# Foundation / Prep Science · Term 3 Weeks 21–22

**Teacher draft · ten distinct 25-minute lessons, Days 101–110.** Week 21 investigates a material-composition question: does adding a broad card backing change how a large paper arrow holds its outline during the same gentle adult-controlled lift? Week 22 uses only source-bounded material observations to plan an accessible route marker. The Science inquiry complements the integrated [shape-making Week 21](../../../term-3/week-21-shapes-we-find-and-make.md) and [paper-route Week 22](../../../term-3/week-22-find-our-way.md). A paper route or picture of an arrow cannot prove a material bent or that a person found their way.

Use [full source texts and safety gate](MATERIALS.md), [ten daily scripts](LESSONS.md), [thirty flexible same-target routes](LEARNER-CARDS.md), [twenty worked swaps](OPTIONAL-PRACTICE.md), and [ten optional family bridges](FAMILY-OPTIONAL.md). Keep the public [Day 105 and 110 fresh checks](ASSESSMENT.md) out of teaching until each child's first independent response; their [keys](TEACHER-KEY.md) are separate. See the [exact national/Queensland crosswalk](CURRICULUM-CROSSWALK.md), [source and rights ledger](SOURCE-RIGHTS.md), and [desk QA](QA-RUN-THROUGH.md).

## Evidence and access rule

An actual property observation requires a school-approved, adult-prepared and **actually performed** lift, with local date, both arrow constructions, same grip/support/action, raw observations and interruptions. If that cannot occur, write **REAL OBSERVATION NOT AVAILABLE** and use the complete **FICTIONAL MODEL** only for method/source reasoning. A neutral **ADULT REPORT** stays attributed and is not the child's own direct sensory observation. Shape-art products and maths maps remain their own evidence streams. Do not claim that a backed arrow always stays flatter, that a particular child used a route successfully, or that anyone improved from paper data.

Adults pre-cut large blunt-corner arrows; paper and card are clean, familiar, locally approved, and securely joined on the backed version. No small pieces, exposed staples, loose adhesive, unknown/allergenic material, strong bending, launch, climbing, sharp tool or forced touch/hearing/vision. The trial can be omitted. A child may speak, sign, point, use AAC, direct an adult, hear an attributed report, inspect a secured broad tactile diagram or use the labelled model. These are flexible routes, not fixed learning styles. Any actual classroom route-marker trial needs separate approval, bounded supervision and privacy; no public map of a child's location.

## Six original A4 aids

Each vector has a selectable-text one-page PDF. Ordered exact text, oral and secured broad tactile equivalents are in [MATERIALS.md](MATERIALS.md); no local result is prefilled.

| Aid | Print |
| --- | --- |
| Material question and prior prediction | [SVG](material-question.svg) · [PDF](material-question.pdf) |
| Same outline and changed backing | [SVG](arrow-parts.svg) · [PDF](arrow-parts.pdf) |
| Safe lift plan and interruption rule | [SVG](lift-plan.svg) · [PDF](lift-plan.pdf) |
| Raw arrow observations | [SVG](arrow-record.svg) · [PDF](arrow-record.pdf) |
| Property claim and source limit | [SVG](property-claim.svg) · [PDF](property-claim.pdf) |
| Route-marker proposal and access check | [SVG](route-proposal.svg) · [PDF](route-proposal.pdf) |

**Status:** original SubjectNest draft, pending human educator, accessibility, local syllabus, material/safety, privacy and classroom review. [Verifier](verify_pack.py) checks structure, official rows, links, assets and SHA manifest; it does not prove classroom efficacy. No pilot, measured gain or ACARA/QCAA endorsement is claimed.

Original scripts, model sources and vectors © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Attribute SubjectNest by NeuroForgeIO Pty Ltd, link licence/source and note changes. ACARA retains its own terms for curriculum wording.