# Science teacher checks and next moves · keep off learner copies

Use each card as formative evidence, not a Year 2 standard score. Record `card | prediction | actual action and observation | mode/prompt | next move`. **2** = accurate independently with chosen access; **1** = accurate after a model/prompt; **0** = not yet evidenced despite access. A paper drawing can show reasoning but cannot be scored as a child's observed sound or vibration. Recheck on a different paper arrangement rather than asking the same item again.

| Day | Exact check / acceptable response | If not yet, teach and recheck |
| ---: | --- | --- |
| 1 | A fold changes shape/use; both flat and folded pieces remain paper. An opened crease may remain visible. | Contrast “shape” with “material” using a new rolled paper strip. |
| 2 | Only B was twisted; same paper type and starting size make the action comparison clearer. Do not claim equal final measured length without measuring. | Put two equal strips side by side and ask what changed in just one. |
| 3 | Folded/twisted/torn show actions that change form; untouched shows no action. The evidence word is **folded**, **twisted** or **torn**. Both torn parts remain paper. | Read the captions aloud and sort one action versus untouched, then add a different action. |
| 4 | A tested pocket may hold **this one light note**; a flat sheet is not a pocket. The material remains paper; heavy loads and other pockets are untested. If no test, mark predicted only. | Separate observed hold from “all pockets work”; try a fresh identical note under supervision. |
| 5 | Before = flat band, after = loop/bent band; still paper. Prediction may match or differ honestly; evidence is the recorded shape after a real bend. | Model before/after on an unfamiliar zigzag fold; child labels only observed difference. |
| 6 | A gentle flick can make the flap move back and forth; a rustle may be reported. If the child did not hear it, **not heard** is valid. A static diagram alone cannot show actual vibration/sound. | Repeat only by consent or use a slow silent visual model to distinguish motion from sound report. |
| 7 | Paper/source and surface stay the same while action changes from tap to rub; sound reports may vary. A “not heard” report is not proof that nothing vibrated. | Hold one condition constant in a new tap-versus-flap comparison. |
| 8 | A: movement yes, rustle reported; B: still, no sound reported; C: movement yes, not heard. C invites a second observation; do not rewrite “not heard” as “silent.” | Model how table headings differ from inference, then use one fresh invented note. |
| 9 | Child names a prior **real observation or invented note** as the source of a limited prediction. A visible card plus optional gentle sound is a multimodal plan. Whether another person notices either signal is **untested** without a suitable, consented check. Do not use a child's hearing as a test. | Ask child to name the earlier source before making a prediction about a fresh classroom signal. |
| 10 | A real gentle tap may produce visible back-and-forth movement and a sound report; child identifies exact observed channel and one fair next question, e.g. same cover with a different gentle action. No fixed sound is required. | Observe a different paper flap with consent; record seen/heard/unknown separately before explaining vibration. |

**Content boundary:** `AC9S2U03` includes bending, twisting, stretching and breaking material into pieces; this pack samples paper folding/twisting/tearing and does not establish behaviour of all materials. `AC9S2U02` requires different sound-making actions and sound energy/vibration; silent model reasoning is preparatory. The main Year 2 pack's existing paper-span test is a separate investigation; do not double-count the same work sample.

**Fresh transfer:** Ask the learner to predict and then observe a *new* safe action on paper: curl a narrow strip around a pencil (adult holds the pencil) or gently tap a different loose paper flap. Keep action, observation and material identity distinct. No child must make or hear sound.

Original teacher key © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).