Choose how to respond: speak, sign, use AAC, point, draw, move, make or direct an adult as the task allows. You can ask for a quiet/private route. Nobody needs to tell us about their home, body, identity or personal experiences. The original print mat and complete text route are optional. Your teacher will tell you whether a card uses real observation, an invented model or a plan only. Keep that label with your work.
Day 11 — The closed rock window
Look through the closed bags at samples R and S. Describe three visible features of each. Mark your guess about a difference as a prediction. What is still unknown? If you have drawings instead, write MODEL.
Choose a route: Say and point; draw a two-column sketch; dictate labels to an adult.
Show: Name one observed similarity, one difference and one thing the closed bag cannot tell us.
Home/low-material: Use two household-safe objects in closed clear containers; label these an analogy, not rock evidence.
Day 12 — One question, one change
You want to compare how light or dark R and S look. Plan a fair view: what stays the same about light, distance and bag? What one thing changes? Use the paper tokens if useful.
Choose a route: Move paper tokens for the variables; speak the plan; draw a same/change table.
Show: Explain why moving both the sample and lamp would make the comparison harder.
Home/low-material: Use a window-side paper model of equal viewing distances; no rock collecting needed.
Day 13 — A source with a scale
Measure the visible longest span of the sealed sample or its bag with a ruler. Start at zero and record two whole-centimetre readings. Name exactly what object you measured.
Choose a route: Read the ruler visually; use a tactile raised-centimetre ruler; direct an adult to line up zero.
Show: Report both readings and say why this is not the bare rock's exact length.
Home/low-material: Measure a closed household object or paper shape and name that object accurately.
Day 14 — Make the observations sortable
These are invented notes: R—large visible grains; S—fine visible grains; T—large visible grains. Make a table, group the matching notes and leave unknown details as unknown. Write MODEL.
Choose a route: Use large print table; movable textured labels; dictate cells.
Show: Say the pattern and one reason it cannot identify the rocks.
Home/low-material: Sort three made-up notes with pencil boxes; no physical samples required.
Day 15 — A second observer
Two invented observers disagree about R: Jo saw large visible grains from arm's length; Min saw fine grains close to the page. What would you keep the same in a repeat check? Do not decide who is correct yet.
Choose a route: Role cards; oral comparison; tactile position tokens on a distance line.
Show: Give a cautious conclusion and a further question.
Home/low-material: Use two adult voices or two written notes about an invented object.
Day 16 — Warmth is a transfer question
This invented record says a sealed bottle was 24°C at 0 minutes and 25°C at 2 minutes. What changed? What question would you ask about the cause? Write MODEL.
Choose a route: Use number line; adult-read numbers; move one tactile marker from 24 to 25.
Show: Say ‘temperature increased by 1°C in the record’; add one testable follow-up question.
Home/low-material: Read the paper record. Do not create a household heat experiment.
Day 17 — Plan a safe temperature check
Plan an adult-managed comparison of two sealed bottles. Choose what stays the same, what changes, when an adult reads a scaled thermometer and how everyone stays safe. A plan is enough today.
Choose a route: Arrange sequence cards; explain verbally; point to thermometer drawing.
Show: Name the safety boundary and one thing that would make the test unfair.
Home/low-material: Use the paper plan only; never ask a family to use hot water or appliances.
Day 18 — Read a real or model scale honestly
If the teacher has approved real readings, label them REAL. Otherwise use MODEL: 0 minutes—22°C; 2 minutes—23°C; 4 minutes—24°C. Make a table and simple labelled column graph. Which is greatest?
Choose a route: Large scale and high contrast; tactile number tiles; adult transcription directed by learner.
Show: Point to the greatest reading and read its time and units aloud or by AAC.
Home/low-material: Use the model numbers with paper blocks and still mark MODEL.
Day 19 — Compare before concluding
Invented records over four minutes: A 22→24°C; B 22→22°C. Work out both changes. What can you compare, and what information is missing before you explain why? Write MODEL.
Choose a route: Counters on a number line; two spoken sentences; table annotations.
Show: State a limited conclusion and one missing detail for a fair explanation.
Home/low-material: Use paper arrows for both changes and name one missing condition.
Day 20 — Explain with an evidence boundary
A pretend art material box has two invented records over four minutes: shelf 24→26°C; cupboard 24→24°C. Write a short note with data, a cautious idea and what a real school would need to check. Write MODEL.
Choose a route: Three sentence frames; voice note on school-approved offline device only; AAC or drawing plus explanation.
Show: Present to a chosen adult/partner privately; distinguish paper model from a real school decision.
Home/low-material: Tell an adult with the paper data; no home materials needed.
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