# Foundation / Prep Science · Weeks 1–2 · Days 1–10

**Teacher draft, 29 September 2026.** Week 1 starts with safe, dated observations of locally approved broad learning-place objects and asks what their materials actually do in one gentle try. Week 2 asks how a diagram, sign or symbol can **represent** an observation, what it omits, and when a new real observation is needed. An invented picture is useful for practising these distinctions; it is never evidence that a classroom object had a particular property.

Start with [ten timed 25-minute lessons](LESSONS.md), [complete original source and observation protocols](MATERIALS.md), [thirty same-target learner routes](LEARNER-CARDS.md), [twenty worked context swaps](OPTIONAL-PRACTICE.md), [two fresh teacher-held checks](ASSESSMENT.md) and a [separate key](TEACHER-KEY.md). Six original A4 aids are provided as SVG/PDF pairs: [safe-notice routine SVG](safe-notice.svg) / [PDF](safe-notice.pdf), [real-observation log SVG](observation-log.svg) / [PDF](observation-log.pdf), [prediction/check mat SVG](prediction-check.svg) / [PDF](prediction-check.pdf), [fictional model-card diagram SVG](model-not-object.svg) / [PDF](model-not-object.pdf), [representation record SVG](representation-record.svg) / [PDF](representation-record.pdf), and [temporary symbol key SVG](symbol-key.svg) / [PDF](symbol-key.pdf). [Exact linear text/tactile alternatives](MATERIALS.md) make a printer or device optional.

**Prepare before children arrive:** Select clean, broad, intact locally permitted objects with teacher-verified material labels and safe viewing/handling arrangements; the suggested paper sheet, cardboard rectangle and fabric square are examples, not supplied artefacts. Check site policy, allergies, access, sharp/loose edges and consent. Offer no-touch adult demonstration and a quiet/private response route. No tasting, smelling unknown objects, small loose parts, photographs, child uploads or outdoor visit is required. Record **date, exact object/source, feature, access condition, prediction if made, actual action/result and adult prompt** for each real observation. If no suitable real object is present, run the paper model as representation practice and write **REAL OBSERVATION NOT AVAILABLE**; do not turn the model into Science evidence about local materials.

**How it fits:** This 25-minute Science sequence can be scheduled alongside the existing [Week 1 integrated guide](../../../term-1/week-01-classroom-detectives.md) and [Week 2 signs guide](../../../term-1/week-02-signs-and-stories.md). A generic room sign, story retell or HASS map alone does not demonstrate a Science description. Use the Science code only for the actual question, safe investigation, observation, dated representation or sharing described here. [Exact pinned ACARA v9 Foundation Science rows](CURRICULUM-CROSSWALK.md) give proposed partial national alignment, while [QCAA ACiQ v9 Science](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) is the Queensland Prep entry point. State/local mapping remains due.

[Source/rights ledger](SOURCE-RIGHTS.md), [author desk review](QA-RUN-THROUGH.md) and [hash verifier](verify_pack.py) show what was checked and what still requires practising-teacher/child review. Original SubjectNest scripts, original models and vector aids © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA descriptions retain [their own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).