# Foundation / Prep Science · Term 3 Weeks 23–24

**Teacher draft · ten distinct 25-minute lessons, Days 111–120.** Week 23 asks what changes before, during and after an adult places one small water drop on each of two large safe surfaces. Week 24 asks what a source actually supports, what remains unknown and what a safe next question would be. The Science route connects with the integrated [shared-event story Week 23](../../../term-3/week-23-a-story-we-can-place-in-time.md) through sequence words and [feelings/help Week 24](../../../term-3/week-24-feelings-and-help.md) through asking an approved adult when a setup is unsafe or unclear. Family events, a child's feelings and help-seeking history are **not** Science evidence.

Start with [complete original source texts and the adult safety gate](MATERIALS.md). Teach the [ten daily scripts](LESSONS.md) with [thirty same-target flexible routes](LEARNER-CARDS.md), [twenty worked optional examples](OPTIONAL-PRACTICE.md) and [ten no-burden family bridges](FAMILY-OPTIONAL.md). Keep the public [fresh Day 115/120 checks](ASSESSMENT.md) unseen until first independent responses; use their [separate key](TEACHER-KEY.md) afterwards. See the [exact ACARA/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights/safety ledger](SOURCE-RIGHTS.md) and [teacher/learner/assessor/funder desk review](QA-RUN-THROUGH.md).

**Actual-observation gate:** an educator may use one very small water drop per try on a large clean school-approved plain paper sheet and an unprinted washable plastic mat, both on a level catch tray, only after a local safety/access pretest. Adults handle water and cleanup, away from electrical equipment, food and slips. Record the actual local date, material identities, same drop method/wait/view, raw appearances and interruptions. No child must touch water, material, or sensory stimulus. If unavailable or unsafe, write **REAL OBSERVATION NOT AVAILABLE** and use the complete **FICTIONAL MODEL** only for observing-a-record and claim-boundary reasoning. A wet-looking drawing cannot establish a genuine surface property. **ADULT REPORT** is attributed, not the child's direct observation. Do not infer that a drop was absorbed, evaporated or disappeared into a particular place from appearance alone.

## Six original A4 aids

Every SVG has a selectable-text one-page PDF. [MATERIALS.md](MATERIALS.md) gives ordered exact text plus broad secured tactile and read-aloud equivalents. Blank fields are not fabricated results.

| Aid | Print |
| --- | --- |
| Question and prediction | [SVG](drop-question.svg) · [PDF](drop-question.pdf) |
| Safe one-drop setup | [SVG](surface-plan.svg) · [PDF](surface-plan.pdf) |
| Before/during/after record | [SVG](three-moment.svg) · [PDF](three-moment.pdf) |
| Raw paired observations | [SVG](paired-record.svg) · [PDF](paired-record.pdf) |
| Claim and uncertainty | [SVG](claim-unknown.svg) · [PDF](claim-unknown.pdf) |
| Private explanation and next question | [SVG](source-handover.svg) · [PDF](source-handover.pdf) |

**Status:** original SubjectNest draft. Human educator, accessibility, state/local syllabus, materials/safety, privacy and classroom review remain pending. [Verifier](verify_pack.py) checks structure, seven pinned official rows, links, print text and SHA manifest, not effectiveness. No pilot, measured child gain or ACARA/QCAA endorsement is claimed.

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