# Foundation / Prep Science · Term 2, Weeks 13–14 · Days 61–70

**Teacher draft, 29 September 2026.** Week 13 asks, **“What can we actually see from this view?”** Children prepare a safe, dated, repeatable view of a school-approved plant and distinguish hidden from absent. Week 14 asks, **“What can looking again tell us?”** Children revisit the same feature and viewpoint, then cautiously compare two approved real plants when available. This develops the [integrated Week 14 plant revisit](../../../term-2/week-14-looking-again-at-plants.md) with daily Science observation records. The [Week 13 family story](../../../term-2/week-13-people-in-a-story.md) remains HASS/English; it is not a source of Science plant evidence. Earlier [Science Weeks 5–6](../../term-1/weeks-05-06/README.md) introduced source and living-feature grouping; this pack adds viewpoint and repeat-observation reliability.

Open [ten distinct 25-minute scripts](LESSONS.md), [safe real-source gate and complete fictional teaching sources](MATERIALS.md), [30 same-target routes](LEARNER-CARDS.md), [20 worked optional swaps](OPTIONAL-PRACTICE.md), [ten optional family conversations](FAMILY-OPTIONAL.md), and two [fresh teacher-held checks](ASSESSMENT.md) with [separate keys](TEACHER-KEY.md). Six original one-page A4 SVG/PDF aids and exact text/tactile alternatives are supplied:

| Aid | PDF | Use |
|---|---|---|
| [Safe plant view](safe-view.svg) | [PDF](safe-view.pdf) | Site and access preflight |
| [Viewpoint model](viewpoint-model.svg) | [PDF](viewpoint-model.pdf) | Fictional visible versus hidden marks |
| [First observation](first-observation.svg) | [PDF](first-observation.pdf) | Source, date, view, exact feature |
| [Repeat observation](repeat-observation.svg) | [PDF](repeat-observation.pdf) | Same plant/feature/view across dates |
| [Two-plant comparison](two-plant.svg) | [PDF](two-plant.pdf) | Actual visible-feature grouping with limits |
| [Share and next](share-next.svg) | [PDF](share-next.pdf) | Claim, source and next safe question |

**Before any real observation:** choose a school-approved, known safe plant/viewing position; check weather, access, allergy and local site rules. No touching, smelling, tasting, collecting, unknown identification, child photo or upload. Record actual plant identity privately, local date/time, viewpoint, accessible route, exact visible feature, adult prompt and uncertainty. A plant may look the same across days. If no genuine approved living source exists, write **REAL OBSERVATION NOT AVAILABLE** and use the original paper models for source reasoning only. Do not invent a past view, growth, flower, species or child response.

[Exact pinned ACARA v9/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-RIGHTS.md), [teacher/child/assessor/funder desk QA](QA-RUN-THROUGH.md) and [deterministic verifier/hash receipt](verify_pack.py) show what was checked. Proposed national links are partial and conditional; local school and classroom review remain due. Original SubjectNest words, diagrams and aids © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA wording retains [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).