Choose one 30-minute start. Learners will make a question, a useful record or a careful piece of advice. All ordinary cases are supplied; no garden, kit, printer or account is needed. Use a board, scrap paper or an exact read-aloud. A learner may direct the arrangement, speak, sign, use AAC, draw, type or write, change route, take a quiet break or decline handling. Keep the scientific job intact when changing the response mode.
Prepare the chosen start · about five to ten minutes after reading
Before first use, allow separate reading time for O1–O5, the ten-script chooser, scope and stage-separation rules. Then read the chosen script and its staff key section. The five-to-ten-minute preparation estimate is for laying out a selected already-read start, not reading this whole pack. Make its ordinary sources available as full text, not just abbreviated captions. Set out scrap paper, a pencil and optional large counters. A calculator can remove arithmetic load. A ruler marked in millimetres is optional for the paper model on Day 3; learners can analyse supplied measurements instead.
The complete prerequisite bridge is below. The four factual cards are short dated reference hooks, not live data. Check the local-source review card before substituting anything real. The ordinary learner pages may be read together; fresh first/later sources and educator keys stay in separately selected delivery. Optional complete printable aids add graph, reference, plan and guide space. Plain paper and the full text remain complete; deliver SCIENCE-NOTICES.pdf alongside every teaching PDF. All stage source-and-record pages are selected separately through educator administration.
Prerequisite bridge · five minutes if needed
- Say: “We want a place where living things can grow and stay alive. Water, light, temperature and salinity are physical conditions. We need to know which living thing and how long we looked.” Invite a learner to choose one condition word without claiming they have a garden.
- Draw two fictional stems: one at 10 mm on Day 0 and 14 mm on Day 3. Model
14 − 10 = 4 mm of height increase over three days. Do not call 14 mm the increase. These invented marks show a size record, not a real plant’s health. - Set out three paper tokens labelled alive at Day 3, with starting sample four. Model
3 of 4 alive at this check. We do not know what happens on Day 4. - Ask: “What would you need before saying water caused a difference?” Model checking other conditions and method, not just two different final numbers. Offer the two response stems
The record shows…andIt does not yet show…. - Guided own try: start 8 mm, finish 11 mm over two days, 2 of 3 alive. Learner gives 3 mm increase and the stated survival count/period. If confused, physically cover the final number and identify the start before subtracting.
Optional distinct extension: a stem becomes taller but fewer stems are alive. Ask which criterion a fictional keeper values and what missing evidence matters. Do not grade this extension as a prerequisite.
Ten-start chooser
| Day | Useful thing to leave with | Main sources | Route jobs |
|---|---|---|---|
| 1 | A checkable habitat question | O1/O2 | condition map / question repair / source-versus-claim sort |
| 2 | A growth-and-survival comparison | O2 | change table / labelled graph / claim audit |
| 3 | A repeatable measurement rule | O5 + supplied strip lengths | ruler model / method comparison / precision dilemma |
| 4 | A fairer plan | O3 | repair one-variable plan / repeating record schedule / risk-and-permission review |
| 5 | A first prediction, then a separately captured review | assigned E | independent first/later; two ordinary alternatives after capture |
| 6 | A reason why collaboration mattered | FACT1/FACT3 | role-to-evidence chain / historical revision timeline / missing-expertise argument |
| 7 | A distinction between growth and survival | O4 | criterion decision / denominator repair / confound investigation |
| 8 | A science-to-action explanation | FACT2/FACT4 | problem-response-evidence / limit local inference / compare two responses |
| 9 | A useful own help-desk guide | O1–O5 | guide / represented decision / revise an overclaim |
| 10 | A new-case recommendation and review | assigned F | independent first/later; two ordinary alternatives after capture |
Each script gives one main route and two genuinely different jobs. Choosing a different job may sample a different component; use the task-specific criterion, not a universal score. On Days 5 and 10, teach either the clean assigned two-stage check or an ordinary route. The ordinary alternatives are teaching tasks, not equivalent fresh assessments.
Run and capture evidence
Ordinary starts use 3 launch + 6 model + 12 own job + 6 compare/revise + 3 exit = 30 minutes. Split before/after the own job if useful; extend processing time without calling the timing validated. Days 5/10 use the complete first/later administration. Collect and preserve the first response before showing the later page. Read instructions verbatim or transcribe exact words without coaching a conclusion; record access separately from content help.
After each exit choose one targeted next step: unit/time, changed versus final height, denominator, variable, measurement reference, source/date, or claim limit. The daily key supplies examples and next prompts. Keep first attempts and later learning apart. The learner’s own decision and question matter more than matching an adult’s favourite option.
Practical preparation and permission
The supplied route involves paper representations. If using a ruler, keep an ordinary stable tabletop, no sharp tools, no mouth-held ruler and no mandatory handling. Measure the paper model from its stated reference point; say what was actually measured. If a school later adds non-invasive observation of an existing plant, the educator must review permission, access, plant identity, allergies, supervision, local conditions and safe measurement; do not collect, feed, water, salt, shade, move or damage living things to complete this proposal. Indoor paper measurement is not fieldwork on Country/Place. A real field enquiry needs the school’s current local and intercultural permission process, not a box tick inferred from this pack.
No mould cultures, tasting, heating, unknown chemicals, electrical experiments, Sun viewing, wildlife handling, beach visit or remote-sensor construction is part of these starts. Real-world reference pages are for a short factual context, not instructions to reproduce their professional work. Families can choose any supplied no-garden home offer; none is evidence of attainment.
Scope for local implementation
Use the school’s adopted curriculum, timetable, current assessment program and safety/access process. The whole national authority and crosswalk show what is and is not sampled. QCAA guidance informs flexible modes, source acknowledgment and whole-program evidence; the descriptive rubric is original and is not an A–E standard or moderated instrument. Do not infer equipment skill, actual investigation, real consultation, source-checking acts, collaboration performance or field permissions from a supplied answer. Source checks are dated and require adult review when used locally.