# HASS choice menu · Year 5 · Days 11–20

**Use:** One optional 12-minute block per day. These invented classroom and community cases are for reasoning, not claims about a named place or actual election. Use [learner copy](LEARNER-COPY.md), [inquiry mat](print/inquiry-mat.pdf) and private [staff key](TEACHER-KEY.md). The Australian Electoral Commission source in [SOURCE-AND-RIGHTS](SOURCE-AND-RIGHTS.md) supports the distinction between a school poll and federal voting.

### Day 11 · Who decides about a shared space? · AC9HS5K06, AC9HS5S01
**Kit:** fictional school courtyard request: shade, quiet bench, ball wall. 0–2: Read three competing needs. 2–4: Learners write one question for a school decision maker, such as who may use the space. 4–10: Sort imagined roles: student voice, school leader, elected local representative; discuss why authority differs. 10–12: Check who would be asked for school rules and who might discuss public land. **Routes:** sort cards; annotate a map; dictate a question. **Next/home:** ask a trusted adult what shared-space decision they remember, without collecting personal votes.

### Day 12 · Sources are made for a reason · AC9HS5S02, AC9HS5S04
**Kit:** invented source A: a dated meeting note “six requests for shade”; source B: an unsigned poster “everyone wants a wall.” 0–2: Read both. 2–4: Predict which would better answer “What was requested at the meeting?” 4–10: Record origin, purpose and missing information for each; note that six requests are not six unique people unless counted. 10–12: Check one reason to seek another source. **Routes:** colour-code; talk through a source grid; write two sentences. **Next/home:** compare a public notice and a family message by purpose, without sharing private contents.

### Day 13 · Needs, wants and resources · AC9HS5K08, AC9HS5S03
**Kit:** invented community pantry budget: 10 reusable water containers, 20 paper decorations, one volunteer hour. 0–2: Name need and want without shaming preferences. 2–4: Predict which resource is scarce. 4–10: Learners choose a fair first use and identify natural, human and capital resources involved. 10–12: Check that a volunteer’s time is human resource and a container is capital resource in this example. **Routes:** tokens; oral ranking; annotated budget. **Next/home:** identify a home task requiring time plus a tool, with permission and no money amounts.

### Day 14 · A classroom poll is a model · AC9HS5K06, AC9HS5K07
**Kit:** three fictional class library options; anonymous paper slips, no real personal preference required. 0–2: Explain one slip per participant and secret choice. 2–4: Predict why a count must be open to scrutiny. 4–10: Conduct a voluntary sample poll or use supplied tally 7/5/4; count twice. 10–12: Check that a simple class tally does not reproduce Australian federal preferential voting or elected representative duties. **Routes:** count; audit; explain fairness. **Next/home:** discuss one principle of fair group decisions, no family voting data.

### Day 15 · Review: source and decision · AC9HS5S04, AC9HS5S06
**Kit:** fresh notice and interview extracts in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall origin, purpose and criterion. 2–4: Practise with a different two-line invitation. 4–10: Independent HASS Check A, with private key withheld. 10–12: Check: Sort responses by source evaluation and decision criterion; use private next moves. **Routes:** write; highlight; dictate. **Next/home:** make a “Who made it? Why?” question for a non-private advert.

### Day 16 · Plan for severe weather, carefully · AC9HS5K05, AC9HS5S01
**Kit:** fictional park map with shade shelter, steep path and low drain; no local hazard claim. 0–2: Say risk depends on actual place and official advice. 2–4: Ask what evidence a park planner would need before heavy rain. 4–10: Mark a possible safe information route and two unknowns (drain capacity, accessible path). 10–12: Check that learners must not inspect drains or floodwater. **Routes:** map marks; oral plan; large tactile route strips. **Next/home:** identify the local official weather source with an adult, without creating a safety plan from this lesson.

### Day 17 · Two claims, one map · AC9HS5S02, AC9HS5S03
**Kit:** invented map with north arrow, scale boxes and two proposed picnic spots; claims “A is nearer bus stop” and “B has more shade.” 0–2: Read legend. 2–4: Predict which claim map can support. 4–10: Measure grid steps; distinguish mapped distance from unshown shade amount. 10–12: Check that a map is selected representation, not all facts. **Routes:** count squares; use string; describe route verbally. **Next/home:** look at a public map and name a feature it shows and one it omits.

### Day 18 · Working together for a civic goal · AC9HS5K07, AC9HS5S06
**Kit:** invented school crossing request cards: observations, petition draft, local authority, unsafe road entry. 0–2: State a shared goal. 2–4: Predict which action is lawful and safe for children. 4–10: Select two age-appropriate actions with adult/school oversight: document observations from safe areas, write to the appropriate authority. 10–12: Check that learners do not stand in traffic or claim the authority has agreed. **Routes:** sequence cards; roleplay letter; draw supervised action flow. **Next/home:** discuss a safe way to raise a concern with a trusted adult.

### Day 19 · Evaluate a proposal · AC9HS5S05, AC9HS5S06, AC9HS5S07
**Kit:** fictional garden plan A costs 6 tokens and gives 4 shaded seats; plan B costs 8 and gives 6, but blocks a wide path. 0–2: Name criteria: access, benefit, cost. 2–4: Predict which criterion could change a choice. 4–10: Write a recommendation citing two data points and one missing measurement; another learner tests it. 10–12: Check that the accessible path may outweigh a seat count. **Routes:** token model; comparison table; audio explanation. **Next/home:** compare two low-stakes household options by two criteria.

### Day 20 · Review: evidence to action · AC9HS5K06, AC9HS5S04, AC9HS5S06
**Kit:** new classroom notice and rule proposal in [ASSESSMENT](ASSESSMENT.md). 0–2: Recall who made a source and why. 2–4: Revisit fairness and one-vote-one-value as a school exercise principle. 4–10: Independent HASS Check B. 10–12: Staff sorts evidence, role and action reasoning and applies private next move. **Routes:** written; card annotation; dictated reasoning. **Next/home:** tell someone one question you would ask before trusting a shared-space proposal.