# Foundation / Prep Science · ten 25-minute scripts, Days 51–60

Read [safety and complete original source cards](MATERIALS.md) before teaching. Every lesson totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. [Three routes per day](LEARNER-CARDS.md) 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](OPTIONAL-PRACTICE.md) 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](ASSESSMENT.md) teacher-held until the first independent response, then use the [separate key](TEACHER-KEY.md). 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](safe-passage.svg), 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](ask-predict.svg), 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](passage-record.svg), 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](change-one.svg), 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](ASSESSMENT.md), blank [ask-predict](ask-predict.svg) and [passage-record](passage-record.svg), 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](TEACHER-KEY.md) 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](change-one.svg), 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](change-one.svg), 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](explain-handover.svg), 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](ASSESSMENT.md), blank [change-one](change-one.svg), 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](TEACHER-KEY.md), set one next teaching move. One check cannot certify Foundation Science or term mastery.