# Year 4 HASS · fictional sources, perspectives and cautious conclusions · learner choices

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](../MATERIALS.md) and [text/tactile aid](../print/TEXT-ALTERNATIVES.md) 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](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.