# Foundation / Prep Science · Term 2, Weeks 17–18 · Days 81–90

**Teacher draft, 29 September 2026.** Week 17 asks **“What does a full or cropped view actually show about an animal?”** Week 18 asks **“What visible external features can two genuine animal sources support?”** This extends earlier [plant viewpoint/repeat work](../weeks-13-14/README.md) to the animal half of AC9SFU01, with new attention to source identity, image rights and cautious grouping. It complements the integrated [Week 17 media-frame task](../../../term-2/week-17-what-a-picture-shows.md) and [Week 18 shared-place care](../../../term-2/week-18-care-for-a-shared-place.md). A fictional media frame, place-care action or route sketch alone is not animal-feature evidence.

Start with [ten distinct 25-minute scripts](LESSONS.md), [complete original fictional sources and genuine-source gate](MATERIALS.md), [30 flexible same-target routes](LEARNER-CARDS.md), [20 worked optional swaps](OPTIONAL-PRACTICE.md), [ten optional family bridges](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 equivalents are included:

| Aid | PDF | Use |
|---|---|---|
| [Safe animal source](safe-source.svg) | [PDF](safe-source.pdf) | Preflight and provenance |
| [Full/cropped model](frame-model.svg) | [PDF](frame-model.pdf) | Fictional marks versus absent feature |
| [Feature record](feature-record.svg) | [PDF](feature-record.pdf) | Actual source/date/view/access |
| [Source comparison](source-compare.svg) | [PDF](source-compare.pdf) | Same animal or different/unknown? |
| [Two-animal rule](two-animal.svg) | [PDF](two-animal.pdf) | Cautious external-feature grouping |
| [Explain and limit](explain-limit.svg) | [PDF](explain-limit.pdf) | Share claim and next safe view |

**Safety/source rule:** no animal is brought in, chased, fed, lured, touched, named by guess or photographed with children for this pack. A school-approved safe distant view may occur only if an animal genuinely appears in a permitted place; otherwise the teacher may use a provenance-checked, rights-cleared, dated real animal image with explicit PHOTO access. A photo supports features *depicted in that image*, not local presence or behaviour. Both kinds need actual source/date/view and an exact visible feature; no source means **REAL OBSERVATION NOT AVAILABLE** and only model reasoning. No invented local wildlife, species, cultural knowledge or child response is supplied.

[Exact pinned ACARA v9/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [rights/fact ledger](SOURCE-RIGHTS.md), [desk QA](QA-RUN-THROUGH.md) and [hash verifier](verify_pack.py) show what has been checked. National alignment is proposed and partial; local curriculum, animal/site safety, image rights, accessibility and classroom review remain due. Original SubjectNest words, fictional diagrams 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).