Science · ten 25-minute scripts, Days 61–70Foundation Science · T2 W13–14 · Lesson sequence

Read safe real-source protocol and complete models. Every day has 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Choose any of three same-target routes according to present access; these are flexible supports, not learning-style labels. Worked swaps provide two optional contexts per day. If no school-approved genuine local plant view is possible, mark REAL OBSERVATION NOT AVAILABLE, use labelled fiction for source reasoning, and do not claim an actual plant investigation. An attributed ADULT REPORT is not the child's direct sense. Keep the Day 65/70 fresh sources teacher-held until the first independent response; keys are separate. Family prompts are optional.

Week 13 · Day 61 — Which plant view is safe and real?

Goal: distinguish a school-approved dated real plant view from a plant-like paper model; ask a safe observation question. Proposed codes: AC9SFH01, AC9SFI01, AC9SFI02. Prepare: safe-view, Model F, adult-approved plant/view if available, Card 61.

1. Source gate · 3 min. Adult identifies the actual known safe plant/view privately with local date and access; otherwise writes REAL OBSERVATION NOT AVAILABLE. No touch, smell, taste or collection.
2. Read · 4 min. Read F's full FICTIONAL label. Child identifies drawn stem-like and oval marks without naming species or claiming local leaves.
3. Model · 5 min. Teacher contrasts “I can read this paper mark” with “I can observe this approved plant from our marked place today.” Point out actual versus MODEL source labels.
4. Child try · 7 min. Card 61 asks each child to pose one safe question about an exact visible external feature, or, with paper only, one question a genuine approved plant view could answer.
5. Check · 4 min. Offer “The invented oval proves our plant has three leaves.” Child names missing real source/date and corrects the claim.
6. Exit · 2 min. Save question, source label and chosen access route; no invented result.

Week 13 · Day 62 — Make a first precise view

Goal: record one actually visible external feature with source/date/view/access, or mark a model as model. Proposed codes: AC9SFU01, AC9SFI02, AC9SFI03. Prepare: first-observation, approved plant/view or Model F, Card 62.

1. Preflight · 3 min. Check local safe view, weather and access; plant identity stays private. If not approved, use F and NOT OBSERVED.
2. Notice · 4 min. From the stable mark, adult invites one feature that is visible now; say UNKNOWN for hidden areas. No assumed flower or species.
3. Model · 5 min. Teacher makes a blank example: “source/date/view, feature seen here, uncertainty”. Demonstrate an attributed neutral ADULT REPORT without calling it child's direct sight.
4. Child record · 7 min. Card 62 routes draw/point/dictate/sign/AAC one exact visible feature and record access/prompt. Paper route records F's marks as DRAWING ONLY.
5. Check · 4 min. Ask whether a decorative extra leaf in a drawing would be observation. Child returns to actual source or says no actual source.
6. Exit · 2 min. Keep the baseline privately for later comparison; do not claim change yet.

Week 13 · Day 63 — Is hidden the same as absent?

Goal: describe what a viewpoint conceals and avoid claiming an unseen feature is absent or changed. Proposed codes: AC9SFH01, AC9SFI03, AC9SFI05. Prepare: Model F, viewpoint-model, optional safe second real view if locally approved, Card 63.

1. Source · 3 min. Label F FICTIONAL. For real plant work, adult approves any changed viewing place/access and records both actual views/dates; never require a child to move unsafely.
2. Read · 4 min. Compare FRONT and SIDE in F. In the story, the grey paper panel hides a mark; it does not erase a real leaf.
3. Model · 5 min. Teacher covers/uncover one broad fixed raised oval in a paper model and says “not visible from here” rather than “gone”.
4. Child try · 7 min. Card 63 routes identify one visible, one hidden/unknown feature in the model or carefully compare two actual approved views if available, with access attribution.
5. Check · 4 min. Present “I see two ovals from SIDE, so the plant lost one leaf.” Child corrects source/visibility and names a safer view needed.
6. Exit · 2 min. Save a claim bounded to the actual view or MODEL ONLY.

Week 13 · Day 64 — Plan a repeat that can be compared

Goal: specify same plant, feature, viewpoint and a prior prediction before the next real observation. Proposed codes: AC9SFI01, AC9SFI02, AC9SFI03. Prepare: actual Day 62 private record if reliable, repeat-observation, fictional Notebook G, Card 64.

1. Record gate · 3 min. Confirm Day 62 actual source/date/view/feature or mark NOT AVAILABLE. A memory or F drawing is not a past real observation.
2. Read · 4 min. Read G. Its front and side entries cannot establish actual disappearance or growth.
3. Model · 5 min. Teacher selects one feasible feature and stable view to revisit; records possible same/different/unclear as a prediction before any next view, not as a guaranteed result.
4. Child plan · 7 min. Card 64 routes specify what must be same and what date/time/access need recording. Paper-only child plans an approved future view and writes NOT TESTED.
5. Check · 4 min. Ask whether larger drawn ovals on a second page prove growth. Child names viewpoint/scale/source uncertainty.
6. Exit · 2 min. Store exact prior prediction or NOT RECORDED for Day 66.

Week 13 · Day 65 — Fresh viewpoint-and-source check

Goal: independently interpret a new view source and state what would be needed for an actual plant claim. Proposed codes: AC9SFH01, AC9SFI01, AC9SFI03, AC9SFI05. Prepare: teacher-held Day 65 source, blank first-observation, Card 65 after check.

1. Preflight · 3 min. Teacher privately checks source/read-aloud/tactile access; no real class view is inserted into the paper case.
2. Prompt · 4 min. Give the complete fresh model once and explicitly say MODEL.
3. Think · 5 min. Allow independent pause or a neutral logged reread, without teaching the hidden/absent distinction.
4. First independent response · 7 min. Child says what each view actually shows, what remains hidden/unknown and one safe question; record exact response, route and prompt before feedback.
5. Bound · 4 min. Ask what genuine school-approved dated living view would be needed to establish an actual feature; paper route remains REAL OBSERVATION NOT AVAILABLE.
6. Close · 2 min. Use the separate key for next teaching move; Card 65 practice is released later.

Week 14 · Day 66 — Look again at the same feature

Goal: make a second genuine dated view of the same plant/feature from a comparable place, or state why it cannot be done. Proposed codes: AC9SFU01, AC9SFI02, AC9SFI03. Prepare: Day 62/64 private real records if available, repeat-observation, Card 66.

1. Safety and identity · 3 min. Adult confirms same approved plant and stable safe view; if absent or unsafe, write NOT OBSERVED TODAY and use G only for model reasoning.
2. Prior source · 4 min. Read actual prior feature/view/date and prior prediction verbatim or NOT RECORDED. Do not reconstruct memory.
3. Observe · 5 min. Child directly notices the same specified feature, or receives attributed neutral ADULT REPORT; no handling or forced closer view.
4. Record · 7 min. Card 66 routes record today's local date/time/view/access and exact same/different/unclear feature; note changed light/view/access as possible comparison limits.
5. Check · 4 min. Ask if “same today” is allowed. Yes; do not push a growth story. If no actual two dates, mark INCOMPARABLE or NOT OBSERVED.
6. Exit · 2 min. Preserve both separate dated records privately.

Week 14 · Day 67 — What did the prediction and two views support?

Goal: compare a genuinely prior prediction with later actual observation and separate visible difference from inferred growth. Proposed codes: AC9SFI01, AC9SFI03, AC9SFI04. Prepare: actual Day 64 prediction plus Days 62/66 records if complete, Notebook G, Card 67.

1. Pair gate · 3 min. Confirm same actual plant/feature/view and chronological record. If any missing, say CANNOT COMPARE; G is FICTIONAL.
2. Read · 4 min. Put actual dated observations beside the exact earlier prediction. A predicted change may not appear; that is useful evidence.
3. Model · 5 min. Teacher compares G's two story labels only, then shows why changed FRONT/SIDE makes a biological change claim unsupported.
4. Child try · 7 min. Card 67 routes choose SAME / DIFFERENT / UNCLEAR / CANNOT COMPARE, cite source/date/feature and say whether prediction matched actual later view if available.
5. Check · 4 min. “My drawing got bigger, so the plant grew” is corrected to a scale/view unknown unless matched actual observations support a bounded visible difference.
6. Exit · 2 min. Keep one cautious sentence or reason for insufficient evidence.

Week 14 · Day 68 — Can two actual plants be grouped by a visible feature?

Goal: state a simple external-feature rule based on two approved real plant views when available; keep drawing groups separate. Proposed codes: AC9SFU01, AC9SFI02, AC9SFI03. Prepare: approved safe Plant A/B views (or Model H), two-plant, Card 68.

1. Sources · 3 min. Adult confirms each actual plant/view/date/approval and access; if no second source, mark AC9SFU01 grouping NOT OBSERVED and use H as paper practice.
2. Notice · 4 min. Read one actually visible external feature for each source. A feature hidden by view is UNKNOWN, not absent from a plant.
3. Model · 5 min. Teacher groups H's smooth/jagged drawings as drawings only; no real species or plant feature is inferred.
4. Child try · 7 min. Card 68 routes state a rule such as “visible smooth-edge outlines in today's view” only if actual external features support it; record A/B source, dates, access and uncertainty.
5. Check · 4 min. Ask if two plants prove “all plants with this edge grow together.” Child limits the claim to observed sources/views.
6. Exit · 2 min. Save first grouping attempt or MODEL ONLY; animals remain outside this pack's evidence.

Week 14 · Day 69 — Share a claim without filling gaps

Goal: communicate an exact source-bounded observation or grouping rule and one unknown to a chosen safe audience. Proposed codes: AC9SFH01, AC9SFI03, AC9SFI05. Prepare: share-next, actual dated private record if available or Model H, Card 69.

1. Source/privacy · 3 min. Choose approved actual record or clearly labelled H model; teacher audience is sufficient. Named child work remains private.
2. Read · 4 min. Identify exact feature/date/view/access or paper marks; no generic “plants always …”.
3. Rehearse · 5 min. Teacher models “In this view/source, I noticed … ; I do not know … ; next I could safely check …”.
4. Child share · 7 min. Card 69 routes let child speak, sign, AAC, point or direct an adult to share the same bounded idea. Record exact child words/support.
5. Feedback · 4 min. Record actual listener question only if it occurs; otherwise write NO ACTUAL LISTENER RESPONSE. Revision may come from source rereading without invented feedback.
6. Exit · 2 min. Teacher notes one next safe teaching opportunity, not a child growth score.

Week 14 · Day 70 — Fresh repeat-record and next-step check

Goal: interpret a new pair of source-labelled records, choose a defensible comparison and specify what genuine evidence is missing. Proposed codes: AC9SFU01, AC9SFI01, AC9SFI03, AC9SFI04, AC9SFI05. Prepare: teacher-held Day 70 source, blank repeat-observation, Card 70 after check.

1. Preflight · 3 min. Teacher checks unseen source and literal access equivalents; any optional real view is separately approved and recorded, never assumed from paper.
2. Prompt · 4 min. Present complete fresh source once, with MODEL or actual label explicit.
3. Think · 5 min. Allow independent response time; neutral reread is logged, no coaching.
4. First independent response · 7 min. Child identifies source/date/view/feature, says SAME / DIFFERENT / UNCLEAR / INCOMPARABLE with reason, one unknown and safe next question. Preserve exact wording/access first.
5. Bound · 4 min. Ask whether the paper source proves a real plant change or grouping. If no genuine local pair, mark REAL OBSERVATION NOT AVAILABLE.
6. Close · 2 min. Use separate key for next teaching move; one check cannot certify Foundation Science or the term.