Day
41
Title
A thing with a trail
Question
What would help someone understand where a useful thing begins?
Complete source
Ordinary fictional maker table. Nia has a clean, blunt-edged folded foil card, a drawing of a copper wire inside a lamp, and a sealed clear display of two labelled rocks. The foil package says aluminium; the wire drawing says copper. Nia can see folds in the card. Neither package names a particular mine. F1 describes bauxite as a common ore used to make aluminium through industrial processing. F2 describes copper's use in electrical wiring. These are source facts, not tests Nia performed. Nia wants a little trail label for a visitor who asks, “Is this just something from a shop?” No visitor has replied yet.
Ordinary staff model
One possible ordinary trail: “This card is labelled aluminium. F1 connects aluminium production with bauxite. I can see a fold in this card; I haven't identified a mine or tested it as a food cover.” The object, resource and observed feature are separate parts of the explanation. A copper trail is also legitimate; no particular object choice is the answer.
Moves
- Invite, 3 minutes: put the card and drawing where everyone can view or hear their descriptions. Say, “Pick something you would like to trace. A tiny clue can start a big trail.” Accept pointing, private choice, partner selection or a pass.
- Read, 5 minutes: read the complete fictional table account and F1/F2. Establish package label, provider fact and Nia observation with three different heading cards. Do not ask children to infer an unknown ore from a picture.
- Model, 5 minutes: demonstrate the ordinary foil trail above. Move a visible-fold note to Observation and a mine question to Still open. Explain ore is material from which a useful substance can be obtained; the shop object is not untouched bauxite.
- Try together, 5 minutes: use the copper drawing. Ask which source links it to a useful job and what the drawing cannot show. Have learners offer a question before adding new information. Keep an empty space for an answer not supplied.
- Make, 10–15 minutes: choose one of the three routes. Make a three-part trail with resource/source, useful job, and one open question. A helper may operate or write verbatim; record who chose the explanation.
- Return, 4 minutes: invite one offered clue and one boundary without public grading. Keep the child trail for a later purposeful revision or let the child keep it privately. The evidence note names the actual act, support and source.
Routes
Id
D41-1
Title
Pocket trail
Complete instruction
Fold plain paper into three panels. In panel one put your chosen object or words; panel two records one supplied source fact and its F1/F2 identity; panel three holds your own job or question. Add a separate “I saw” slip only for a feature you actually noticed. Leave a mine location open. The product can be carried to a visitor or kept private.
Id
D41-2
Title
Clue courier
Complete instruction
Take three large heading mats: Source says, I noticed, Still open. Place or direct a helper to place one note on each. Explain one placement aloud, by signing, AAC or pointing then confirming a helper read-back. Walk only if you want; seated delivery uses the same notes. Keep a photo only under local consent, otherwise copy the chosen words.
Id
D41-3
Title
Trail Desk start
Complete instruction
Open the optional blank Resource Trail Desk or its nine-heading paper twin. Enter only Trail name, Source, Resource and Useful job if that is enough today. Open the ordinary source drawer in place; do not import the staff model as your own. Preview is literal words, not an identification or verdict. Leave the other own fields empty until you want them.
Evidence
Look for a named source fact connected to a useful object and an explicitly open location or test. Record actual observation separately; reading a label is not mineral identification.
Next teaching
If source and observation blur, offer C02 and have the child attach the source name to one statement before adding a new observation. If the trail is bounded, offer a second job without requiring a longer paragraph.
Day
42
Title
A resource is not the finished thing
Question
How can one resource be part of a longer making trail?
Complete source
Fictional repair-display notes. Four cards read: bauxite ore; alumina from refining; aluminium metal from smelting; thin aluminium foil from rolling. The cards describe an industrial route from F1; they are not a recipe for children. Another display card says minerals contribute to rocks, following the historical national U02 E3 reference. A labelled composite-rock drawing shows pale and dark components, but does not name them. A red wrapper is nearby and has no material label. The visitor wants to know why the first card and final foil card have different names.
Ordinary staff model
Possible ordinary explanation: “The source trail names several stages. Bauxite is an ore used in making aluminium; foil is a made metal product. The picture's pale and dark parts aren't enough to identify their minerals.” A drawing may model a rock's components without being a specimen or a chemical result.
Moves
- Invite, 3 minutes: ask “Can a shop thing have a long backstory?” Let children choose a card rather than recite industrial vocabulary.
- Read, 5 minutes: read all four source-labelled stages, the rock drawing statement and the unlabelled-wrapper limit. Keep source identity F1 beside the industrial sequence.
- Model, 5 minutes: place the four making cards in their supplied order. Describe refining and smelting as industrial changes, without demonstrating heat, extraction or tasting. Separate a rock-components model from the metal-production trail.
- Try together, 6 minutes: replace the foil picture with a deliberately ordinary paper square and ask whether its presence changes the named industrial route. Return to the actual source rather than guessing from colour.
- Make, 10–15 minutes: build or direct one complete trail through a route. Label it “source-described making trail”; a blank branch marks the mine or exact manufacturer we do not know.
- Return, 4 minutes: ask what was supplied, what was made as a model, and one useful question for the display. Give vocabulary support only after recording the child's initial meaning.
Routes
Id
D42-1
Title
Stage concertina
Complete instruction
Use four large paper cards headed Bauxite ore, Alumina, Aluminium metal, Foil product. Arrange the source-described order and add arrows labelled industrial processing, then rolling. Write or dictate why the first and last names differ. Add a separate open branch for the manufacturer; do not draw a local mine as if known.
Id
D42-2
Title
Components tray
Complete instruction
Use oversized paper pale/dark tiles in a rock outline; do not use loose powdered minerals. Explain that this is a model of components, not an identification key. Next to it make the separate four-stage making trail. Point to one difference between showing components and showing manufacturing stages.
Id
D42-3
Title
Caption repair
Complete instruction
In Trail Desk or on paper, enter your own resource label and explanation after reading F1 in place. Preview your literal caption. Compare it with a plain caption “Same thing all the way” supplied as an ordinary discussion card; explain what you would clarify. Keep a version only by explicit choice; no automatic rewritten caption appears.
Evidence
A purposeful distinction between source resource and manufactured product; an explicitly labelled model. Recognising a diagram alone does not prove observation of real components.
Next teaching
If order dominates meaning, use C03 and ask for one source-supported name at the beginning and end. If meaning is secure, discuss an unknown material without inventing its production history.
Day
43
Title
Properties doing a job
Question
Why is a property useful for a particular job?
Complete source
Ordinary fictional pop-up workshop. Mina makes a foldable aluminium backdrop for a puppet scene; the labelled foil bends into a curve. A separate diagram shows a copper electrical wire in a reading lamp. F2 describes copper as a good electrical conductor and links this property to wiring. F1 describes aluminium foil as thin rolled aluminium. No child is asked to handle electricity or prove conductivity. Mina's curved backdrop stands only in the supplied drawing. Its strength, heat performance and suitability for outdoor weather have not been measured.
Ordinary staff model
A possible ordinary link is “The labelled foil can be folded into the curve shown, so the supplied bending observation matters for Mina's backdrop job.” Another is “F2 links copper's conduction to electrical wiring; our drawing did not test it.” A property-to-job explanation is more useful than calling one material best for everything.
Moves
- Invite, 3 minutes: offer puppet backdrop or lamp clue as a job choice. Ask what each maker needs; no person has to perform publicly.
- Read, 5 minutes: read the complete workshop and facts. Say aloud which property is a supplied observation and which is a provider-described property.
- Model, 5 minutes: join job, property and evidence using the backdrop account. Keep “works outdoors” on an open card. Show that a useful property link can be conditional.
- Try together, 5 minutes: choose a different job, a bendable name-card holder. Decide what the bending record might support and what strength still needs checking. This is reasoning from a record, not a strength test.
- Make, 12 minutes: follow one route. Use one job, one relevant property and one evidence boundary. Children may choose a quiet prop, a short spoken note or a caption.
- Return, 4 minutes: let a partner or adult point to the supporting record if they actually do so. Record imagined feedback as imagined, not as a successful user test.
Routes
Id
D43-1
Title
Puppet-maker note
Complete instruction
Make a paper puppet-scene plan with a curved-backdrop sketch and a property note drawn from the supplied foil account. Include one question about whether the actual prop will stand. You may make a safe paper prop, but its observed behaviour belongs to paper, not to aluminium by transfer.
Id
D43-2
Title
Job and clue duet
Complete instruction
One person chooses a job card, another reads the complete relevant source. Join them with an explanation by voice, AAC or a two-card sentence. Swap roles only if wanted. Use a helper's quiet reading instead of electrical or noisy equipment. Retain the property/source distinction in the record.
Id
D43-3
Title
Purpose preview
Complete instruction
Use the Desk or paper twin to write your own Useful job, Recorded property, Explanation and Evidence boundary. Choose the Claim view to check whether the property actually supports the chosen job. Its display is an organising view, not a recommendation engine.
Evidence
A specific relevant property–use relationship and a bounded source attribution; a general “metal is good” is not equivalent to that relationship.
Next teaching
For a property named without a job, use C05's quiet sign-making task. For an unsupported performance claim, use C06's model-only flag, then invite one further question.
Day
44
Title
Soil has several jobs
Question
What can soil support besides holding a plant upright?
Complete source
Ordinary fictional balcony club. A sealed display sketch shows crumbly material, a leaf piece and spaces; no living animal is shown. A source card F3 describes soils as habitats for organisms, supporting plants and regulating water. These general soil roles come from USDA NRCS, not from the sketch proving local performance. A second source card F4 describes CSIRO's Chameleon system as using soil-water information to help irrigation decisions. The club wants three short labels for a soil display: plant support, habitat, and water. Nobody has tested drinking-water safety or sampled the balcony soil.
Ordinary staff model
Possible ordinary label: “Soils can provide habitat; F3 describes this role. This sketch doesn't show which organisms live in our pot.” A different useful label links soil water to a decision to investigate watering, rather than guaranteeing that any soil cleans water enough to drink.
Moves
- Invite, 3 minutes: offer a three-door soil display. Let each child choose plants, organisms or water as a door to open.
- Read, 6 minutes: read all source cards and the full sketch description. Explain habitat as a place where an organism can live. Keep general roles distinct from particular specimens.
- Model, 5 minutes: make the habitat label above and leave the organism identity blank. Show a water-role card with an open local-testing question rather than a clean-water promise.
- Try together, 5 minutes: use a supplied imagined “a leaf proves there are worms” sentence. Ask what the sketch actually shows and whether the leaf identifies an organism. Revise the claim through source and observation, without shaming guesses.
- Make, 12 minutes: choose a route and make two role labels with at least one boundary. A school may later add a reviewed safe local observation; this activity does not require digging or handling soil.
- Return, 4 minutes: ask which question would help make the display more useful. Distinguish an observed feature, source role and proposed investigation in the evidence note.
Routes
Id
D44-1
Title
Three-door booklet
Complete instruction
Fold three paper flaps headed Plant, Habitat, Water. Under two chosen flaps, give an F3-linked role in your own words and leave a question about the actual pot. Keep living-animal drawings labelled imaginary if no animal was observed. No soil or water collection is required.
Id
D44-2
Title
Quiet habitat map
Complete instruction
Arrange large paper tokens for leaf piece, space and unknown organism around the complete fictional display description. Explain one possible habitat role and one missing observation with pointing/AAC or a helper read-back. The map is a communication model, not a biological survey.
Id
D44-3
Title
Role trail
Complete instruction
Use Desk or paper to make a soil trail for the balcony-club reader. Enter source F3 and your chosen role. In the Reader view check that the next question follows from what remains unknown. You can leave a second role for tomorrow; length is not the criterion.
Evidence
Soil-role breadth tied to a source with a genuine specimen-level boundary. No organism, nutrient, water-quality or local-growth result is credited from a picture.
Next teaching
If the child thinks “no organism drawn” proves no habitat, read the complete C08 sealed-soil-view card and accompanying F3 habitat role. Model the distinction between no worm visible in this one supplied view and the general soil-habitat role; this view does not establish which organisms live there. Then invite a caption or a relevant further observation question. No empty-shelf analogue or organism survey is supplied.
Day
45
Title
A clue before another clue
Question
What can you show before the next source changes the job?
Complete source
Ordinary fictional museum-button display. A source label says minerals are components of rocks; a drawing has two differently coloured component areas. A visitor wants to understand that relationship without guessing names. A sealed label on a separate metal token is unreadable. No later source, assessment key or hidden material identity is contained here. This is ordinary practice if a held first task is declined or prerequisites are not yet available.
Ordinary staff model
Possible ordinary explanation: “The drawing models components of a rock. The source describes minerals as rock components, but the colours alone don't name the minerals. The token's resource is still open.” This ordinary museum practice is not a response to any held A/B/C/D prompt.
Moves
- Invite, 3 minutes: offer ordinary museum work or one eligible first held family. Say, “You can show one idea, ask for help, or choose a different job.” There is no check quota.
- Prepare, 5 minutes: for an assessment first, confirm teaching prerequisites, intended support/mode and that its corresponding later source and staff possibilities have not been seen. For ordinary work read the full museum account.
- Model ordinary only, 5 minutes: show the museum explanation if doing ordinary practice. Do not model a held response before capturing or declining that response. Assessment pages show only neutral source and four prompts.
- Work, 10–15 minutes: choose one route. Capture the actual child's own response, decline or request, source identity, support and observable acts. A helper repeats or scribes without completing the reasoning.
- Respond, 5 minutes: after first capture use its matched component-specific teaching account if useful. Keep the separate later source for a later genuine opportunity; do not reveal it merely because first work was short.
- Return, 4 minutes: retain a child-controlled ordinary product or locally permitted first record. Mark offered/declined/observed individually; do not claim completion of an annual achievement standard.
Routes
Id
D45-1
Title
Museum mini-label
Complete instruction
Choose the ordinary museum display. Make a rock-components caption and an open token question on paper. Your drawing can be stylised, tactile or described aloud. Keep material identity and colour as different ideas; no held source is needed.
Id
D45-2
Title
Own-source first check
Complete instruction
With the adult's agreed eligible first family, open its complete neutral source in place and answer any of its four exact prompts on the genuinely blank own spaces or its matching paper/AAC record. Close and reopen the source as needed while keeping your words. This is an individual opportunity, not a race.
Id
D45-3
Title
Private clue rehearsal
Complete instruction
Choose the ordinary museum account and record one explanation with a quiet helper or Trail Desk. Keep a first ordinary version if wanted, then suggest a question that a visitor could ask. Imagined questions remain imagined; no assessment first/later data is created by this rehearsal.
Evidence
Use exact component meaning and actual support records for a held response, or one source-bounded ordinary caption. Decline is not a wrong answer; later exposure cannot be disguised as untouched first work.
Next teaching
Select only the relevant one of the 32 unrelated teaching-next lessons after actual need; invite the learner back with a new ordinary job. A later assessment is optional and follows actual prerequisites.
Day
46
Title
Ask first, record afterwards
Question
How can we compare a visible feature without secretly changing the question?
Complete source
Ordinary fictional storeroom plan. Two labelled rock-display silhouettes, S and T, lie beside a printed centimetre scale. S spans 0–4 cm and T spans 0–6 cm on the supplied diagram. The plan asks, “Which labelled silhouette has the longer base in this drawing?” The same scale, left-edge zero convention and base direction are used. A sealed display cannot be scratched or opened. The supplied readings are retrospective: they are not children's prior predictions or measurements of actual rocks. A separate optional classroom job uses two large plain paper rectangles, chosen by the adult, to practise a real ruler procedure.
Ordinary staff model
Possible ordinary reading: “T is 6 cm and S is 4 cm on this diagram, so T's drawn base is longer by 2 cm. This doesn't tell me hardness or the size of a real rock.” Before a new actual paper comparison, a child can predict from visible bases, then record the result separately after using a familiar ruler.
Moves
- Invite, 3 minutes: choose the drawing-reading job or actual plain-paper measuring job. Explain that the two jobs make different evidence.
- Read and question, 5 minutes: read the complete plan. Locate the exact base feature and unit. Ask children what the question is before they read the numbers; the supplied diagram is never described as an unseen future result.
- Model, 5 minutes: align zero with a paper edge using a familiar ruler; describe endpoint and centimetre interval. For diagram work point to the printed 0–4 and 0–6 spans without calling that real-rock instrument use.
- Plan together, 6 minutes: for actual paper work write question, visible-clue prediction, procedure, matched ruler/orientation, and a safe stop. The child states a prediction before measuring; an adult-operated ruler is recorded as adult operation.
- Do and record, 12 minutes: follow one route. Make a small table labelled Source and unit. In actual paper work keep every reading as obtained, including uncertain alignment; never replace it with the fictional diagram result.
- Return, 5 minutes: explain one comparison and a boundary. Ask whether a different base direction or scale would still answer the same question. Keep plans and outcomes distinct.
Routes
Id
D46-1
Title
Scale reader
Complete instruction
Use the full fictional drawing description and record S and T's supplied base spans in a two-row cm table. Make a comparison for the drawing only. If printed at another size, the supplied labels still describe the drawing record; do not infer real dimensions from page size.
Id
D46-2
Title
Ruler crew
Complete instruction
On an adult-approved clear desk use two large paper rectangles and a familiar centimetre ruler. Say or record a visible-clue prediction before measuring. Align zero, read the base endpoint and record actual readings with the helper's role. Compare only this feature of these paper pieces; no rock test is implied.
Id
D46-3
Title
Question-first Desk
Complete instruction
In Desk or paper use Next question and Evidence/boundary to keep a proposed paper comparison distinct from any supplied record. Enter actual readings only if obtained; choose Source view to keep diagram and actual-paper provenance separate. Preview does not produce a measurement.
Evidence
Question/prediction/procedure/outcome chronology; correct diagram units. Actual I03 instrument-use evidence requires actual child operation/reading, not a click or supplied-number copy.
Next teaching
For tick-counting, offer C11's interval walk. For a comparison without a boundary, offer C12's drawn-package question. Real measurement practice can be repeated with a different paper pair without altering the held source.
Day
47
Title
Make the record tell its story
Question
What can a small table and graph show without promising too much?
Complete source
Ordinary fictional town-display record, not real local soil data. The same described spoon size, 20 mL water addition, filter setup and 2-minute collection window were used for samples labelled R and S. Collected-water entries in mL are R: 6, 8, 7; S: 12, 10, 11. Six separate trials are shown. The notebook does not record plant growth, drinking-water quality, organism counts or long-term field conditions. The display reader asks how much was collected in each recorded trial, not which soil is always best. The adult can use the supplied record without conducting this physical procedure.
Ordinary staff model
Possible ordinary account: “These six supplied collected-water records put R at 6–8 mL and S at 10–12 mL. The R entries are lower in this setup. This is not a plant-growth or drinking-water result.” A one-trial column graph must label the selected trial rather than silently pretending to represent an average.
Moves
- Invite, 3 minutes: offer a notebook repair or a gallery-column job. Say, “Let's make the record useful to someone else.”
- Read, 6 minutes: read every trial and matched condition. Explain collected water as the measured output named in this record. It does not equal everything water does in soil.
- Model, 5 minutes: organise all six entries in Sample, Trial, Collected water/mL columns. Model a graph for Trial1 only with zero baseline, equal 2 mL intervals and columns at 6 and 12; label the selection.
- Try together, 6 minutes: read Trial2 and compare with Trial1. Notice that selecting a trial changes particular values without altering the complete table. Ask what missing evidence would address plants or field soil.
- Make, 12–15 minutes: choose a route. Keep all six table records available and identify any graph subset clearly. A paper token column is a model of supplied quantities, not a conducted soil experiment.
- Return, 5 minutes: ask the reader to trace one column back to its sample/trial/number. If no reader participates, record a self-check rather than inventing peer agreement.
Routes
Id
D47-1
Title
Notebook rescue
Complete instruction
Make the complete six-row table from the supplied record. Circle or mark the trial you want a reader to inspect. Add an explanation of what was collected and one question the notebook cannot answer. Use raised lines/large labels or helper scribing without dropping sample or unit.
Id
D47-2
Title
Column studio
Complete instruction
Build two columns for one named trial using oversized paper units representing 2 mL each, or draw a scale from zero. Label both sample names and the chosen trial. Discuss the all-six table afterwards so the selected pair is not mistaken for the whole study. Keep uncertain interpretations open.
Id
D47-3
Title
Record-lens Desk
Complete instruction
Choose the Desk's explicitly supplied ordinary town record drawer, not a held source. Inspect all six unchanged entries, then consciously select a Trial1/2/3 view. Add your own explanation in the blank fields. The display changes which record is shown; it does not generate soil outcomes or tell you what to write.
Evidence
Faithful complete table, graph subset/unit/scale and a source-limited pattern. Supplied-data organisation can support I04; it does not establish conduct or real instrument use.
Next teaching
For a missing or wrong unit, read complete C13: sample A/trial1 collected8 mL and sample B/trial1 collected12 mL, with no centimetres supplied. Help the child repair Length/cm to Collected water/mL before making a paper graph. For “best soil” or tomato growth from collected-water entries, read the complete C14 P4/Q9 mL garden record and its missing-growth question. Offer actual safe paper graph construction and a source-bound explanation; do not relabel these water entries as parcel lengths.
Day
48
Title
A useful explanation changes a decision
Question
How can information help with a need while leaving the next result open?
Complete source
Ordinary fictional irrigation-story board. In this imagined garden only, a recorder code says BLUE = more water than this plan needs now; GREEN = enough for this plan now; RED = less than this plan needs now. At 09:00 bed L is BLUE and bed M is RED. Tomorrow is empty. The agreed fictional plan says pause adding water at BLUE and review/add the planned amount at RED with the supervising adult. This is not a calibrated local sensor or a rule for real plant care. F4 independently describes CSIRO's Chameleon research as helping farmers interpret soil water at different depths to make decisions; its page was last updated in 2022, not a 2026 result tally.
Ordinary staff model
Possible ordinary explanation: “The fictional code makes the BLUE bed's current entry a reason to pause under this plan. We still need the next entry before saying what happened later.” F4 illustrates people linking information and decisions; the imagined class board is not CSIRO's device or data.
Moves
- Invite, 3 minutes: choose a “help the garden-plan reader” job. No watering of a real plant is required.
- Read, 6 minutes: read the full code, two records, plan and empty tomorrow. Read the short F4 paraphrase separately, keeping its provider, country context and 2022 publication status visible.
- Model, 5 minutes: join L's supplied code to the supplied plan. Leave the tomorrow field blank and explain why following a plan is not proof of a successful result.
- Try together, 6 minutes: use M instead. Ask how the information changes the proposed action and what further record would be useful. Accept different purpose-linked questions without inventing a forecast.
- Make, 12 minutes: choose a decision-flap, quiet briefing or Desk route. Separate code, evidence, explanation, need and next question in a purposeful product.
- Return, 5 minutes: compare two explanations if real partners participate. A quoted fictional second view can be analysed, but mark it fictional; no peer-comparison claim is earned merely by reading it.
Routes
Id
D48-1
Title
Garden-plan flap
Complete instruction
Make a two-panel flap with today's fictional L or M code and your own explanation for the supplied plan. The second panel is “Next record still open”. Put your own question there rather than an invented tomorrow colour. Keep the complete code beside the flap.
Id
D48-2
Title
Quiet briefing
Complete instruction
Use four large headings: Code, Record, Plan, Next question. Explain or direct a helper through one bed's entries by spoken words, signing, AAC or pointing plus read-back. An adult may be the intended reader. This is a planning explanation, not irrigation advice for the actual school.
Id
D48-3
Title
Evidence trail
Complete instruction
In Desk or paper make your own evidence→explanation→need trail with the complete fictional board drawer in place. Compare Source and Reader views to check attribution and audience. A manual record selection cannot create a sensor reading or a successful crop.
Evidence
A particular data-to-explanation-to-need chain, with fictional versus provider evidence and future result distinct. No physical sensor or local agronomic credit from the supplied board.
Next teaching
If action is asserted without code, offer C15's library signal record. If a forecast is invented, offer C16's transport-display next-record lesson. Later held D remains separate.
Day
49
Title
Make it useful for your reader
Question
What would someone be able to do with your trail?
Complete source
Ordinary fictional community-show preparation. Sami chooses a foil making trail for a younger reader, a soil-role door for a family visitor, or a copper-wire fact card for a repair-display reader. The brief asks for one source-labelled resource explanation, one visible or supplied property clue with its provenance, and one open question. A pretend reader note says “I can't tell which bit you saw.” This note is fictional feedback, not a child-tested outcome. A real invited adult or peer may give different feedback or none.
Ordinary staff model
Possible ordinary revision: “F1 names the aluminium-making route. I observed the fold in our card; I did not observe ore processing.” The added provenance phrase responds to the pretend note. A different chosen reader may need larger labels or an oral explanation instead of more text.
Moves
- Invite, 3 minutes: let learners choose who the trail is for and whether to share publicly, privately or only with a helper.
- Read, 5 minutes: read the complete brief and fictional reader note. Return to the relevant full ordinary source/F card, not a slogan or cropped picture.
- Model, 5 minutes: revise an ordinary foil caption for the missing provenance. Label the version before and after, and identify the reason; do not claim a real reader liked it.
- Try together, 5 minutes: ask what a younger reader might need to understand a soil habitat role. Distinguish your prediction about their need from feedback actually obtained.
- Make, 15–20 minutes: follow one route. Keep two own versions if wanted, compare a chosen difference and record keep/change/open with a reason. In paper work cross out or annotate only by owner choice.
- Return, 5 minutes: invite a real reader's question if available and wanted. Preserve exact attribution and support; a private or incomplete product remains a legitimate learning opportunity.
Routes
Id
D49-1
Title
Trail gallery
Complete instruction
Make a small paper gallery card for your chosen object/role. Add source identity, clue provenance, use/importance and an open question. Use a mini-book, flap or large display label. Invite one reader only if you want; leave reader feedback empty if none occurred.
Id
D49-2
Title
Access designer
Complete instruction
Offer the same explanation as large tactile heading cards, a signed/spoken/AAC briefing or a helper-read script. Ask an actual reader what they need if they participate; otherwise label the proposed access choice as your design choice. Keep the science relationship when changing format.
Id
D49-3
Title
Two-version compare
Complete instruction
Use the Desk or paper twin to keep two explicitly chosen own versions. Choose them by their distinct labels in the comparison columns. Inspect one change in Source/Claim/Reader views, then enter your own reason. No automatic quality score or assistant suggestion appears.
Evidence
Purpose/audience, faithful provenance and reasoned owner-chosen revision. Format choice is not a diagnosis or guaranteed success; real feedback requires a real participant.
Next teaching
For a source-hidden revision use C17. For feedback assumed from silence use C18. Offer one targeted revision rather than remaking the whole product or revealing an unrelated held key.
Day
50
Title
Keep a trail, open a new question
Question
What will you keep, change or investigate next?
Complete source
Ordinary fictional end-of-show folio. Kit has a resource trail version1 and version2, both made from the ordinary F1/F2/F3 sources. A folio slip asks for the source supporting one explanation, a selected change or deliberate kept feature, and a question that needs new evidence. There is no claim that every Earth resource, every national description or a real visitor outcome has been demonstrated. An eligible corresponding held later family can be offered separately after actual first capture/decline and teaching; it is not part of Kit's ordinary folio source.
Ordinary staff model
Possible ordinary reflection: “I kept the foil route but added that the fold was my observation. My source doesn't name the mine; I could ask an adult to check a specific maker's public record.” This is a supported plan, not a verified manufacturer result. Keeping a useful feature with a reason is as legitimate as changing it.
Moves
- Invite, 3 minutes: offer private folio, shared mini-tour or an eligible later check. Say “You can keep something useful and leave something to find out.”
- Read, 5 minutes: read Kit's complete ordinary account. For a held later task verify first exposure/status/support and its own prerequisites; do not substitute an ordinary product for an untouched assessment response.
- Model ordinary only, 5 minutes: show Kit's reflection. Separate a next question from a completed search or test. Keep staff keys away from later own-response pages until capture or decline.
- Work, 15 minutes: choose a route and make one reasoned keep/change/open decision. For held later work use only its own complete neutral source/four exact prompts and blank spaces.
- Review, 5 minutes: after capture choose a matched unrelated next lesson or an ordinary next project from actual observed need. Record source, mode, child choices, support, actual operations and open evidence precisely.
- Return, 5 minutes: let owners take or copy their paper/words manually. Explain the optional Desk is memory-only; finishing the learning conversation does not silently erase a paper product or send work anywhere.
Routes
Id
D50-1
Title
Pocket folio
Complete instruction
Put your chosen trail and a keep/change/open reason in a paper folder or brief oral/AAC record. Add one source-backed statement and one proposed next question. A helper reads your record back for you to confirm. Do not fill a future result box just to finish the page.
Id
D50-2
Title
Later own-source
Complete instruction
If eligible and wanted, use the matching held later family's same-page complete source disclosure and four empty own spaces or exact paper mat. A helper repeats the neutral wording. Record the actual response before staff discussion; taking longer or declining changes no annual grade.
Id
D50-3
Title
Desk wrap-up
Complete instruction
Inspect your current words and up to two chosen kept versions. Decide what you want to manually record on paper before leaving. Clear current and Start another job need confirmation when they would destroy words; cancel/Escape retain them. Choosing to leave still discards memory-only drafts. Your final reflection is your own, not an automatic summary.
Evidence
Exact own evidence, reason for one decision, genuinely open next question; separately attributed held component opportunities. Ten sessions do not establish full-year attainment.
Next teaching
Use the corresponding full unrelated next lesson for the observed component, or a practical new resource-trail job. A future local-source update requires adult factual/rights/task/model review before child use.