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Day 11 — Ask what changedYear 3 HASS · T1 W3–4 · Teacher · Teacher / Day 11

Purpose/codes: Develop a question that can guide a small community-change enquiry; K01/S01/S02. A question alone does not establish a cause or local history. Prepare: O11 before/after cards, question strips and a blank source pocket. Child start: “Pick a clue. What would you like to find out?”

1. Invite, 3 min: Read O11: “INVENTED Bell Room note, 2009: visitors borrowed games at a desk. INVENTED Bell Room note, 2018: games were also placed on an open shelf.” Ask what changed and what stayed in both records. Do not claim these are photographs or observations.
2. Model, 6 min: Say “The notes show a new shelf option. They do not tell us why it was added. My question is: Why was the shelf added?” Contrast “Was it amazing?” with a question that a record/interview might help answer.
3. Guided enquiry, 10 min: Children match a question to a source possibility: dated room records could establish when; an attributed planning record could support why; one unrelated weather chart supplies neither. Make a small question/source pair. Adult reads full notes without filling the child's question.
4. Choose, 10 min: Use one route below. Keep an unanswered question visibly open. An optional elaboration asks a second probing question, not a longer mandatory paragraph.
5. Check, 4 min: Ask privately “What do you want to find out, and which clue led you there?” Capture the actual question and clue, not completion ticks.
6. Next, 2 min: If the child merely repeats “things changed”, use an unrelated invented 2004/2014 bus-stop note with one new shelter, then help identify one specific change before asking a fresh question. If sound, ask what a fitting source would contain.

Three mechanisms: (a) Question detective: place question cards beside O11 and reject one the notes cannot answer; explain why. (b) Director's freeze frames: draw/direct two desk-and-shelf frames, pause on the new feature and dictate a question; performance is optional. (c) Source pocket: construct a paper pocket with one evidence clue on the front and a question tucked inside; a private reader separates clue from question.

Observation: Specific enquiry/question with an actual source clue. Do not count a teacher-supplied question as independently developed.

Short child start · Ordinary note · Home start · Extra project.

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