# Make a useful local replacement

An educator can replace a short real-world hook with a current relevant public example, or keep the complete supplied cards. Children do not have to find sources, disclose locations or collect living things. A checked source is still a source with a boundary; it does not automatically verify a local claim or approve an action.

## A short adult review route

1. **Choose the learner job first.** For Day 6, find named contributions and why collaboration/building on earlier work helped. For Day 8, find a real problem, scientific knowledge, possible response and decision evidence. A scenic photo or general “save nature” page alone cannot answer either job.
2. **Open the primary body.** Read the relevant paragraph/table/legend and item rights. Record what you actually opened, not every linked dataset. A search snippet or inaccessible PDF may be recorded as a lead, not as a full body reading. If the source fails, retain that fact and use the supplied card.
3. **Fix the claim’s boundaries.** Identify place, species/living thing, period, measure, unit, sample/denominator, method and unknowns. Separate source publication/update, observation/event dates, your check date and any scheduled future activity. Leave a date absent if absent. Do not infer a live forecast, current habitat condition, permission or cause from a general page.
4. **Review rights and access.** A public page is not blanket reuse permission. Prefer an original brief factual paraphrase and direct credit. Check item-specific text/media/data rights, images of people, ICIP and local community authority; do not copy logos, artwork or cultural voice. Obtain appropriate review/permission before fieldwork or cultural knowledge. Never use learner/private family records as public data.
5. **Replace the complete task and answer together.** Write the local card with enough literal information to answer offline. Revise the questions, representation, criterion, worked model and key if units, counts, period or roles change. Independently recompute each numerical result; another adult can check one worked solution. Keep ordinary replacements away from assigned/reserve checks.
6. **Set a trigger to recheck.** Before the next teaching use, after a source revision, before any proposed action, when a date/period expires, when local policy changes or when a learner challenges a claim. Mark status `approved for this lesson / revise / use supplied card instead`. This is an educator judgment, not an automatic feed or certificate.

## Copy this review card

```text
LEARNER JOB / SLOT: ______________________________________
PROVIDER / EXACT ITEM TITLE: ______________________________
DIRECT URL / PAGE / HEADING / TABLE / LOCATOR: _____________
BODY ACTUALLY OPENED / ACCESS LIMIT: ______________________
EXACT BOUNDED CLAIM IN MY OWN WORDS: ______________________
PLACE / SPECIES OR GROUP / LOCAL RELEVANCE: ________________
EVENT OR OBSERVATION DATE / PERIOD: _______________________
PUBLICATION DATE (if given): ______________________________
UPDATE DATE (if given): ___________________________________
ADULT CHECK DATE / SOURCE SNAPSHOT IDENTIFIER: _____________
MEASURE / UNIT / SAMPLE / DENOMINATOR / METHOD: ____________
ASSOCIATION OR CONTROLLED CAUSAL EVIDENCE? _________________
MISSING / UNKNOWN / NOT CURRENT OR NOT LOCAL: ______________
TEXT / DATA / MEDIA RIGHTS / CREDIT / CHANGES: _____________
PLACE / COMMUNITY / SCHOOL PERMISSION NEEDED: ______________
REVISED COMPLETE LEARNER SOURCE / TASK: ___________________
RECALCULATED ANSWER / CRITERION / INDEPENDENT CHECK: ________
RECHECK TRIGGER / BEFORE-WHEN: _____________________________
REVIEWER ROLE / DECISION / REMAINING ACTION: _______________
```

No pupil name, address, diagnosis, image, current booking or location track belongs on this public planning card. Store any real assessment records under school policy, separately.

## Three bounded local choices

**Coastal Queensland class:** FACT4 is an actually read Queensland example. Use it as the stated Mon Repos/Bundaberg reference, not proof of a different beach. Ask an educator to check a named local authority’s current public lighting/turtle guidance for local relevance and rights. No such additional locality has been checked in this proposal. The learner’s useful output is an enquiry note, not altered lighting.

**Inland class:** use FACT1’s environmental-measurement idea alongside a teacher-reviewed public local botanic-garden or council habitat-monitoring report. Choose a report with a date, living thing and method, not a social post. The report itself has not been selected or opened here. Without one, use O2: it offers a complete comparison and no assumption that the child has a garden.

**Time-poor or remote home/class:** use the full supplied O2/O4 records and optional FACT cards on paper/read-aloud. Learners can leave an unknown column or a question for an adult. No outdoor visit, measuring tool, internet, plant ownership or family time is required. A hypothetical local replacement remains labelled hypothetical until actually reviewed.

## Worked replacement arithmetic · invented illustration

An educator drafts a **fictional**, not local-observed replacement: four labelled seedlings start at 12 mm. The final four heights are 18, 20, 22, 20 mm after five days; three are marked alive. The mean height is `(18 + 20 + 22 + 20) ÷ 4 = 20 mm`; recorded mean increase is `20 − 12 = 8 mm over five days`; alive count `3 of 4 at Day 5`. The mean covers all four labelled height records. If the adult chooses survivors-only height instead, the actual survivor identifiers/heights and both task/key must change; do not silently mix denominators. No treatment effect or future survival follows from this constructed record.