Science · ten 25-minute scripts, Days 91–100Foundation Science · T2 W19–20 · Lesson sequence

Read adult gate and complete original Models M/N first. Each lesson totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Use three access-equivalent routes flexibly and two worked swaps/day when useful. The carton apparatus is adult-only, pretested, locally approved or absent. The paper fallback is FICTIONAL MODEL throughout. With no safe dated actual run, write REAL OBSERVATION NOT AVAILABLE. A neutral spoken ADULT REPORT is attributed, not the child's own direct sensory observation. Never turn a fictional stop into a classroom result. The fresh Days 95/100 checks stay teacher-held until each first independent response. Family invitations carry no assessment burden.

Week 19 · Day 91 — What exactly would our test ask?

Goal: pose a clear movement question and record a prediction before any genuine result. Proposed codes: AC9SFU02, AC9SFH01, AC9SFI01. Prepare: question mat, complete M text, approved setup only if already cleared, Card 91.

1. Name source · 3 min. Mark M FICTIONAL MODEL. State separately whether an approved actual carton trial is possible; if not, REAL OBSERVATION NOT AVAILABLE.
2. Notice · 4 min. Read M's setup paragraph without results. Ask what changes when the same carton rests on broad rather than narrow face.
3. Model · 5 min. Teacher asks “Does the carton reach the same ordered mark on each face?” and writes a possible prior prediction with time/order, not a fact.
4. Child try · 7 min. Card 91 routes make/select one testable question and prior prediction. Adult records exact wording or AAC selection before any result is shown.
5. Check · 4 min. Offer “We can make a prediction after reading the stops.” Child distinguishes an advance prediction from an after-result guess.
6. Exit · 2 min. Save question/prediction separately from later observation; no outcome inferred.

Week 19 · Day 92 — Which things should stay steady?

Goal: identify one planned change and multiple steady conditions in a fair comparison. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI05. Prepare: setup map, M first paragraph, broad fixed labels, Card 92.

1. Recall · 3 min. Revisit yesterday's question and label it M or actual plan, never an actual result.
2. Read · 4 min. Read “same carton, tray, start line, tilt, no-push release”; name face placement as the planned change.
3. Model · 5 min. Teacher deliberately moves a paper START label, then says that would be another change and spoil a clean comparison.
4. Child try · 7 min. Card 92 routes place/say one-change and three-steady labels; teacher asks which changed condition must be corrected before a new trial.
5. Check · 4 min. Ask if two different cartons plus two different tilts could isolate face placement. Child says why not, without needing technical vocabulary.
6. Exit · 2 min. Retain child-made same/change plan as planning evidence only.

Week 19 · Day 93 — What if a run gets interrupted?

Goal: keep a raw trial record and label an interrupted run without silently treating it as a valid stop. Proposed codes: AC9SFI02, AC9SFI03, AC9SFI05. Prepare: M's fifth entry, four-run sheet, optional adult-pretested apparatus, Card 93.

1. Safety gate · 3 min. Adult verifies tray, lip, carton, supervision and quiet access, or selects M only. Children may observe or use description without touching.
2. Read · 4 min. Read M fifth entry: carton tipped and touched the rim. Say it is invented and marked INTERRUPTED.
3. Model · 5 min. Teacher preserves the raw entry but excludes it from valid-stop comparison; model a cautious reason, not “it would have reached STOP.”
4. Child try · 7 min. Card 93 routes classify VALID versus INTERRUPTED from a labelled paper entry; if genuine safe rehearsal occurs, record date, apparatus and what actually happened separately.
5. Check · 4 min. Offer “Cross out the tipped run so our record looks neat.” Child keeps it, labels it, and asks whether a safe repeat is possible.
6. Exit · 2 min. Save raw/unrevised record; a rehearsal alone is not a four-run comparison.

Week 19 · Day 94 — What did the valid tries actually show?

Goal: make a bounded comparison of four raw attempts and separate genuine evidence from M. Proposed codes: AC9SFU02, AC9SFI02, AC9SFI03, AC9SFI04. Prepare: four-run sheet, claim mat, school-approved apparatus only if safe, otherwise M, Card 94.

1. Choose source · 3 min. Write ACTUAL with local date/approval/equipment if an investigation is genuinely run; otherwise M FICTIONAL MODEL and REAL OBSERVATION NOT AVAILABLE.
2. Read prediction · 4 min. Retrieve the actual advance prediction if one exists. If not, mark NO PRIOR PREDICTION; do not manufacture one.
3. Model raw record · 5 min. Adult models one labelled attempt without a push, or reads M's four original valid entries exactly; retain interruptions.
4. Child try · 7 min. Under approved conditions adult conducts/records remaining brief attempts or reads M in order. Card 94 routes mark face, position and interruption for each; if too few valid attempts, say insufficient comparison.
5. Check · 4 min. Compare exact valid stops to the advance prediction with guidance. “In these tries …” is allowed; “this face always slides farther” is not.
6. Exit · 2 min. Save raw dated genuine record or labelled M and the child's exact bounded claim.

Week 19 · Day 95 — Fresh fair-test check

Goal: independently detect a second changed condition in a new paper trial and state what a real test would still need. Proposed codes: AC9SFU02, AC9SFI01, AC9SFI03, AC9SFI04. Prepare: teacher-held Case R, blank setup map, Card 95 only after response.

1. Preflight · 3 min. Confirm Case R was unseen; prepare full read-aloud or secured broad tactile equivalent, neutral scribe and private first-response record.
2. Present · 4 min. Read complete new FICTIONAL case once without giving the fair-test answer.
3. Think · 5 min. Give quiet independent response time. A neutral reread is recorded, never an answer cue.
4. First independent response · 7 min. Child names planned change, another changed condition, what can and cannot be concluded, and a safer fairer actual setup; preserve exact wording/support before feedback.
5. Source bound · 4 min. Ask what an approved, dated real run would require. Paper-only answer remains REAL OBSERVATION NOT AVAILABLE.
6. Close · 2 min. Use separate key for a next teaching move; Card 95 follows later.

Week 20 · Day 96 — Which Science sample has a real source?

Goal: select one genuine dated Science record or one explicitly invented sample and name what it can show. Proposed codes: AC9SFH01, AC9SFI03, AC9SFI05. Prepare: source portfolio, verified child-owned consented private samples if available, M/N paper strips, Card 96.

1. Privacy/source gate · 3 min. Offer only consented private child-owned school samples with actual source/date; otherwise M/N. No public name/photo/location or family record.
2. Read · 4 min. Read N strips fully. Strip 1 has invented attempts; strip 2 has an unsupported “always” claim.
3. Model · 5 min. Teacher chooses M as model evidence for a paper-record explanation and marks unsupported N strip 2 as no result.
4. Child try · 7 min. Card 96 routes select a verified actual source or M; label DIRECT / PHOTO / ADULT REPORT / MODEL and source/date.
5. Check · 4 min. Ask whether an unlabelled picture or attractive sentence proves a real result. Child names a missing source or raw observation.
6. Exit · 2 min. Save private sample choice or model choice, without implying child growth.

Week 20 · Day 97 — Can a claim point back to its marks?

Goal: connect one bounded statement to raw stops, including interruptions and uncertainty. Proposed codes: AC9SFU02, AC9SFI03, AC9SFI04. Prepare: actual dated run if present or M, claim-limit, Card 97.

1. Source label · 3 min. Display ACTUAL/date or M MODEL at every stage. Do not substitute M for an actual mixed result.
2. Re-read · 4 min. Read all valid positions and any interrupted entry aloud in original order.
3. Model · 5 min. Say of M, “In this invented set, narrow-face tries both stopped at MIDDLE; broad-face stops differed. This does not tell what a real carton will do.”
4. Child try · 7 min. Card 97 routes point/say/scribe one claim with the supporting exact entries and one unknown. If actual attempts are too few or mixed, “not clear yet” is valid.
5. Check · 4 min. Offer unsupported N strip 2. Child rejects “always” because four pretend entries cannot carry it.
6. Exit · 2 min. Keep child's actual wording, source, prompt and uncertainty.

Week 20 · Day 98 — Did I see it, or did someone tell me?

Goal: distinguish direct observation, attributed adult report and fictional paper data in a handover. Proposed codes: AC9SFH01, AC9SFI02, AC9SFI05. Prepare: source portfolio, verified actual source if any, M, neutral description line, Card 98.

1. Name access · 3 min. Ask what source each child actually accessed; never infer from a response mode.
2. Read · 4 min. Teacher says a model-only neutral line: “M says broad try 1 stopped at START.” This is a report about fiction, not a child's direct observation.
3. Model · 5 min. Contrast “I saw the actual dated carton stop” (only when true), “the adult told me …” (ADULT REPORT), and “the model sheet says …”.
4. Child try · 7 min. Card 98 routes label one actual/source sample and rehearse an exact evidence sentence with correct attribution; if no real investigation, say REAL OBSERVATION NOT AVAILABLE.
5. Check · 4 min. Ask whether hearing an adult describe a test gives the child direct sight. Child attributes the adult and can still reason from the report.
6. Exit · 2 min. Retain access/source label and support, not an assumed modality identity.

Week 20 · Day 99 — Teach someone one honest Science idea

Goal: privately explain question, source-bounded evidence, limit and next safe check to a chosen audience. Proposed codes: AC9SFH01, AC9SFI04, AC9SFI05. Prepare: private handover, actual consented source or M/N, Card 99.

1. Audience choice · 3 min. Offer teacher, trusted partner or private adult-held recording in approved system; no public sharing requirement.
2. Order · 4 min. Place SOURCE, QUESTION, RAW EVIDENCE, CLAIM, UNKNOWN in sequence; keep real/model label on every card.
3. Model · 5 min. Adult gives a complete M explanation and labels its status: pretend narrow results at MIDDLE twice, unknown real outcome, next approved run.
4. Child share · 7 min. Card 99 routes communicate their chosen bounded explanation; adult records exact independently selected content and prompt.
5. Feedback · 4 min. Log an actual listener question/response only if it occurs; otherwise NO ACTUAL LISTENER RESPONSE. Revise from source review if useful.
6. Exit · 2 min. Keep private record with one next safe question, not a progress score.

Week 20 · Day 100 — Fresh evidence-handover check

Goal: independently reject an unsupported conclusion from a novel paper record and plan what genuine source could test it. Proposed codes: AC9SFH01, AC9SFI01, AC9SFI03, AC9SFI04, AC9SFI05. Prepare: teacher-held Case S, blank handover, Card 100 after first response.

1. Preflight · 3 min. Ensure Case S was unseen; offer exact full oral/broad secured tactile equivalent and private recording route.
2. Present · 4 min. Give complete FICTIONAL case with all raw marks, source labels and claim.
3. Think · 5 min. Independent quiet time; neutral reread only, with prompt noted.
4. First independent response · 7 min. Child identifies source, supported statement, unsupported claim, prior-prediction limit and next approved actual evidence; capture first wording/access before key.
5. Bound · 4 min. Ask what could be said to a private listener without claiming an actual class result. If no local genuine source, REAL OBSERVATION NOT AVAILABLE.
6. Close · 2 min. Use separate key; this check does not certify year/term achievement.