# Foundation / Prep Science · Weeks 5–6 · Days 21–30

**Teacher draft, 29 September 2026.** Week 5 investigates externally visible features of real safely viewed plants and an animal source when available, then sorts source cards by a child-stated visible rule. Week 6 asks which actual large material layer lets a large symbol show for a stated purpose. It complements the [integrated five-card holder challenge](../../../term-1/week-06-materials-that-help.md) with a different observable property. Original paper models give a complete offline route for reasoning, while remaining explicitly **model-only** when a local observation cannot occur.

Start with [ten timed 25-minute scripts](LESSONS.md), [complete original sources and safety/provenance instructions](MATERIALS.md), [thirty equivalent learner routes](LEARNER-CARDS.md), [twenty worked context swaps](OPTIONAL-PRACTICE.md), [two fresh teacher-held checks](ASSESSMENT.md) and [separate key](TEACHER-KEY.md). Six original A4 aids have SVG/PDF pairs: [living-safe](living-safe.svg) / [PDF](living-safe.pdf), [feature-source](feature-source.svg) / [PDF](feature-source.pdf), [group-rule](group-rule.svg) / [PDF](group-rule.pdf), [feature-model](feature-model.svg) / [PDF](feature-model.pdf), [layer-test](layer-test.svg) / [PDF](layer-test.pdf), and [science-claim](science-claim.svg) / [PDF](science-claim.pdf). [Exact linear and tactile alternatives](MATERIALS.md) allow use without a printer/device.

**Before children arrive:** confirm locally safe, dated living views and approved large intact panel/card materials; verify photo rights and material labels or mark UNKNOWN. Offer no-touch, no-outdoor, adult-report and private routes. No species is named from appearance. A paper model or photo is always labelled; it never becomes a real local plant/animal or panel result. When a real source is unavailable, write **REAL OBSERVATION NOT AVAILABLE** and plan a later safe observation rather than inventing evidence.

This daily route builds from [Weeks 1–2 source routines](../weeks-01-02/README.md) and [Weeks 3–4 motion inquiry](../weeks-03-04/README.md), and aligns with the [Week 5 living-features integrated guide](../../../term-1/week-05-living-features.md). [Exact pinned ACARA v9 Foundation rows](CURRICULUM-CROSSWALK.md) are proposed partial national links; [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. Local state/school mapping, safe-source review and human classroom trials remain due.

[Source/rights ledger](SOURCE-RIGHTS.md), [honest desk run-through](QA-RUN-THROUGH.md) and [hash verifier](verify_pack.py) document the checks. Original SubjectNest text, models and vector aids © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA wording keeps [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).