Science · ten 25-minute scripts, Days 51–60Foundation Science · T2 W11–12 · Lesson sequence

Read safety and complete original source cards before teaching. Every lesson totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Three routes per day preserve the same question/source/claim target; choose by access in the moment, never a fixed learning-style label. Two worked optional swaps per day provide extra contexts. Real investigation is conditional on a school-approved dated setup; otherwise write REAL OBSERVATION NOT AVAILABLE and investigate only what a paper model represents. An adult report is attributed, not the child's direct sense. Keep Days 55/60 checks teacher-held until the first independent response, then use the separate key. No family task is required.

Week 11 · Day 51 — What does a paper gate show, and what would a real one need?

Goal: distinguish a diagram's lines/arrow from actual object movement and pose a testable, safe question. Proposed codes: AC9SFH01, AC9SFI01, AC9SFI05. Prepare: Model P, safe-passage, Card 51; optional approved real setup remains untouched.

1. Source · 3 min. Label P FICTIONAL MODEL. If a safe local tabletop has been approved, separately identify it and today's local date; otherwise mark REAL OBSERVATION NOT AVAILABLE.
2. Read · 4 min. Read Model P completely; child locates the two lines, 9 cm label, outline, arrow and NOT TESTED label through sight, speech or fixed broad tactile shapes.
3. Model · 5 min. Teacher says, “The author drew an arrow. I can say where it points. I cannot say a card moved.” Name the object-only, slow, no-force safety rule.
4. Child try · 7 min. Card 51 asks: “What is in the drawing? What question could a real approved try answer?” Accept one bounded paper statement and a question such as “Would orientation change the passage?”
5. Check · 4 min. Offer “The blue card passed through in our class.” Child corrects MODEL versus ACTUAL and names one missing real source/action.
6. Exit · 2 min. Save the child's question and chosen access route, not a fabricated result.

Week 11 · Day 52 — Predict before a gentle try

Goal: hold one object/passage fixed and state a before-try prediction about the object's 6 cm side across the passage. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI02. Prepare: ask-predict, Model P; approved actual broad object/gap if available, Card 52.

1. Preflight · 3 min. Adult checks the actual flat setup, 9 cm gap only if genuinely measured, smooth object and date. No approval means MODEL ONLY.
2. Read · 4 min. In P the 6 cm side is across a drawn 9 cm gap. Read the numbers as labels, not a classroom measurement.
3. Model · 5 min. Teacher fills “object, gap, orientation, before prediction” on the blank mat. For a real try, child predicts before movement; for paper, write “model suggests”, not “will definitely pass”.
4. Child try · 7 min. Card 52 routes ask for a spoken/pointed/AAC prediction with source and reason. Adult records exact wording/time before any real action; if after, mark NOT RECORDED.
5. Check · 4 min. Ask which details must stay fixed next time: same actual object, same measured gap, same surface and gentle action. Do not silently substitute the P dimensions for actual ones.
6. Exit · 2 min. Leave the actual result blank/NOT TESTED until Day 53's safe try.

Week 11 · Day 53 — Make one safe actual passage observation

Goal: if approved, observe one slow flat passage and record exact result/source/conditions; otherwise bound a model statement. Proposed codes: AC9SFU02, AC9SFI02, AC9SFI03. Prepare: passage-record, adult-approved setup, Day 52 before prediction or NOT RECORDED, Card 53.

1. Safety/source · 3 min. Adult verifies date, fixed broad lines, object edges, clear table, access and consent. Stop if setup changes or is unsafe; paper-only is valid reasoning work.
2. Revisit · 4 min. Read the actual prior prediction unchanged or NOT RECORDED. Model P remains fiction and cannot supply an actual prediction/result.
3. Demonstrate · 5 min. Adult gently slides the approved broad object once from marked start, flat and unforced; children observe or receive neutral attributed ADULT REPORT. No speed race or repeated pushing.
4. Child record · 7 min. Card 53 asks for exactly INSIDE WITHOUT TOUCHING / TOUCHED A LINE / STOPPED BEFORE / UNKNOWN, with actual source/date/orientation. If no actual try, enter NOT TESTED and describe only P's marks.
5. Check · 4 min. Ask whether a drawing alone or a different object would prove the same result. Child names one condition and one unknown.
6. Exit · 2 min. Keep the record privately; do not call this a general shape law.

Week 11 · Day 54 — Turn the same object, then compare carefully

Goal: identify orientation as the intended change while object, passage and gentle action stay fixed; compare only actual comparable records. Proposed codes: AC9SFU02, AC9SFI03, AC9SFI04. Prepare: change-one, two approved actual tries if safe or Model P, Card 54.

1. Pair gate · 3 min. Check yesterday's actual date/setup and today's approval. If surfaces/gap/object/action differ, mark INCOMPARABLE; no forced second pass.
2. Read · 4 min. Name 6 cm across versus 12 cm across in the fictional drawing. Turning does not change the object's size or material.
3. Model · 5 min. Teacher puts two P views on the comparison mat labelled DRAWN MARKS and explains that a drawn overlap predicts a possible difficulty, not an actual stopped object.
4. Child try · 7 min. Card 54: predict before any second actual try; adult may gently slide the same approved object, then child records exact observed result and changed orientation. Paper route compares two drawn views only.
5. Check · 4 min. Compare real prior prediction/result only when both exist in order; a surprise result prompts checking measurements/conditions, not blaming the child.
6. Exit · 2 min. State “In this setup …”; retain UNKNOWN when records are incomplete.

Week 11 · Day 55 — Fresh orientation-and-source check

Goal: show a first independent response to a new passage model, then separate possible real evidence from drawn marks. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI03, AC9SFI05. Prepare: teacher-held Day 55 card, blank ask-predict and passage-record, Card 55 after check.

1. Preflight · 3 min. Teacher alone checks the held card and any separately approved real setup. No classroom dimensions or result are prefilled.
2. Prompt · 4 min. Give the complete fresh source once, with literal read-aloud/tactile equivalent. Say MODEL if it is a model.
3. Silent think · 5 min. Allow independent pause and accessible response preparation without teaching the answer.
4. First independent response · 7 min. Child identifies source, asks/predicts about orientation, names what marks show versus actual unknown, and records access/prompt. Save exact first response before feedback.
5. Bound · 4 min. Child says what safe approved actual action/date would be needed to know a real result. A model-only route stays REAL OBSERVATION NOT AVAILABLE.
6. Close · 2 min. Use separate teacher key for next teaching move; Card 55 practice may follow later.

Week 12 · Day 56 — Compare object width with the same marked passage

Goal: reason about two broad objects of recorded widths under one passage, without treating differing material/action as a controlled size comparison. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI03. Prepare: Model Q, change-one, optional verified matched-material broad objects, Card 56.

1. Source · 3 min. Read Q as FICTIONAL MODEL. For real work adult verifies actual material/widths, same flat surface/gap and gentle action; if not matched, note differences.
2. Notice · 4 min. Read R 8 cm across, S 12 cm across and drawn 9 cm passage; no local objects have been measured by this card.
3. Model · 5 min. Teacher predicts R's outline could lie between lines while S's crosses; labels this geometric model, not an observed slide.
4. Child try · 7 min. Card 56 asks which object-width comparison is represented and what actual check would be safe. If approved, predict then adult moves each gently one at a time and records distinct actual results.
5. Check · 4 min. Ask, “If R is fabric and S card, may I say width alone caused the result?” Child notes material and any other difference; record INCOMPARABLE for a single-factor claim.
6. Exit · 2 min. Keep source/date beside each actual result or NOT TESTED beside Q.

Week 12 · Day 57 — Can a shape claim survive the evidence?

Goal: identify that shape and width can vary together and refuse an unsupported “shape alone” explanation. Proposed codes: AC9SFU02, AC9SFH01, AC9SFI03. Prepare: teacher-made paper plan of an 8 cm square outline and a 10 cm round outline against a 9 cm marked passage; no objects supplied, Card 57.

1. Source · 3 min. Mark the two outlines INVENTED PLAN; date model use. Do not call a paper circle a real ball or say it rolled.
2. Notice · 4 min. Child identifies square 8 cm across, round outline 10 cm across, 9 cm gap. Adult reads shape and width labels rather than relying on sight.
3. Model · 5 min. Teacher asks, “Both shape and width changed. Which one did we hold still?” Answer: neither; a result could not isolate shape alone.
4. Child try · 7 min. Card 57 routes make a cautious drawing claim and propose a matched-width, verified-material approved comparison if the school can safely supply it; no invented real outcomes.
5. Check · 4 min. Offer “Round things can never pass a passage.” Child rejects the universal claim and points to missing real source, gap and object dimensions.
6. Exit · 2 min. Record the next question, not a pretend trial.

Week 12 · Day 58 — Change the passage, not the object

Goal: describe how a changed marked opening can affect this setup while holding the broad object/orientation fixed. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI04. Prepare: Model T, change-one, optional two approved measured gaps, Card 58.

1. Source · 3 min. Label T FICTIONAL MODEL; actual comparison requires same object, orientation, surface and gentle action with two genuinely measured gaps.
2. Read · 4 min. Child reads 12 cm outline against 9 cm gap then 14 cm gap. Identify the gap as the changed feature.
3. Model · 5 min. Teacher traces model overlap/inside marks, saying “The drawing makes a prediction; no movement was seen.”
4. Child try · 7 min. Card 58: make a before-try prediction for a real approved two-gap setup or describe T's two paper views. If real, adult slides once per gap without force; record each actual result and date.
5. Check · 4 min. Child compares prior prediction to actual result only if both exist. An unexpected touch may reflect orientation or strip placement; record it rather than erase it.
6. Exit · 2 min. State one setup-specific finding or NOT TESTED.

Week 12 · Day 59 — Explain a passage claim to another person

Goal: share a source-bounded Science explanation with question, actual result or model marks, and unknown. Proposed codes: AC9SFH01, AC9SFI03, AC9SFI05. Prepare: explain-handover, one approved actual record if available or Model T, Card 59.

1. Source · 3 min. Choose an actual dated private record or a labelled fictional model. Ask who may see it; teacher alone is an acceptable audience.
2. Re-read · 4 min. Point to exact object/gap/orientation/action/result. If using T, speak of drawn marks and NOT TESTED.
3. Rehearse · 5 min. Teacher models “For this source, I saw/read … . I still do not know … .” No “always”, no invented listener response.
4. Child share · 7 min. Card 59 offers spoken, signed/AAC or adult-scribed pointing routes to communicate the same bounded claim to a consenting listener; record the child's exact idea and access.
5. Feedback check · 4 min. If actual listener feedback occurs, record it exactly and invite one revision. If none, write NO ACTUAL LISTENER RESPONSE; revise only by checking source.
6. Exit · 2 min. Note one safe next question for the teacher, not a score or growth claim.

Week 12 · Day 60 — Fresh comparison and next-step check

Goal: independently compare a new source pair, distinguish prediction from actual observation, and plan a safe next check. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI03, AC9SFI04, AC9SFI05. Prepare: teacher-held Day 60 card, blank change-one, Card 60 only after response.

1. Preflight · 3 min. Teacher checks fresh card/access route and any separately approved local real trial; do not pretend its paper dimensions were measured in class.
2. Prompt · 4 min. Present the complete source once, clearly labelled MODEL or ACTUAL, with the same semantic wording via speech/tactile route.
3. Think · 5 min. Give independent response time. A neutral reread is logged as a prompt; do not coach the width relation.
4. First independent response · 7 min. Child names what changed/stayed same, states a source-bounded prediction or observation and one unknown; save exact wording and access before feedback.
5. Bound · 4 min. Ask what genuine dated safe attempt would answer the question. If none occurs, record REAL OBSERVATION NOT AVAILABLE and no actual AC9SFI02 claim.
6. Close · 2 min. Consult separate key, set one next teaching move. One check cannot certify Foundation Science or term mastery.