Renders
Adapting an activity for a teacher is three jobs, not one. The materials list and the challenge
line are a filter a script can do. The technique text is the same facts at a different length. The
hook, curriculum links, key stage, questions and outcomes exist nowhere upstream and are written
fresh every time. Only the third is expensive.
Nothing has been evaluated
The corpus holds no post-delivery record of any event. The Marner teacher responses predate the
Day of Play and ask only prospective questions. Meath Gardens' notes file is still empty two weeks
after delivery. So no structure in the corpus is evidence of correctness, including the recent ones.
Stations are an ELM idea
Marner's unit is the classroom, 23 of them. Meath Gardens has neither stations nor classrooms.
The station layer is real but describes one event, not the general shape.
No power source recorded
The wind tunnel has a fan and two glue guns. Across its 28 material rows there is no socket, no
extension lead and no plug. Every other powered activity says how it is powered.
No floor for the rockets
A launch lane needs clear floor at an event expecting 400 visitors, and nothing on file describes
the room. The safety controls are written but marked as proposed for that reason.
The confusion had a cause
Three activities are make, then test. They are exactly the three that were repeatedly
mistaken for one another. It was treated as a naming problem; it was a category the record had no way
to express.
The published page has drifted
Nature's Engineers is richer in the internal record than on the live website. Paxton, the Crystal
Palace, the water lily and the James Webb telescope are in one and not the other.
The notation held
The drawing marks were only ever tested on paper. Dowel, straw, bottle cap, elastic band and
balloon all worked, because a mark describes what a line means to the maker rather than what the
thing is made of. One gap: nothing could say a rod runs through a tube.