Staff copy. Keep this separate from learner cards. Record I independent, P after a specific science prompt, R repair needed, or N not yet observed; add the actual response and support route. A spoken/tactile response can be independent. A paper record can demonstrate interpretation, not actual sky observation. Real shadow work requires date/time/object/place/consistent unit and school-approved safety.
| Day | Evidence to look for / key | Exact next move |
|---|---|---|
| 11 | Earth called a planet; model dot faces/turns away from fixed Sun card; learner names model limit. | If child says paper proves today's weather or Moon position, ask them to point to the missing part of the model and label it. |
| 12 | One safe ground shadow mark with object/date/time/unit, or a clearly invented record. | If time/object missing, add labelled blanks and resample later; one mark is not a trend. |
| 13 | Earlier/later ordered; in shared model 9:00 = 4, 12:00 = 2, 15:00 = 5 paper units. Any correct pairwise comparison. | If different objects/units are mixed, hold one fixed strip and ask what must remain the same. |
| 14 | A = observation report (stronger with object/place/date), B = model action, C = prediction. | If prediction treated as observation, place “not yet happened” beside it and invite a test plan. |
| 15 | Fresh record: 8:30 before 11:30; 3 units shorter than 6 by 3 units; invented, cannot prove what happens every day. | If child says “always”, ask how many days were supplied. If length order reversed, lay two tactile strips side by side. |
| 16 | Different object size could explain length; plan one fixed object, same unit, different recorded times. | If time and object both change, circle two variables and ask which one the question tests. |
| 17 | Testable real-site question and explicit limit: a drawn shadow outline cannot certify UV safety or all-day shade. | If child declares a bench safe, ask for a dated real observation and appropriate school sun-safety policy. |
| 18 | Child states that from Earth the Sun appears to change position as Earth turns; labels paper frames model. | If child says the Sun physically orbits Earth each day, compare the fixed Sun card with the rotating Earth dot. |
| 19 | Shared invented record supports only its three listed times; “always” unsupported. Proposal asks for repeated actual observations. | Underline one over-strong word and ask what evidence would justify it. |
| 20 | Note A = invented observation-style record; 14:00's 4 units exceed 10:00's 3 by 1; B = paper model action; next safe same-object observation on another dated day, no direct Sun gaze. | If notes are merged, sort them into “record” and “model” pockets, then ask what a real follow-up would require. |
Coverage limit: These are short samples of AC9S2U01 and inquiry practices. Model reasoning cannot show a child's actual observation of sky patterns, and two invented notes cannot establish a real repeating pattern. A real learning judgement needs multiple observed/sourced instances, teacher feedback and the locally adopted curriculum.