# Foundation Science · thirty same-target routes, Days 1–10

Teacher preflights and logs the [actual local object](MATERIALS.md) before a real investigation. These are **choices of context and access**, never labels for fixed learning styles. Each day's three routes ask the same Science question. A child can point, sign, use AAC, speak privately, direct an adult to move a broad object, draw or dictate; no one must touch, taste, smell, go outdoors or speak to a whole group. If an approved real source is unavailable, use C's invented diagram and mark the response **MODEL/REPRESENTATION ONLY**, not an actual Science observation. Day 5/10 cards are after-check practice.

## Day 1

- **Desk tray:** Choose an approved broad object, record its local source/date, name one directly noticed feature and ask one question still open.
- **Book area:** Look at a teacher-approved broad book cover or hear an attributed description; separate a visible edge from a guess about hidden material.
- **Making table:** Direct an adult to show a safe broad sheet, state what you actually notice and ask what a later test could show.

## Day 2

- **Art table:** Compare one actual feature of a broad paper sheet and a preflighted fabric square without saying all paper/fabric is the same.
- **Book cover:** Use two locally verified large objects, choose view/agreed touch/adult report, and record how each feature was known.
- **Quiet table:** Direct adult placement of two broad objects, name one similarity/difference actually evidenced, and choose to share privately.

## Day 3

- **Toy workshop:** Predict what one broad approved sheet may do in an adult's gentle edge-lift, then compare with an observed result or NOT TESTED.
- **Drawing desk:** Draw separate “I think” and “we saw” boxes for a safe local object; a drawing alone never fills “we saw”.
- **Library folder:** Use AAC/paper cards to predict, watch a permitted adult try, and mark SAME/DIFFERENT/NOT TESTED with exact conditions.

## Day 4

- **Book cover:** On a teacher-verified broad composite, identify two labelled material parts and one actually noticed feature of each; leave hidden parts unknown.
- **Puppet prop:** Direct an adult to show a broad backing and attached panel, say which label came from preparation and which feature was sensed.
- **Classroom sign base:** Use two PART fields to record a safe actual composite object, or use C as a MODEL and name what cannot be known.

## Day 5 · after your check

- **Paper display:** Investigate a newly approved broad object with date/source and one observed feature; ask a new question about it.
- **Art-tool holder:** Use an actual safe large item or the clearly invented C model; label direct/description/paper evidence correctly.
- **Library return tray:** Record an approved object feature, or write REAL OBSERVATION NOT AVAILABLE and describe only marks in C.

## Day 6

- **Library label:** Describe C's rectangle, oval and short line exactly; say a material question the drawing cannot answer.
- **Paper museum:** Make a broad raised-line copy of C under consent or direct an adult, and explain that both versions are models.
- **Toy workshop:** Sort “drawn oval” under SHOWN and “real hole” under NOT SHOWN; ask how an approved real card could be checked.

## Day 7

- **Book display:** From an actually seen broad object's edge, make a straight/curved mark with source/date; use ? when not checked.
- **Art tray:** Choose a word, symbol or tactile card for one actual local feature; if only C is used, label DRAWING SHOWS.
- **Paper travel sign:** Direct adult to place a mark beside the correct observed source and explain what that mark does not tell about material.

## Day 8

- **Pretend parcel desk:** Compare two real dated object records when available; state “in these tries” or INSUFFICIENT REAL OBSERVATIONS.
- **Paper art wall:** Group two or three actual logs by one same/different feature, checking whether the methods were comparable.
- **Library book cart:** Use a given template to show a cautious local pattern or a still-open question; no one-record rule.

## Day 9

- **Classroom sign:** Explain one actual dated observation and an original mark to a consenting listener, or record privately; keep the mark's limits clear.
- **Library display:** Choose a real log, a question and a symbol; mark a teacher-made example MODEL rather than claiming a visitor used it.
- **Paper science notebook:** Dictate or AAC-select object/source/date, what was sensed/reported, and one next question without an invented result.

## Day 10 · after your check

- **Paper makers' table:** Use a new invented picture, list its exact marks and ask what a real approved object would need checking for.
- **Toy museum:** Compare a different teacher-approved real broad object with a separate diagram, with both sources and dates labelled.
- **Library display:** Make a fresh mark for an actually observed edge or label the paper-only route as DRAWING SHOWS/REAL OBSERVATION NOT AVAILABLE.

**Family option:** A five-minute look at one family-approved broad safe household object can prompt “What do you actually notice? What do you wonder?” No family object, purchase, photograph, upload or home activity is required. A family may decline; teacher supplies the classroom route. A home report is attributed to its source and is not silently a classroom direct observation. Original SubjectNest learner routes © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).