NATURE DETECTIVE — PRIMARY 3 DIVERSITY

Purpose
Classify the supplied living and non-living examples and choose evidence that supports each classification. This is a guided observation and classification activity, not a live biological simulation or an exhaustive taxonomy test.

Start
Unzip and open index.html for an offline preview. Keep the lib folder beside it.
For SLS, use the complete ZIP as the HTML5 resource for an Interactive Response Question, following your usual SLS authoring workflow. Test a student launch before assigning it. No extra Finish or Reports click is required: checking the final unattempted case sends the completed report. Earlier valid checks send explicitly in-progress evidence.

Suggested lesson flow (about 20–30 minutes; not timed)
1. Compare the wind-up toy, bean seedling and snail. Ask pupils which life processes they have evidence for.
2. Classify plant and animal examples. Ask which feature is useful and which is merely a surface feature.
3. Compare fungi and bacteria with the other broad groups. Bacteria are labelled examples; their identity cannot be inferred from the cartoon alone.
4. Use the learner report to revisit evidence and revise answers.
5. Discuss the unscored extension: a plant has no flowers today. What extra evidence is needed before classifying it as non-flowering?

Scope and answer key
1 Wind-up toy: non-living; it does not carry out life processes.
2 Bean seedling: living; resource needs, growth and reproduction.
3 Garden snail: living; needs, response, growth and reproduction.
4 Hibiscus: flowering plant; produces flowers.
5 Fern: non-flowering plant; spores and no flowers.
6 Guppy: fish; fins, scales and gills.
7 Frog: amphibian; moist skin and its tadpole-to-adult life cycle.
8 Penguin: bird; feathers, even though it cannot fly.
9 Whale: mammal; mother feeds young with milk.
10 Tortoise: reptile; dry, scaly skin and lung breathing.
11 Ant: insect; six legs and three main body parts.
12 Mushroom: fungus; nutrient absorption and spores, not food-making using light.
13 Bacteria: bacteria; identified by the case notes as tiny living cells.
Mould and yeast appear in the field guide as other fungi, rather than separately scored cases.

Scoring policy
13 cases x 2 marks = 26. One mark for the correct classification and one for the authored evidence statement; the dimensions are marked separately. Viewing both evidence clues is required before a valid check. A blank or incomplete response earns no new mark and is not diagnosed. The top-level SLS score is the CURRENT round's LATEST checked total, including 0 from still-unattempted cases; completion is reported separately. There is no pass threshold: success=true only when all cases are checked and all 26 marks earned. Reports also show accuracy over checked marks and first-check totals. Repeated checks never add marks; an answer revision requires a changed submitted classification or reason. Changing an unchecked draft does not change the score.

Support and interpretation
Reading the normal case clues is part of the task, not a hint. Hint and field-guide use before each check is recorded. First checks can therefore be supported. All rechecks follow feedback and are not independent first attempts. Hint views after an answer do not retroactively change its first-check support record. Time, clue visits and clicks are unscored; they are not evidence of mastery, intent or ability. Only explicit authored distractors support named reasoning-gap hypotheses. Other wrong answers are unclassified. Ask pupils to explain their thinking before diagnosing a misconception.

Reports
My learning report: first and latest marks, case feedback, revisions and support.
Teacher diagnostic report / SLS feedback: 26-mark total, classification/evidence subscores, coverage, accuracy, checks, hints, first/latest submitted responses, expected answers, supported reasoning gaps and teaching moves, recent sequence and interpretation limits.
Action trail: the latest 20 of 80 retained semantic events are shown locally. The structured payload retains up to 80 chronological events. After a reset, up to 3 prior-round summaries with first/latest checked evidence remain available in structured state. The displayed teacher feedback summarises earlier rounds. This is not an unbounded record of every attempt.

Resume and reset
Compatible SLS getState data restores checked and saved draft choices, current case, viewed clues, hint counts, first/latest records and bounded history. It does not replay attempts. Incompatible activity/schema/item sets are rejected. Between-check actions may not be saved until the next check/support checkpoint; exit saving is recovery only. Reset clears current answers and adds a new-round event, preserving bounded prior evidence. Vendor identity, parameters and caching are unchanged. There is no app-created learner identity.

Access and privacy
Native buttons and selects support keyboard, mouse and touch. No dragging, time limit, sound, login or free-text learner entry is required. Help and reports start closed. At narrow widths, evidence exploration is visible first; scroll to classification and reports. Diagrams are inline SVG with text alternatives and written observations. Colours are paired with words, marks and check symbols. No remote runtime assets. Application state excludes copied identity, launch credentials and raw typing. The unchanged vendor transport handles SLS launch identity and connection settings. This package does not certify attribution until a real SLS launch has been tested.

Scientific and teaching boundaries
Diagrams are simplified, not to scale, and represent only the named examples. Case facts and the field guide are educational observations, not identification keys for all species. Not every individual shows every life process at every moment. Green plants make food; they do not take ready-made food from soil. Some bacteria live without oxygen, so the primary-level air rule should not be generalised to every microorganism. Do not harm, deprive, collect or culture living things to test these ideas. Never touch or grow unknown fungi or bacteria. Use teacher-curated images or observations.

Before assigning
- Read all case facts and match the vocabulary to your class.
- Preview the activity and an incorrect/revised response.
- Test in your target SLS question with a student account: confirm attribution, score, feedback rendering and resume.
- Check on the actual pupil device, including keyboard or accessibility tools used by your class.
- Explain that revised marks show learning with feedback, not unaided performance.

Design references
User-supplied screenshot: Primary Science Syllabus 2023, Diversity of Living and Non-Living Things (P3). Screenshot used as the curriculum brief; not redistributed.
Live Full-details design contract reviewed: https://iwant2study.moe.edu.sg/lookangejss/promptLibrary/ai-prompt-library.html
Local runtime: original inline HTML/CSS/JS and SVG case diagrams; pinned SLS libraries in lib, unchanged from the plugin's bundled user-confirmed reference. See SLS-BASELINE.json.

Preservation / changed files
Fresh build; there was no existing activity interface or learning logic to preserve. index.html is newly authored. lib/xAPI.js and lib/xapiwrapper.min.js are copied byte-for-byte from the pinned reference. No custom network transport or transport monkey-patching was added.
