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 — A slide that slows
Try the paper square on both approved surfaces with the same gentle start. Record which went farther and label REAL if you actually tried it, MODEL if you read Card S1. Predict what a third surface might do.
Choose a route: Point and speak; mark two lines; direct an adult to move the square.
Show: State one observed or modelled difference and one question a repeat could answer.
Home/low-material: Use two safe paper surfaces already at home, or just compare the labelled model card; no purchase.
Day 12 — Keep the test fair
Plan and run two gentle slides: use the same square, start line and push method; change only the surface. Record what stayed the same and what changed. If no materials, arrange a PLAN-only test with tokens.
Choose a route: Move variable cards; write a same/change table; describe to a partner.
Show: Name the changed factor, two controls and whether the test actually happened.
Home/low-material: Make a paper plan on a table; household materials are optional and adult-approved.
Day 13 — Read the ruler from zero
Make two approved gentle slides of the same paper square on one surface. Measure start-to-stop travel to the nearest whole centimetre, record both readings and the unit. If no real trial, use MODEL Card S2 and label it.
Choose a route: Read a ruler; use raised centimetre marks; direct a partner's alignment.
Show: Say both values and whether they match; name the source of the values.
Home/low-material: Measure a safe paper move or read the model distances; keep the source label.
Day 14 — Three trials in a table
Copy MODEL S3 into smooth/cloth columns. Circle the greatest and least in each, then compare the typical size cautiously. Say one condition not listed that would matter in a real test.
Choose a route: Use movable number tiles; dictate cells; draw two labelled columns.
Show: Give a limited pattern claim and one missing control.
Home/low-material: Use the six printed numbers on scrap paper; no sliding required.
Day 15 — A downward change
Try an adult-approved gentle tray tilt and record the paper ball's direction, or use the labelled MODEL arrows. Predict what may happen if the tray is flat; keep observed and predicted statements separate.
Choose a route: Point to arrows; trace with a finger; speak or sign the sequence.
Show: Name the motion and one force question that the single trial does not settle.
Home/low-material: Tilt a paper folder over a table with an adult, or use the arrow model; no dropping objects.
Day 16 — A magnet claim needs a test
If staff have an approved sealed setup, predict then observe whether the object moves without direct contact. Keep distance and barrier the same for a second trial. Otherwise sort Card S4's invented notes as MODEL and propose a safe test.
Choose a route: Draw position arrows; point to yes/no card; dictate a test plan.
Show: Report what actually happened or was only described; name one safer control.
Home/low-material: Use MODEL S4 only at home; no magnet or small metal object is required.
Day 17 — Materials and a paper drop
Plan and, only if approved, test one equal water drop on each scrap over a tray; record whether it spreads/soaks at the same observation time. A no-water route reads MODEL S5 and marks it clearly.
Choose a route: Sketch droplets; use tactile wet/dry tokens without touching liquid; dictate a table.
Show: State the observed or modelled property without ranking every cloth or paper.
Home/low-material: Use the model notes with paper only; no sink, water or purchase is necessary.
Day 18 — Fold, flex, return
Gently fold each approved scrap once, release, and record whether it bends and whether it returns near its prior shape. If no material is handled, use MODEL S6 and state that route.
Choose a route: Use word labels; raised bend/return cards; direct a partner's gentle fold.
Show: Choose one scrap for a paper label flap and cite an observed feature plus a limit.
Home/low-material: Try a safe scrap already at home or read MODEL S6; do not tear household items.
Day 19 — Compare two records
Compare the class result with MODEL S3 only as two labelled sources. Mark any agreement or difference, note changed conditions, and say what additional fair trial would be useful. If no class test, compare MODEL S3 and MODEL S6 as different questions, not a joint data set.
Choose a route: Two source columns; verbal comparison; tactile source tokens.
Show: State a cautious comparison and one further question.
Home/low-material: Use only printed model notes and ask what a real trial would add.
Day 20 — A material recommendation with limits
Make a short note to a fictional designer: name one tested or MODEL material property, choose a possible card-holder material, say what a real prototype would still need to test, and label the evidence source.
Choose a route: Three sentence cards; small labelled sketch; dictated explanation.
Show: Read, show or AAC-select the evidence, choice and next test.
Home/low-material: Use MODEL S5/S6 to explain a possible choice on paper; no making or purchase.
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.