# Teacher copy · Year 4 Science · forces, materials and fair evidence evidence and next moves

This is a formative observation guide, **not** an achievement-standard decision. Record exact action/phrase, whether it was REAL, MODEL, PLAN, PERFORMANCE or a program run, access mode and prompts. A missing response may mean the route or time failed: mark **not yet observed**, adapt and sample again. Keep child work in school-approved private systems. A correctly labelled fictional card is useful reasoning evidence; it cannot prove a real place, tested material, bodily movement, sounded music, media production or digital implementation that did not occur.

| Day | What can count in this block, and its limit | Immediate next move |
| ---: | --- | --- |
| 11 | Evidence is a recorded motion comparison with source label; one slide does not isolate friction or prove a universal material rule. | Repeat with the same start and a simple distance marker before saying one surface causes more slowing. |
| 12 | Actual fair-test evidence requires the two real trials and controlled starts; a token plan is planning evidence only. | If two factors changed, reset one at a time and retest or label the result inconclusive. |
| 13 | A model number is not actual instrument-use evidence. A real reading needs correct zero alignment, unit and what was measured. | If a child reads from the ruler edge, align zero together and repeat on a fresh mark. |
| 14 | The model smooth values 18,20,19 cm exceed the cloth values 9,11,10 cm in this invented record only; do not claim actual material performance. | If a learner states a universal law, add 'in this model' and ask for real repeated observations. |
| 15 | Actual motion supports direction; identifying gravity or friction as a sole cause needs a controlled comparison, not a confident guess. | Retest on a level tray or ask how a changed slope could isolate the cause. |
| 16 | A paper card does not demonstrate magnetic force. Even one real object response does not show that all metals behave alike. | If learner generalises to every metal, compare another staff-approved material or phrase a narrower claim. |
| 17 | An actual safe comparison supports only those two tested scraps; a printed note supports data-reading, not observation or a property of all materials. | If timing/drop sizes differ, plan a fair repeat before choosing a material. |
| 18 | Evidence is a specific handling observation or clearly labelled model, not proof of a product's strength or lifetime. | If 'best' lacks criteria, ask what the flap must do and test only that feature. |
| 19 | No pooled average or actual class claim may be made from invented data. Real and model values remain visibly distinct. | If the learner combines sources, colour/label them REAL and MODEL and rebuild the table. |
| 20 | A recommendation from a model is provisional. Do not claim real strength, safety, sustainability or commercial fitness without additional evidence. | If the claim outruns data, replace 'will work' with 'might work because...; we still need...' |

**Boundaries to revisit:** The national code crosswalk is partial; see [source and rights ledger](../SOURCES-AND-REVIEW.md). Actual Year 4 curriculum decisions, safety approvals, access routes and any real-world investigation belong to the school and relevant local authorities.

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.