# Year 3 Science · teacher-only checks and next moves

Keep this separate from learner cards. Capture `exact action/words | source or actual mode | help offered | next move` without identifiable child data in this public pack. These short checks are formative, not a full achievement-standard judgement. Score 2 for independent evidence with access available, 1 after a model/prompt, 0 for not yet evidenced; **not assessed** if access, approval or opportunity was unavailable. Do not mark planning as an actual experiment, bodily movement, shared drama, sounded music or media-tool use. Recheck with the fresh task below.

| Day | Observable check / acceptable response | If not yet, teach and recheck | Evidence limit |
| ---: | --- | --- | --- |
| 11 | R and S may differ in visible grain or colour; no mineral name, hardness or origin follows from looking through a bag. | Model observation versus inference with a new sealed object, then repeat one comparison. | A drawn or photographed model is not direct observation of a real rock. |
| 12 | A fair plan holds light, distance and bag condition consistent while comparing R with S; it does not prove composition. | Use two new picture cards and have the learner place one variable at a time into same/change columns. | Record actual route only. |
| 13 | Record a number with cm and the start edge. The bag can add length or shift the view, so the estimate is bounded. | Rehearse zero alignment on a new paper strip, then remeasure without opening a bag. | Record actual route only. |
| 14 | R and T share ‘large visible grains’ in these invented notes. A grain description alone does not establish mineral identity. | Give three fresh notes including one missing feature; ask learner to sort only known data. | Practice data are invented and must not be presented as a real result. |
| 15 | Different viewing distance is a plausible cause, not proved. A repeat at the same distance is needed before a conclusion. | Offer a new disagreement caused by different lighting and ask for one controlled repeat. | These observer records are fictional; do not score them as actual class data. |
| 16 | 25 − 24 = 1°C. Numbers alone do not show where heat came from or that a real bottle warmed. | Use a fresh 21°C to 23°C fictional record and ask for change versus cause. | The record is fictional. Claim about heat source remains a hypothesis. |
| 17 | Hold bottle type/time/read method alike, change approved location, record temperature with a scaled instrument if actually run. No causal conclusion from a plan alone. | Rebuild plan with a different start time and ask what to keep equal. | Paper planning does not show observed transfer or measured temperature. |
| 18 | For the model, 24°C at minute 4 is greatest. Bars must be aligned with 22, 23 and 24, not invented lengths. | Use model 19, 21, 20°C and check graph labels before interpreting peak. | Model graph cannot be counted as real instrument use; note actual route. |
| 19 | A increased 2°C; B did not change. Without recorded conditions, the data cannot establish why A changed. | Offer a fresh pair 20→21 and 21→21°C; ask what a controlled comparison needs. | Do not infer a cause from these invented numbers. |
| 20 | The fictional cupboard record stays 24°C, shelf rises 2°C. The note may suggest checking the cupboard, but cannot certify safe storage. | Give new readings with both settings rising; have learner revise choice and identify missing product guidance. | Fictional data cannot set a real safety or storage policy. |

**Fresh transfer:** Day 20 uses a new situation within its subject. After a miss, use the named *different* scenario in the third column rather than rehearsing the same answer. Record support and a future teaching action. A specialist/local educator should review these prompts and each learner's current pathway before classroom use.

Original SubjectNest cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes.