# Foundation / Prep Science · ten 25-minute scripts, Days 61–70

Read [safe real-source protocol and complete models](MATERIALS.md). Every day has **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Choose any of [three same-target routes](LEARNER-CARDS.md) according to present access; these are flexible supports, not learning-style labels. [Worked swaps](OPTIONAL-PRACTICE.md) 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](ASSESSMENT.md) teacher-held until the first independent response; [keys](TEACHER-KEY.md) 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](safe-view.svg), 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](first-observation.svg), 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](viewpoint-model.svg), 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](repeat-observation.svg), 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](ASSESSMENT.md), blank [first-observation](first-observation.svg), 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](TEACHER-KEY.md) 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](repeat-observation.svg), 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](two-plant.svg), 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](share-next.svg), 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](ASSESSMENT.md), blank [repeat-observation](repeat-observation.svg), 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](TEACHER-KEY.md) for next teaching move; one check cannot certify Foundation Science or the term.