Complete supplied source
Entirely made-up bus stop. Committee record M1, 2011: waiting passengers had asked for cover because rain reached their waiting seats. Work record M2, 2012: designer Uma drew a roof plan; builders erected that roof over the existing seats in response to M1. Driver record M3, 2013: on one wet morning she saw three passengers waiting under the roof. A passenger's note M4 says “My seat was dry that morning.” No survey of all passengers, all-weather test or later condition is included.
Question-specific criteria, examples and next teaching
1. Why does the work record say the roof was added? Show the clue.
Passenger request for cover/rain reaching seats, M1→M2 stated response. Next: unrelated invented garden minute says visitors requested a rest seat because there was nowhere to sit; work note says team installed one in response. Connect explicit concern/action rather than sequence alone.
2. Who planned it and who built it? Tell what each did.
Uma draws plan; builders erect roof; no payment/background/sole-credit guess. Next: unrelated invented exhibit record says Dea writes a caption, print shop prints it, volunteer Arun attaches it; match exact actions to actors.
3. What happened afterwards in M3 and M4? Say whose information you are using.
Driver reports three waiting under roof; passenger reports own dry seat that morning, correctly attributed. Seeing people under a roof is not itself a measurement of every dry seat. Next: invented hall report says caretaker saw two people use a bench; one visitor said the bench felt comfortable. Separate observed action from stated experience.
4. Can these notes show that every passenger stayed dry on every rainy day? What would you still need to find out?
No universal result: restricted time/people; fitting later observations/attributed wider reports could help, not a made-up all-weather result. Next: invented skate-room note reports one dry bag on one morning; repair “all bags always dry” while retaining that reported instance.
Eligibility
After Days 15–16 explicit cause/action/effect and contribution teaching. Practical participation is not required; fictional interpretation is not actual local bus-stop evidence.
These are formative original component criteria, not automatic A–E conversions. Accept justified source-bound alternatives without requiring model wording. Preserve the actual response, support and first/later interval/exposure.
Source · Empty own work · Capture and next teaching.
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