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.
Day
44
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.
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.
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.
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.
Question
What can soil support besides holding a plant upright?
Routes
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
D44-1
Title
Three-door booklet
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
D44-2
Title
Quiet habitat map
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.
Id
D44-3
Title
Role trail
Title
Soil has several jobs