# Foundation / Prep Science · Term 2, Weeks 15–16 · Days 71–80

**Teacher draft, 29 September 2026.** Week 15 asks, **“What can one optional, very gentle tap tell us about this verified broad material in this setup?”** Week 16 asks, **“What can we observe when the same broad card has an added approved layer?”** Children make predictions, keep source/conditions visible and accept “not discernible” as a result. This is a materials inquiry under AC9SFU03, separate from the [Week 15 original music composition](../../../term-2/week-15-two-parts-one-idea.md), the [Week 16 dry design station](../../../term-2/week-16-a-clear-place-to-compare.md), and the separate mathematics capacity comparison. A rhythm performance, dry design trial or paper sound symbol is not itself a Science material observation.

Start with [ten distinct timed 25-minute scripts](LESSONS.md), [complete original source models and safe local protocol](MATERIALS.md), [30 flexible same-target routes](LEARNER-CARDS.md), [20 worked context swaps](OPTIONAL-PRACTICE.md), [ten optional family bridges](FAMILY-OPTIONAL.md), and two [fresh teacher-held formative checks](ASSESSMENT.md) with [separate keys](TEACHER-KEY.md). Six original A4 SVG/PDF aids have exact linear text and broad tactile alternatives:

| Aid | PDF | Use |
|---|---|---|
| [Quiet source gate](quiet-source.svg) | [PDF](quiet-source.pdf) | Safety, consent and source |
| [Paper sound model](paper-model.svg) | [PDF](paper-model.pdf) | Diagram cannot supply a sound |
| [Ask and predict](ask-predict.svg) | [PDF](ask-predict.pdf) | Before an optional real check |
| [One-action log](one-action.svg) | [PDF](one-action.pdf) | Exact observed/reported response |
| [Layer comparison](layer-compare.svg) | [PDF](layer-compare.pdf) | Same card, layer added, limits |
| [Explain and next](explain-next.svg) | [PDF](explain-next.pdf) | Source-bounded idea/next step |

**Quiet is the default.** An adult checks school approval, material identity or UNKNOWN, clean broad intact surfaces, non-latex/allergy safety, stable support, access and each child's comfort **before** any demonstration. No sudden, loud or repeated tapping, compulsory hearing, touch or performance. A child can choose paper-only reasoning or a neutral attributed adult report. If anyone needs a quiet room, do not produce the sound there; use the model. For every actual optional action, log local date, exact object/material/layer, support, gentle action and direct or attributed access. If no safe genuine action occurs, write **REAL OBSERVATION NOT AVAILABLE**; paper arrows/onomatopoeia are not audible evidence.

[Exact pinned ACARA v9/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-RIGHTS.md), [desk QA](QA-RUN-THROUGH.md) and [deterministic verifier/hash manifest](verify_pack.py) make claims reviewable. National alignment is proposed and partial; local educator, accessibility, sensory safety and classroom review remain due. Original SubjectNest scripts, cards and vector 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).