useful plan names the question/change and what should stay similar. Planned consistency is not evidence that every variable stayed identical. #### Part 4 Model5min: compare the exact record with its prediction; describe only the supplied result. #### Part 5 Try12min: real plan, quiet shop reviewer or action-card rehearsal. Child changes one plan choice for a purpose and explains remaining limits. #### Part 6 Exit4min: ask “What question could this comparison answer?” Offer A-later separately after practice. ### Teacher preparation Prepare C11–12,V06,W06. Adult approves any real low-volume pair; one deliberately chosen comparison factor, same observer spot where possible, no pretend measured force. Keep local safety/sensory consent ongoing. Comparison critique can be complete quiet source work. ### Title Is our comparison useful? ### Worksheet W06 Plan-and-check: empty Question, Prediction/experience, Changed factor, Kept similar, Safe stop/procedure, Actual or supplied result, Compared with prediction and Remaining question. ## Part 7 ### Child job Make a respectful guide for different listeners. ### Day 47 ### Guided different try C14 fictional cinema prop planning asks all readers to hear one bell; no preferences or trial reports exist. Possible: “We should ask how readers want a cue, not fill in everyone’s response.” ### Held offer B-later complete neutral new source; no assumed real listener ability. ### Home HomeH07: ask if your child wants a printed/picture cue for a pretend game. No one has to hear or perform a noise. Design a choice menu together; share preferences only if they want. Never record a voice for this task. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If unsure treated as wrong, use unrelated temperature-preference story: one person says warm, another unsure; no readings exist. Model preserving both accounts and what a measurement would need, then child revisits fresh sound reports. ### Observe Observe separate attribution, known/unknown circumstances and choice respectful of other reports. Access support is not a hearing-quality scale. ### Ordinary model C13 fictional toy train briefing: same described gentle lid event, observerM reports “soft tap”; observerN reports “not sure what I heard”. Positions are not supplied. Possible: “M reported soft; N was unsure. The notes do not settle why. A visual start card gives another choice without assuming louder is better.” ### Partial curriculum #### Part 1 AC9S2H01 #### Part 2 AC9S2I03 #### Part 3 AC9S2I05 #### Part 4 AC9S2I06 ### Project ProjectX07: design a two-route scene-start kit: own picture/text choice plus optionally approved gentle source/action plan. Add a feedback invitation with empty answers. Test whether cards are readable/locatable, keeping sound and user success unclaimed. ### Read aloud R07: “Two people can give different reports. We can keep both. We do not have to pick a winner. What did each person say? What do we not know? Our little guide can offer a picture, a word, a sound or no cue. Ask the reader which they want. You can choose, too.” ### Routes #### Part 1 ##### Id A ##### Limit No hearing ranking, diagnosis or claim all receivers responded. ##### Name Voluntary report collector ##### Outcome An actual record with respectful cue options. ##### Steps Invite up to two willing reporters for a single school-approved gentle event; quietly declining is a valid choice. Record anonymous voluntary words separately without audio. Ask what circumstances are known/unknown and offer a visual or tactile-card cue for the chosen job. #### Part 2 ##### Id B ##### Limit Provided reports are not own sensing observations. ##### Name Quiet train adviser ##### Outcome An attributed fictional advice card. ##### Steps ReadC13/C14 fully. Put M and N reports in separate columns; circle known circumstances and write one unknown. Make a two-choice job guide that preserves uncertainty and lets reader choose without testing hearing. #### Part 3 ##### Id C ##### Limit Role play does not prove actual sensory access or reader success. ##### Name Reader-choice theatre ##### Outcome An inclusive designed choice and an open user-feedback box. ##### Steps Use role cards asking for a picture start cue, a printed word cue or no cue. Child arranges a pretend scene and offers the selected mode; helper confirms only whether the chosen card was offered. Add space for a real user’s feedback if invited later. ### Six moves #### Part 1 Hook3min: two readers prefer different book covers; both preferences can be recorded without a winner. #### Part 2 Read5min: fullC13 listener reports; identify exact agreement and difference. #### Part 3 Teach5min: preserve attribution and circumstances. Different reports do not prove one person is wrong or one has a condition. #### Part 4 Model5min: ordinary writer keeps both reports and an unanswered checking question. #### Part 5 Try12min: voluntary two-reporter event, quiet evidence editor or different-reader role cards. Child offers a choice rather than designing a louder signal. #### Part 6 Exit4min: reader points to their preferred option or passes. Offer B-later separately. ### Teacher preparation Prepare C13–14,V07,W07. Do not ask children to guess speakers or disclose hearing diagnoses. Reports volunteered about gentle approved events remain anonymous in shared materials; no recording. A child may observe/draw/read silently. Refer to differences as information, not deficits. ### Title Two reports can both matter ### Worksheet W07 Reports-and-choice: empty Reporter code, Exact report, Known circumstances, Unknown circumstances, Agreement/difference, Job choice and Feedback still to ask. No names/health fields. ## Part 8 ### Child job Ask a fair muffling question without guessing its result. ### Day 48 ### Guided different try C16 fictional theatre log states same lid action and observer spot, cover absent report “tap”, cover present report “less clear to this reporter”. Force unmeasured. Possible: “One supplied reporter found covered less clear; this is not a measured reduction or a claim about every cover.” ### Held offer C-later held fully new notes and exact prompts. ### Home HomeH08: on paper, plan whether a pretend cushion might change a puppet prop report. Ask what to keep similar and what a real report would need. No wrapping devices, ear tests or sound demand. Bring back the question if desired. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If prediction becomes result, use an unrelated paper-bridge story predicting two toy figures will fit but no trial held. Put prediction before blank trial area, then child reconstructs a fresh cover record. ### Observe Observe separation of prediction, reported outcome and missing outcome; practical versus unperformed status recorded honestly. ### Ordinary model C15 fictional reading-desk team predicts a cloth may make a tap seem softer. Uncovered tray/tap is reported “soft”; cloth-cover tray/tap has no result supplied. Possible: “The prediction is untested in these notes. We need the covered report before comparing.” ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2I01 #### Part 3 AC9S2I02 #### Part 4 AC9S2I03 #### Part 5 AC9S2I05 #### Part 6 AC9S2I06 ### Project ProjectX08: create an open-question test board with clearly separated Before prediction, Procedure, Results still open and Next question. A partner reviews the plan and leaves their own feedback blank until offered. ### Read aloud R08: “Could a cover change a report? That is a question. We can predict and still say ‘not tried’. A missing result needs room, not a pretend answer. Choose a gentle real try or a quiet plan. If you stop, keep the plan. Our guide is useful when it tells the truth about what happened.” ### Routes #### Part 1 ##### Id A ##### Limit No decibel reduction, hearing-protection certification or universal winning material. ##### Name Gentle cover question ##### Outcome An honest actual comparison with limits or an unperformed plan. ##### Steps With adult approval name cover/no-cover as chosen change, predict based on experience and agree one gentle event each with same observer spot where possible. Record only welcome actual reports or uncertain/no report. With guidance compare to prediction and note unmeasured force/fit. Stop rather than increase volume. #### Part 2 ##### Id B ##### Limit No actual muffling experiment performed. ##### Name Quiet gap detective ##### Outcome A faithful prediction/result/gap guide. ##### Steps Read completeC15/C16. Sort prediction, supplied result and missing result cards. Make an organiser for one source, leaving its gap plainly labelled. Give a question that would help decide the stated job, not an invented outcome. #### Part 3 ##### Id C ##### Limit Covering a drawing does not physically muffle sound. ##### Name Design the next test ##### Outcome A usable guided future plan with quiet parity. ##### Steps Build a tabletop paper plan with cover/object/action/spot cards. Child chooses one change and a way to record report provenance. Helper mimes sequence; child revises any unsafe/unclear instruction. Leave real result boxes empty. ### Six moves #### Part 1 Hook3min: show an uncovered and cloth-covered pretend prop picture. Which is a prediction and which is a result? #### Part 2 Read5min: C15 prediction and supplied records including the missing covered result. #### Part 3 Teach5min: a muffling question can remain open. A cover may change more than one condition; personal descriptions are not a level-meter reading. #### Part 4 Model5min: make a before/after organiser without inventing an after report. #### Part 5 Try12min: optional approved cover comparison, quiet gap detective or cover-plan builder. Child picks a useful further question. #### Part 6 Exit4min: check every result label against actual/source notes. Offer C-later separately. ### Teacher preparation Prepare C15–16,V08,W08. Real optional setup uses only adult-approved empty container and broad soft cloth outside container; no ear covering, face covering, electronics wrapping or hidden small loose objects. Agree gentle action/listener spot and stop. No requirement to hear or to find a winning material. ### Title Could a cover change the report? ### Worksheet W08 Muffling inquiry: empty Purpose, Question, Prediction/experience, Safe procedure, Cover choice, Similarities, Uncovered note, Covered note, Evidence kind and Comparison/question; missing results stay empty. ## Part 9 ### Child job Give a reader a choice, a clue and a next question. ### Day 49 ### Guided different try C18 fictional kitchen role play wants no sound while another group reads. No sound reports provided. Possible: “A printed turn card fits this quiet job; a future reader can tell us if its instruction is clear.” No noise-law/local acoustic fact claimed. ### Held offer D-later after ordinary work; separate source/criteria invisible to learner. ### Home HomeH09: let your child show one guide in their chosen mode. Ask “Which clue helped your choice?” and “What is still to try?” Five minutes and one part are enough. Give optional feedback without changing their words. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If “best everywhere” persists, use unrelated library opening-time cards where one branch has a supplied time and another none. Make a branch-bounded advice sentence, then child refines a different sound guide. ### Observe Observe evidence-matched purpose choice, uncertainty and communication accessible to intended reader. Ineligible supported coaching is recorded before any held judgement, not hidden. ### Ordinary model C17 fictional mini-museum wants a short scene change with a printed backup. Helper notes lid/tap “short”, paper/rub “longer”; neither was tested in museum. Possible: “For this scene I would try the lid tap because the supplied note says short. I would offer the printed backup too. We still need the scene reader’s choice and a gentle actual trial.” ### Partial curriculum #### Part 1 AC9S2U02 #### Part 2 AC9S2H01 #### Part 3 AC9S2I04 #### Part 4 AC9S2I05 #### Part 5 AC9S2I06 ### Project ProjectX09: assemble a pocket guide with own/supplied evidence clearly named, two genuine job choices and an unresolved question. Add feedback slots for later reader use; submit a copy for teacher review only with consent. ### Read aloud R09: “Make your guide useful for one little job. Give the reader a choice and a clue. Say where the clue came from. If something is still to try, leave a question. You can show one part, keep two versions, or use paper. The reader can tell you what was clear. Their feedback belongs to them.” ### Routes #### Part 1 ##### Id A ##### Limit Reader finding a label does not prove sound performance, safety certification or science mastery. ##### Name My actual clue guide ##### Outcome A source-qualified own guide with actual optional readability feedback. ##### Steps Select an earlier actual note you own and a named job. Copy its words accurately, state its real procedure/help and known limits. Make a bounded choice plus question. Invite a willing reader to find the clue, record only real feedback and revise one unclear label. #### Part 2 ##### Id B ##### Limit No real setting/child sound result inferred. ##### Name Quiet source guide ##### Outcome A supplied-fiction recommendation and open test. ##### Steps ChooseC17 orC18; read whole source. Make a guide with job/source/action/report or no-sound choice, remaining gap and reader invitation. Attribute fiction and leave own physical outcomes unclaimed. A helper can scribe exact child words. #### Part 3 ##### Id C ##### Limit Literal preview/kept-version comparison does not judge scientific correctness. ##### Name Fold, preview, choose ##### Outcome A purposeful own-word product and an explicit chosen revision. ##### Steps Create a paper fold-out or SoundDesk draft with own job/clue/question. View Job, Action, Clue or All my words one scope at a time; keep up to two versions only by explicit action. Compare versions by their labels and decide what fits your purpose, without auto-selection or assessment. ### Six moves #### Part 1 Hook3min: a one-line guide says “Use this sound everywhere”. Ask what a new reader would still need. #### Part 2 Read5min: completeC17 job and limited supplied notes. #### Part 3 Teach5min: bounded recommendation = named job + relevant clue + limit/question. It can recommend a quiet card. #### Part 4 Model5min: keep ordinary guide distinct from held task. Show one complete possible paragraph and an invitation with no answers. #### Part 5 Try12min: actual-own guide, quiet source guide or paper/digital fold-out. Child may complete only one part today. #### Part 6 Exit4min: willing reader locates one clue and chooses a feedback response; record actual comments only. Offer D-later separately. ### Teacher preparation Prepare C17–18,V09,W09. Child chooses pretend domain/game/reading/maker job; no public deployment/alarm/assistive-device performance claims. Provide all three evidence-kind labels. Optional reader interaction tests only locating/understanding the guide and requires consent; do not auto declare it successful. ### Title Make a guide that fits a job ### Worksheet W09 Useful guide: empty Intended reader/job, Choice, Source and exact clue, What that clue supports, Limit, Next question, Reader invitation and Optional actual feedback. No mandatory positive rating. ## Part 10 ### Child job Choose one improvement worth keeping. ### Day 50 ### Guided different try C20 fictional sports-board game guide has a printed turn card and empty feedback box. Possible: “We can invite a reader to try the instruction; we cannot report success before a response.” ### Held offer Folio selection only; no forced retest or annual completion. ### Home HomeH10: celebrate a chosen clue, not a score. Child can keep guide private or show it. Ask which part helped and which question remains. Bring an optional drawing or dictated sentence; no comparison with other children. ### Lesson minutes 30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance. ### Next teaching If polish becomes evidence, use unrelated garden sign drafts: decorated sign missing plant name versus plain sign naming plant/source date. Child chooses the useful information change, then names one next science question. ### Observe Observe useful revision, source status and child ownership. Teacher compares eligible opportunities item-by-item descriptively, never total32toQueenslandgrade. ### Ordinary model C19 fictional toy-shop guide draft1 says “best tap”; draft2 says “for our pretend stop cue, the supplied helper described one short tap; reader trial is open”. Possible: “Draft2 adds a named purpose, source clue and limit. It is more bounded; actual reader success is not supplied.” ### Partial curriculum #### Part 1 AC9S2H01 #### Part 2 AC9S2I05 #### Part 3 AC9S2I06 ### Project ProjectX10: make a portable folio envelope containing own guide, evidence-kind legend, one original model page and next inquiry plan. Teacher reviews what was actually observed versus supplied. Choose a later block for missing sound/receiver/material/sky opportunities. ### Read aloud R10: “Look at one thing you changed. Why is it useful? You can keep it, try a new idea or stop here. A question can be part of a finished guide. Tell the reader which clue is yours and which came from a source. We have more science to explore another day. Choose what you want to share.” ### Routes #### Part 1 ##### Id A ##### Limit Ten slots/eight cases do not certify full-year sound inquiry or annual attainment. ##### Name My evidence folio ##### Outcome A child-selected revision note and teacher partial evidence record. ##### Steps Choose one own initial/later ordinary product or eligible held pair with teacher guidance. Identify exact changed label/reason and actual opportunity/support; do not copy staff key. Keep one useful version and set a different next question. Practical gap can remain explicitly open. #### Part 2 ##### Id B ##### Limit Ordinary models are practice, not independent held evidence. ##### Name Quiet revision editor ##### Outcome A fresh bounded guide from supplied models. ##### Steps ReadC19/C20 whole. Explain one useful change inC19 and missing information inC20. Make a fresh mini-guide for another pretend job, leaving its own outcome blank. Invite feedback without predicting it. #### Part 3 ##### Id C ##### Limit Exhibit participation/appearance is not a mastery score or clinical access check. ##### Name Mini-exhibit curator ##### Outcome A consent-led display and one next-teaching question. ##### Steps Arrange paper/digital guide, movement-model caption and chosen record in separate evidence lanes. A willing visitor chooses one item; child explains its provenance in spoken/AAC/drawing/text mode. Record only actual visitor words; keep/private choices remain available. ### Six moves #### Part 1 Hook3min: two ordinary guide drafts show different source labels. Ask which change helps a reader and why. #### Part 2 Read5min: C19 revision and C20 open reader feedback. #### Part 3 Teach5min: improvement needs an identified change/reason, not a perfect-looking card. Unknowns are honest science. #### Part 4 Model5min: show an ordinary revised label and a different next investigation question. #### Part 5 Try12min: choose personal evidence folio, quiet revision editor or mini-exhibit. Let child finish one meaningful part and name one next question. #### Part 6 Exit4min: child chooses share/private/pass. Teacher records partial opportunity, eligible evidence and next teaching separately; revisit other year2science later. ### Teacher preparation Prepare C19–20,V10,W10 and optional first/later folio pairs; verify opportunity/support/source familiarity for each comparison. Do not use item sums as grade or force all assessments. Have a quiet celebration/display choice and a private keep/take-home option. ### Title Show what changed, choose what is next ### Worksheet W10 Revision and next: empty Earlier product identity, Later product identity, Exact change, Why it helps, Evidence/opportunity/support, Still unknown, Next learning question and Optional sharing choice. No filled results/ratings.