Pick the response route that helps you show your own idea: speak, sign, use AAC, point, draw, move a paper piece, make, type or direct a trusted adult where the task allows. You may work quietly or pass on public movement, sound, filming and sharing. The teacher will say when a card is REAL, MODEL, PLAN, or an actual PERFORMANCE/PROGRAM RUN. Keep that label with your work. These activities do not ask for private home, health, identity or access information. Original source cards and text/tactile aid are available; nothing must be bought.
Day 11 — Ask before you map
Write two investigation questions about H1: one answerable by its labels and one needing another source. Name who could help check the second without asking for anyone's private details.
Choose a route: Question cards; oral/AAC; two-column sketch.
Show: Read one useful question and why the map alone is insufficient.
Home/low-material: Use H1 on paper; no local outing or address required.
Day 12 — Record a source, not a guess
Locate H1's entrance arrow and two baskets; record each feature with source title and date. Compare with H2's written note and mark a question where information is missing.
Choose a route: Trace H1; movable labels; dictate source metadata.
Show: Show one annotated map label and a proper source note.
Home/low-material: Use the fictional sheets only; no real place search.
Day 13 — Map and table tell different things
Find the proposed location of the reading mat on H1 and the three proposal options in H3. Explain why H3 cannot locate a route and H1 cannot show an option's stated cost.
Choose a route: Point between formats; tactile grid; spoken comparison.
Show: Name a useful question each format answers and one it cannot.
Home/low-material: Compare the two printed sources; no web access.
Day 14 — Two readers, two priorities
Sort each note into a source-supported fact about H1 and a preference. Explain how the same planned entrance could lead to different priorities and what evidence would test each concern.
Choose a route: Two voice cards; write F/V labels; partner reads a note.
Show: Name both viewpoints fairly and one shared fact.
Home/low-material: Use the fictional note pair; no personal family opinion requested.
Day 15 — What source is missing?
Choose two missing-source requests: a measured path and a voluntary access test are possibilities. Explain who should authorise real data collection and why no classmate must disclose an access need.
Choose a route: Write a request; arrange evidence tokens; speak a question.
Show: Give one specific source request and one privacy boundary.
Home/low-material: Draft a paper source request only; no contacting anyone.
Day 16 — An invented timeline
Order H5's three notes and build an annotated mini-timeline. Explain the documented change in the invented plan and name one thing the timeline cannot explain about why it changed.
Choose a route: Move date cards; draw line; dictate a timeline caption.
Show: Point to earliest/latest and cite the exact note for the change.
Home/low-material: Use H5 cards at home; do not research a family or place.
Day 17 — A proposal table needs a key
Read H3's stated columns and identify which cells have clear units. Compare two proposal viewpoints without deciding from an unlabeled number. Add a question for the author of H3.
Choose a route: Large table; unit tokens; verbal annotation.
Show: Explain one ambiguity and what cannot yet be concluded.
Home/low-material: Use H3 on paper; no real purchase or service data.
Day 18 — A conclusion with two citations
Write or say a two-source conclusion about what the paper design shows and does not show. Attach H1 and H2/H4 tags to the exact claims; do not infer actual community preference.
Choose a route: Sentence strips; oral citation; annotated sketch.
Show: Give the conclusion and one missing source.
Home/low-material: Use the fictional sources only; no local claim.
Day 19 — An action and a possible effect
Propose a change to the paper Share Shelf plan, name one possible benefit and one possible cost/barrier, and state what evidence would be needed before a real decision. Do not use personal disclosures.
Choose a route: Three-card plan; drawing with labels; AAC sequence.
Show: Present the action, both possible effects and the evidence gap.
Home/low-material: Make the proposal on paper for an imaginary design team.
Day 20 — Tell a source-bound story
Present a 30-second or written explanation of how the fictional plan changed and what remains unknown. Name at least two original source labels and avoid a real local-government or Country/Place claim.
Choose a route: Speech/AAC; short note; tactile timeline with source tags.
Show: Give the explanation to a teacher/partner and answer one source question.
Home/low-material: Use printed model cards; no filming or posting.
Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.