# Year 7 integrated inquiry · Weeks 3–4 · ten 35-minute sessions

**Ordinary rhythm:** open 3 + model 5 + investigate 8 + one learner choice 10 + check 6 + evidence note 3 = **35 minutes**. Day15/20 replace investigation/choice/check with an eight-minute preparation, ten-minute **fresh check** and six-minute transfer exit, plus open/model/note. Use the [original fictional sources](MODEL-SOURCES.md), [clean learner pages](LEARNER.md), [daily A/B/C choices](DAILY-CHOICES.md), [print/text/tactile routes](print/TEXT-ALTERNATIVES.md) and [private staff key](teacher/ANSWER-AND-NEXT.md). Codes mark **partial** content-description encounters; see [crosswalk](CURRICULUM-CROSSWALK.md). Record actual reasoning and access separately from a content hint.

## Week 3 · Test an explanation by tracing a model key

The six baseline profiles, four T cards, Version 1/2 algorithms and test log are **model inventions**. A key can organise chosen visible traits but does **not** establish ancestry, actual biodiversity, real species identity or safety for plant handling. No card represents First Nations knowledge or a real place.

### Day 11 · Read a test input before choosing a branch

**Codes:** `AC9S7U01`, `AC9S7I04`, `AC9E7LY03`. **Goal:** record all three traits for T1–T4 before any output. **Prepare:** [profile board](print/model-profiles.pdf), source table, two-column trait cards.

1. **Open · 3 min.** Ask what would count as an *observable* card trait rather than a judgement; remind pupils these are invented outlines.
2. **Model · 5 min.** Read T1 as entirely smooth, rounded, short. Trace to S2 and verify all three baseline traits. Contrast “looks like S2” with three checkable fields.
3. **Investigate · 8 min.** Learners complete edge/tip/stem table for T2–T4 from print, full text or tactile profile cards. T4's **mixed** edge must be recorded, not forced into “entirely jagged”.
4. **Choice · 10 min.** D11-A/B/C: descriptor table, partner audio-description script or mismatch hunt. Each route names all traits and source card ID.
5. **Check · 6 min.** Trace T2 with a full-profile check (J2); ask why T3 is **unmatched** even though Version 1 reaches S3. Do not call a forced label evidence of a species.
6. **Note · 3 min.** Save one exact observation and one possible ambiguity. If traits were inferred from visual style rather than stated description, reteach from text.

**Later/home:** Optional [Day11 extra](DAILY-EXTRAS.md) uses paper traits; no real specimen is requested.

### Day 12 · A nested key can still have a bug

**Codes:** `AC9TDI8P05`, `AC9TDI8P06`, `AC9S7I06`. **Goal:** represent Version 1 as nested flowchart/pseudocode and trace one input to an error. **Prepare:** [blank key/trace mat](print/key-trace.pdf) and Version 1.

1. **Open · 3 min.** Ask what an `IF` choice needs: testable condition, two branches and an output or next test.
2. **Model · 5 min.** Put Version 1's outer edge choice in a flowchart diamond, then nested tip/stem choices; read corresponding pseudocode aloud. Trace T1 to S2.
3. **Investigate · 8 min.** Pairs trace T3 step by step: smooth → pointed → S3, then compare all three traits and find the long/short mismatch. Mark **bug: missing final check**.
4. **Choice · 10 min.** D12-A/B/C: draw flowchart plus pseudocode, act with rule cards, or trace an erroneous branch table. Require a state-by-state trace, not a guessed output.
5. **Check · 6 min.** Ask whether T4 should be J1 just because one edge has jagged section. **No:** mixed edge and short stem conflict with J1. Suggest “unmatched” branch and full-profile verification.
6. **Note · 3 min.** Record whether learner linked a specific condition to the wrong output; next use a fresh fictional input.

**Later/home:** An [optional extra](DAILY-EXTRAS.md) can rewrite one nested condition in plain words. Paper algorithm only; no programming account needed.

### Day 13 · A percentage must name its test set

**Codes:** `AC9S7I05`, `AC9M7N06`, `AC9E7LA02`. **Goal:** calculate and evaluate Version 1/2 outcomes on ten fictional trials. **Prepare:** Version 1 ten-case log and a 10-cell tally strip.

1. **Open · 3 min.** “Eight safe outputs in ten model cases” is a count. Ask what population that statement does **not** describe.
2. **Model · 5 min.** Calculate `8/10=0.8=80%` **of these ten invented cases**. Two mislabels make `2/10=20%`; an unmatched output is not a mislabel if expected.
3. **Investigate · 8 min.** Compare Version 2 on exactly the same ten descriptions: 10/10 safe under the stated criterion. Difference is **2 of 10 cases**, or **20 percentage points** (100%−80%). Neither ratio predicts field accuracy.
4. **Choice · 10 min.** D13-A/B/C: tally chart, precise reader-facing caption or critique of “100% accurate for plants”. Require numerator, denominator, criterion and limit.
5. **Check · 6 min.** Repair “The revised key always works” as “It returned appropriate outputs for all ten tested **fictional profiles**; new profiles still need testing.”
6. **Note · 3 min.** Mark arithmetic and claim scope separately. If percentage is correct but generalised, give a fresh small test set to qualify.

**Later/home:** [Optional tally extra](DAILY-EXTRAS.md); no classmate attributes or real biological records are collected.

### Day 14 · Design an explanation another reader can use

**Codes:** `AC9S7I08`, `AC9E7LA04`, `AC9E7LY06`, `AC9AMA8C01`. **Goal:** structure a short visual/text/audio-described explanation of a model key and its limits. **Prepare:** [blank explanation storyboard](print/explainer-storyboard.pdf), Version 2.

1. **Open · 3 min.** Name a younger/new reader who was absent; no actual younger child is asked to test it.
2. **Model · 5 min.** Four-panel order: what the model is → first decision → full-profile check → what “unmatched” means. Say why an overview and concluding limit help navigation.
3. **Investigate · 8 min.** Learners inspect the two different claims “T3 reaches S3 in V1” and “T3 is S3.” The first reports a trace; the second omits the mismatch. Evaluate using source traits.
4. **Choice · 10 min.** D14-A/B/C: text storyboard, low-ink visual layout with alt script, or 40-second spoken/AAC script. Each has accurate rule, source ID, reading order and scope limit.
5. **Check · 6 min.** Swap with one peer or use a self-blind step-through: can another reader tell what to do with T4? Revise an ambiguous line. Record whether actual peer feedback occurred.
6. **Note · 3 min.** Save first and revised line; plan a specific next clarity test. Do not score voice, accent or drawing polish as classification evidence.

**Later/home:** Draw four boxes on scrap or dictate the panels; no recording or public upload required.

### Day 15 · Fresh model-key transfer check

**Codes:** `AC9S7U01`, `AC9S7I06`, `AC9TDI8P06`, `AC9E7LA02`. **Goal:** transfer trace, mismatch and claim-scope reasoning to **unseen U cards** and a new small log. **Prepare:** sealed [learner check](STUDENT-CHECKS.md), private [key](teacher/ANSWER-AND-NEXT.md).

1. **Open · 3 min.** Say the check helps choose a next teaching move; a neutral read-aloud or tactile traits are available.
2. **Model · 5 min.** Revisit different T1: smooth/rounded/short → S2 with three-trait verification. Put model away.
3. **Prepare · 8 min.** Rehearse how to record `input → branch → candidate → full-descriptor check` using T2. Keep fresh U descriptions closed.
4. **Independent check · 10 min.** Open unseen Day15 Items 1–2. Do not supply the branch, label or percentage.
5. **Transfer exit · 6 min.** Item 3 asks for a bounded statement from a new log. Preserve first responses before teaching; D15 practice is later.
6. **Note · 3 min.** Score trace, mismatch reason and claim scope separately. Access interruption is `not observed`, not a failure.

**Later/home:** Use D15 choices **after** the first check; do not send the held-out U cards for coached home completion.

## Week 4 · Explain a number and choose a responsible format

The same habits transfer: show each step, verify an output, name a limit and make a version for a real reader. The numeric examples are invented. Core accessible routes are provided in every option; discretionary communication extras are an economic choice, **not a choice about whether someone gets access**.

### Day 16 · Make powers checkable

**Codes:** `AC9M7N02`, `AC9E7LY03`. **Goal:** explain `72=2³×3²` to a new reader, with a multiplication check. **Prepare:** [number explanation storyboard](print/explainer-storyboard.pdf), number Drafts A/B.

1. **Open · 3 min.** Ask which draft a reader could verify and why a true equation alone may be insufficient instruction.
2. **Model · 5 min.** `72=8×9=(2×2×2)×(3×3)=2³×3²`; `2³=8`, `3²=9`, `8×9=72`. Explain base and exponent separately.
3. **Investigate · 8 min.** Find Draft B's false `2³=6`, `3²=6`; evaluate each and mark where the argument breaks. Draft A is accurate but skips explanation.
4. **Choice · 10 min.** D16-A/B/C: factor-card proof, annotated error correction or younger-reader dialogue. Every route expands powers and multiplies back.
5. **Check · 6 min.** Evaluate `3²×2³=9×8=72`. Ask why changing order of factors does not change product.
6. **Note · 3 min.** Separate arithmetic from audience clarity; prompt a new factor product if a memorised line conceals confusion.

**Later/home:** Optional prime-card extra; no calculator required, though a post-solution check is allowed by local plan.

### Day 17 · Shape the explanation for an audience

**Codes:** `AC9E7LA04`, `AC9E7LY06`, `AC9AMA8C01`. **Goal:** plan an accurate four-frame print/audio-described mini-explainer for a younger reader. **Prepare:** [blank storyboard](print/explainer-storyboard.pdf).

1. **Open · 3 min.** Ask what a reader needs before seeing `2³×3²`: a question/overview and what each symbol means.
2. **Model · 5 min.** Frame 1 goal; 2 split 72 into8×9; 3 expand primes and group repeated factors; 4 multiply back and invite one new check. Give each frame text-first reading order.
3. **Investigate · 8 min.** Compare a tiny unlabeled tree with a large captioned one; discuss meaning of font size, labels and an alt script without treating design as proof of arithmetic.
4. **Choice · 10 min.** D17-A/B/C: low-ink panel layout, complete audio-description script without recording, or tactile card sequence. Each uses equal mathematics and a labelled check.
5. **Check · 6 min.** Have a partner or teacher follow the sequence without oral hints; note one ambiguity and revise. If no real partner tested, label it a self-test.
6. **Note · 3 min.** Record actual audience/feedback and mathematical accuracy separately. A storyboard alone is design evidence, not publication impact.

**Later/home:** Paper four-box draft; no home printer or recording needed.

### Day 18 · One optional outreach slot, two useful choices

**Codes:** `AC9HE7K01`, `AC9HE7S04`, `AC9M7N06`, `AC9E7LY06`. **Goal:** make a conditional choice under one slot/$25 cap, naming monetary cost, possible benefit and opportunity cost. **Prepare:** fictional optional outreach brief.

1. **Open · 3 min.** Core large-print/text/tactile access is already provided; ask what scarce resources remain for an *extra*: one showcase slot and $25 discretionary funds.
2. **Model · 5 min.** A practice station costs $18 and leaves `$7`; B take-home cards cost $24 and leave `$1`. Both fit cap. Price is monetary cost; next-best option's possible benefit is opportunity cost under a stated ranking.
3. **Investigate · 8 min.** List A's possible immediate-feedback benefit and B's possible repeat-practice benefit; both are unmeasured predictions. Choose two decision criteria without pretending access is optional.
4. **Choice · 10 min.** D18-A/B/C: committee note, ranking cards or cost/benefit board. State rank1/rank2, exact arithmetic, one given-up benefit, condition to verify.
5. **Check · 6 min.** If ranked B>A and B chosen, what is forgone? A's possible immediate-feedback benefit, **not** $24. Ask what still needs checking before an actual choice.
6. **Note · 3 min.** Record whether price, remaining funds and opportunity cost stayed distinct; recheck with reversed ranking if not.

**Later/home:** Compare A/B on paper only. No real procurement or family cost disclosure.

### Day 19 · Test the explanation, then revise the confusing step

**Codes:** `AC9E7LA02`, `AC9E7LY06`, `AC9AMA8C01`, `AC9M7N02`. **Goal:** evaluate one number explanation against accuracy, navigation and access criteria. **Prepare:** Day17 draft and a private review partner or self-check route.

1. **Open · 3 min.** Say a useful critique identifies a line and evidence, not “bad design” or a judgement of the maker.
2. **Model · 5 min.** From Draft A, note equation true but symbols unexplained; from Draft B, show arithmetic wrong. Suggest one line: “Three 2s make `2³=8`.”
3. **Investigate · 8 min.** Learners use three criteria: correct prime factors/product, traceable frame order, complete text alternative. Test each against actual draft evidence.
4. **Choice · 10 min.** D19-A/B/C: peer audit, self-audit with cover-and-reveal, or two-version comparison. Make one justified revision and preserve the earlier line.
5. **Check · 6 min.** Ask why a larger font cannot rescue `2³=6`, and why correct math may still need a reader-facing explanation. Require one example from the source drafts.
6. **Note · 3 min.** Record content revision versus presentation revision; later test with an actual target reader only with school review/consent.

**Later/home:** Show a chosen adult a *practice* explanation if they wish; do not claim this is a field usability test.

### Day 20 · Fresh cross-domain transfer check

**Codes:** `AC9M7N02`, `AC9E7LA02`, `AC9E7LY06`, `AC9HE7K01`. **Goal:** use a new prime-product explanation and a new optional choice to distinguish exact maths, reader needs and bounded opportunity cost. **Prepare:** sealed [new learner check](STUDENT-CHECKS.md), private staff key.

1. **Open · 3 min.** Say this is a new scenario; use first work to plan the next lesson, not rank the learner.
2. **Model · 5 min.** Revisit 72's expanded powers and multiply-back. Put 72 away; do not display check values.
3. **Prepare · 8 min.** Rehearse a different small optional choice from Day18 by changing only the **ranking**, not the prices. Keep fresh check figures unseen.
4. **Independent check · 10 min.** Open unseen Day20 Items 1–2. Offer neutral reading or blank storyboard, no factor or decision hint.
5. **Transfer exit · 6 min.** Item 3 asks for an accurate, reader-facing revision with one limit. Save first version; D20 choices come later.
6. **Note · 3 min.** Mark prime arithmetic, source critique, clarity and opportunity-cost relation separately; access problems mean not observed.

**Later/home:** Optional routes after the first response use other numbers and contexts. No publication or real purchasing is implied.

The [ten optional supplementary cards](DAILY-EXTRAS.md) extend the timetable. The two fresh checks are internal formative tools, not validated assessments. Original SubjectNest lessons © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).