# Foundation / Prep Science · Weeks 3–4 · Days 11–20

**Teacher draft, 29 September 2026.** Week 3 asks a safe movement question, makes a plan, records one genuinely observed movement when locally possible, and distinguishes a path arrow from the event it might represent. Week 4 asks how shape, size and material might influence movement, with careful controls and honest limits. A fictional endpoint never becomes a classroom result.

Start with [ten timed 25-minute lessons](LESSONS.md), [complete original paper sources and actual-source protocol](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 their [separate key](TEACHER-KEY.md). Six original A4 aids are paired as SVG/PDF: [safe-motion](safe-motion.svg) / [PDF](safe-motion.pdf), [motion-question](motion-question.svg) / [PDF](motion-question.pdf), [motion-log](motion-log.svg) / [PDF](motion-log.pdf), [motion-model](motion-model.svg) / [PDF](motion-model.pdf), [compare-factors](compare-factors.svg) / [PDF](compare-factors.pdf), and [evidence-report](evidence-report.svg) / [PDF](evidence-report.pdf). [Exact text and tactile equivalents](MATERIALS.md) make a printer/device optional.

**Prepare first:** follow the [local safety and provenance routine](MATERIALS.md). Select only broad, intact, light, slow-moving school-approved objects on a clear stable flat lane with adult release/catch. Check local site/access rules; offer no-touch and private routes. For every actual trial, record exact source, date, verified material or UNKNOWN, shape/size where relevant, surface, start, release, observer/access and what **actually** happened. If a trial or matched pair is unavailable, use the labelled paper models and write **REAL OBSERVATION NOT AVAILABLE**. Their arrows/fictional stops support reasoning but not evidence of local movement.

This sequence builds from [Weeks 1–2 Science](../weeks-01-02/README.md) source/safety routines and complements the existing [Week 4 integrated roll-slide-stop guide](../../../term-1/week-04-roll-slide-stop.md). The integrated guide is longer and may use a low ramp under separate preflight; this 25-minute Science route works on a flat lane and does not assert an integrated theme alone demonstrates Science. [Exact ACARA v9 Foundation links](CURRICULUM-CROSSWALK.md) are proposed partial national alignment; [QCAA ACiQ v9 Science](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) is Queensland Prep's current entry. State/local mapping still needs review.

[Source/rights ledger](SOURCE-RIGHTS.md), [author desk review](QA-RUN-THROUGH.md) and [hash verifier](verify_pack.py) explain checks and limits. Original SubjectNest scripts, 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).