An adult may read the source text. You can point, speak, draw, place cards, sign, type or use AAC. The courtyard, stock room and people below are made up; the two linked Museums Victoria catalogue notes and Geoscience Australia page are real sources. Do not share a home address or family history. Use the blank source/scale aid when helpful.
Day 11 · Choose a map for a question
Imagine two pictures: A shows a small courtyard's doors and shelves; B shows an outline of a state or territory with broad boundaries. Which helps answer “Where is the courtyard door?” Which might help answer “Where is a state boundary?” Tell one detail each leaves out. Home: invent two different map purposes; no home plan needed.
Day 12 · Name the source
Your teacher shows a Geoscience Australia page about reference maps. Record publisher, page title, date checked, and one question a broad reference map might help answer. Home: use the teacher's source note, not an online account.
Day 13 · Nest three views
Place these fictional model cards inside one another: local courtyard, wider region, state/territory. Which covers a broader area? What real map would you need before naming an actual local place and region? Home: use only the model words or a teacher-approved public map, never a home address.
Day 14 · What was left out?
Two invented materials-area plans: Plan A labels shelves and a wide path; Plan B labels only shelves. A new visitor wants a route, while a stock helper wants shelf names. What can each plan answer? What would you add? Home: draw an imaginary store, not a real household layout.
Day 15 · New source choice
Keep this card closed until your teacher asks. Source 1 is a made-up courtyard sketch with doors and shelves. Source 2 is a dated reference map from a government mapping agency showing state/territory boundaries. Which source could help test a claim about a real state boundary? What can the other source not show? What would you inspect next before giving an actual boundary answer? Home after check: try a different invented question and two source types.
Day 16 · One museum's record
The Museums Victoria catalogue describes handheld devices and barcodes used to record where collection objects were during a move beginning in 2001. Name the publisher, the task this technology helped at that museum, and one question this single record cannot settle about every museum. Home: read or hear the short note; no scanner needed.
Day 17 · Fictional stock record
Imagine an art kit listed on a paper card and in a digital shelf entry. What could each record tell a helper? Mark one fact supported by the Museums Victoria source and one feature we have only invented for this game. Home: make two imaginary stock cards, with no family workplace details.
Day 18 · Two fictional viewpoints
A made-up visitor asks, “Where can I find the kit?” A made-up stock helper asks, “Where should I return it?” Choose a useful field for each. Is a real person's name needed on a public list? Propose a helpful, private record. Home: use pretend people and objects.
Day 19 · Proposal with a reason
For an imaginary class materials store, propose one way to help people find and return items. Say whether your reason comes from the fictional shelf sketch, the museum record, or is a new idea needing a test. Name one effect to check. Home: plan with paper labels only.
Day 20 · New museum-source check
Keep closed until your teacher asks. A different Museums Victoria catalogue record describes a barcode scanner used in that museum's inventory system from 2008 to 2014. Record the publisher, one claim those dates support, and one question they do not answer about all museums. Share one careful sentence beginning “This catalogue record says…”. Home after check: ask an adult how to tell a sourced claim from a guess.