# Foundation / Prep Science · ten 25-minute scripts, Days 121–130

Read the [complete F/G/H/J fictional sources and real-view safety gate](MATERIALS.md) before teaching. Each day has **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Select any [same-goal access route](LEARNER-CARDS.md) and [worked optional swap](OPTIONAL-PRACTICE.md) without assigning children a fixed “learning style”. The adult offers a paper route, real observation only after approval, and a no-response/pause route. If no genuine safe event occurs, write **REAL OBSERVATION NOT AVAILABLE** and use FICTIONAL MODEL sources only for reasoning. **ADULT REPORT** remains attributed. Hold the [fresh Days 125/130 paper checks](ASSESSMENT.md) and [separate keys](TEACHER-KEY.md) until each child's first independent response.

## Week 25 · Day 121 — What do three pictures actually show?

**Goal:** order the three pictured positions and name one movement detail missing between them. **Proposed codes:** AC9SFU02 (representation only), AC9SFH01, AC9SFI03. **Prepare:** [three stills](three-stills.svg), F's exact text, Card 121.

1. **Source · 3 min.** Display **FICTIONAL MODEL F**; keep any actual-class result line marked REAL OBSERVATION NOT AVAILABLE.
2. **Look/read · 4 min.** Point or read START left, MIDDLE centre, FINISH right. Name the same square in each frame without adding an arrow.
3. **Adult model · 5 min.** Say “I can see three positions. I cannot see the whole movement between these pictures.” Show a closed hand over the gap, not a pretend result.
4. **Child try · 7 min.** Card 121 routes order all three and state or select one unseen detail: route, pause, lift or speed. Scribe exact first wording.
5. **Probe · 4 min.** Ask, “Would these three stills prove the square never stopped?” Invite a source-bounded correction.
6. **Exit · 2 min.** Save source MODEL, ordered positions and the child's unknown. Do not credit real movement observation.

## Week 25 · Day 122 — Can different routes fit the same pictures?

**Goal:** compare two possible drawn paths and explain why the stills alone do not select one. **Proposed codes:** AC9SFU02 (representation only), AC9SFH01, AC9SFI03. **Prepare:** [solid/dashed route picture](two-possible-routes.svg), F and G, Card 122.

1. **Recall · 3 min.** Revisit F's three stations; label all paper paths FICTIONAL MODEL.
2. **Trace · 4 min.** Read G's solid horizontal route, then dashed upper-bend route in that order.
3. **Adult model · 5 min.** Cover the connecting lines: both routes now leave the same three station pictures. A still cannot reveal which connecting path was taken.
4. **Child try · 7 min.** Card 122 routes trace, describe or direct both routes; child points to the same three stations and states “both could fit” or equivalent.
5. **Probe · 4 min.** Ask if a bend in a **drawing** proves an actual square turned. Record “model only” or repair with a neutral prompt.
6. **Exit · 2 min.** Keep two possible routes, no selected real route.

## Week 25 · Day 123 — Ask before the square moves

**Goal:** ask one observable path question and record a prediction before any approved actual event. **Proposed codes:** AC9SFH01, AC9SFI01, AC9SFU02 (conditional). **Prepare:** [real-view plan](safe-real-view.svg), F/G, exact local approval decision, Card 123.

1. **Safety choice · 3 min.** Adult records APPROVED / NOT APPROVED and whether a safe view is genuinely available. No timetable pressure to run one.
2. **Ask · 4 min.** Contrast “Will the pad pause at MIDDLE?” with “Is this the best game?” The first has a visible event to check.
3. **Model · 5 min.** Adult says “Before any real movement, I predict a pause might happen”; label it a prediction, not a result.
4. **Child try · 7 min.** Card 123 routes create an observable question and own earlier prediction or choose NO PREDICTION. Record order and exact words.
5. **Probe · 4 min.** Ask whether F's last frame answers the pause question; child names need for an approved full-path view.
6. **Exit · 2 min.** Store the question and prior status separately from future raw results.

## Week 25 · Day 124 — Watch a whole path, if safe

**Goal:** distinguish a genuinely observed adult-controlled movement from pictured positions and represent the raw path or its hidden part. **Proposed codes:** AC9SFU02 and AC9SFI02 (only for actual direct safe observation), AC9SFI03. **Prepare:** locally pretested approved large pad/table or F/G paper only, [blank path record](path-observation.svg), Card 124.

1. **Gate · 3 min.** Confirm approval, local date, exact apparatus, adult movement, clear access and stop rule. Otherwise mark REAL OBSERVATION NOT AVAILABLE.
2. **Before · 4 min.** Revisit the child's true prior prediction if one exists; otherwise write NO PRIOR PREDICTION. Keep F/G labelled MODEL.
3. **Adult action · 5 min.** If approved, adult slowly moves the large pad on the level surface while children may choose a direct safe view; stop at interruption. If not, read F/G; never mime a real result.
4. **Raw record · 7 min.** Card 124 routes capture what was directly seen, including START, path, pause/turn/stop or **PATH NOT SEEN**. Attribute any neutral ADULT REPORT exactly.
5. **Source check · 4 min.** Ask which statement came from today's actual event and which from F/G. Avoid assuming the pad followed either drawn route.
6. **Exit · 2 min.** File actual date/source/access or model-only note; no fixed class outcome is supplied.

## Week 25 · Day 125 — Fresh still-picture check

**Goal:** independently identify what a new three-frame paper case shows and what it cannot show. **Proposed codes:** AC9SFU02 (representation only), AC9SFH01, AC9SFI03. **Prepare:** unseen [teacher-held Case AB](ASSESSMENT.md), blank [claim mat](claim-listener.svg), Card 125 only after response.

1. **Preflight · 3 min.** Confirm AB has not appeared in lessons, swaps or print aids; choose literal read-aloud, large print, AAC or broad fixed tactile route.
2. **Present · 4 min.** Read the complete FICTIONAL PAPER CASE once; do not point to its missing route detail.
3. **Think · 5 min.** Offer quiet independent time; log a neutral exact reread if requested.
4. **First independent response · 7 min.** Child orders the pictured positions, says what remains unknown and proposes a safe real source. Record first words/access/prompts before feedback.
5. **Bound · 4 min.** Ask what would need to be actually observed and dated to know a real route. Paper-only remains REAL OBSERVATION NOT AVAILABLE.
6. **Close · 2 min.** Use [separate key](TEACHER-KEY.md) afterwards for the next teaching move; Card 125 comes later.

## Week 26 · Day 126 — What does an observer's sentence add?

**Goal:** read H's invented full-path log without turning its words into a real local observation. **Proposed codes:** AC9SFU02 (model reading), AC9SFH01, AC9SFI03. **Prepare:** H exact text, [blank path record](path-observation.svg), Card 126.

1. **Label · 3 min.** State H is FICTIONAL MODEL; a pretend observer's sentence is not today's witness.
2. **Read · 4 min.** Read the prediction first, then H's stop/turn description and the separate shadow-hidden line-contact note.
3. **Adult model · 5 min.** Place STOPPED AT MIDDLE in the model-text field, but NOT SEEN for exact line contact. Both can coexist.
4. **Child try · 7 min.** Card 126 routes restate one exact described action and one unseen detail with H as the source.
5. **Probe · 4 min.** Ask whether H means a real classroom pad stopped. Child restores the MODEL label and actual-source gap.
6. **Exit · 2 min.** Save cautious model account; no local motion score.

## Week 26 · Day 127 — Compare a prediction with an observation

**Goal:** compare an actually prior prediction with a genuine observed result if available, or explain why a model cannot substitute. **Proposed codes:** AC9SFI01, AC9SFI04 (actual prior/result only), AC9SFI03. **Prepare:** true dated Day 124 record if one exists or H alone, [path record](path-observation.svg), Card 127.

1. **Source · 3 min.** Separate genuine dated actual record, attributed ADULT REPORT and H FICTIONAL MODEL.
2. **Prior status · 4 min.** Find the child's prediction timestamp/order before real action or write NO PRIOR PREDICTION.
3. **Adult model · 5 min.** Within H only, compare pretend “no stop” with invented “stopped at MIDDLE”, clearly saying MODEL.
4. **Child try · 7 min.** Card 127 routes compare the child's real earlier words with their actual observed path if both exist; otherwise explain why comparison is unavailable and use H for model reading.
5. **Probe · 4 min.** Ask whether a prediction made after seeing the pad can be counted as prior. Record repair, not a guessed earlier prediction.
6. **Exit · 2 min.** Keep SAME / DIFFERENT / UNCLEAR / CANNOT COMPARE with explicit source.

## Week 26 · Day 128 — Two tries can differ; keep both

**Goal:** preserve raw attempts and interruptions without manufacturing a pattern or cause. **Proposed codes:** AC9SFU02 (conditional), AC9SFI02 (actual only), AC9SFI03. **Prepare:** [blank paired-attempt mat](raw-attempts.svg), local adult safety gate, Card 128.

1. **Gate · 3 min.** Recheck approval and whether one or two genuine slow adult movements are safe; a single actual try is enough to stop.
2. **Conditions · 4 min.** Name same pad/table/start if actual. If the adult chooses a different hand path, record the action change explicitly; do not claim a material cause.
3. **Adult action/model · 5 min.** Perform only approved tries with adult control and stop for interruption, or read G's two possible **fictional routes** without claiming they happened.
4. **Child raw record · 7 min.** Card 128 routes log TRY 1 and TRY 2 separately as VALID / INTERRUPTED / NOT RUN, path if truly seen, source/date/access. No blank is silently filled.
5. **Probe · 4 min.** Ask if a second path proves pad material caused a bend. Child identifies adult action/insufficient control.
6. **Exit · 2 min.** Keep mixed/one/no trial statuses visible; no pattern from two imagined routes.

## Week 26 · Day 129 — Make a claim a listener can check

**Goal:** privately share source, precise movement evidence and one limit. **Proposed codes:** AC9SFU02 (conditional), AC9SFH01, AC9SFI05. **Prepare:** J caption, actual consented dated record if any, [claim/listener mat](claim-listener.svg), Card 129.

1. **Source/privacy · 3 min.** Choose only an approved private actual record or clearly marked F/G/H/J MODEL; no child image or public upload.
2. **Read J · 4 min.** Read both sentences. First names pictured positions; second asserts straight path, no pause and material cause.
3. **Adult model · 5 min.** Correct J to “F shows three positions; the route between is unknown.” If using a real record, quote only its raw observed features.
4. **Child share · 7 min.** Card 129 routes communicate SOURCE → WHAT IT SHOWS → UNKNOWN → NEXT SAFE QUESTION to a chosen adult or willing peer.
5. **Listener · 4 min.** Log actual listener response only if it occurred; otherwise write **NO ACTUAL LISTENER RESPONSE**. A rehearsal line is not feedback.
6. **Exit · 2 min.** Save the child's exact bounded sentence, mode and prompt; no claim of growth.

## Week 26 · Day 130 — Fresh movement-source check

**Goal:** independently interpret a new invented path log, hidden segment and causal overclaim. **Proposed codes:** AC9SFU02 (model reading), AC9SFH01, AC9SFI01, AC9SFI03, AC9SFI05. **Prepare:** unseen [teacher-held Case AC](ASSESSMENT.md), blank [claim mat](claim-listener.svg), Card 130 only after response.

1. **Preflight · 3 min.** Keep AC unseen; prepare exact accessible equivalent and private first-response record.
2. **Present · 4 min.** Read the whole FICTIONAL PAPER CASE once, including hidden interval and source label.
3. **Think · 5 min.** Allow quiet time; any neutral reread is logged, not used as a hint.
4. **First independent response · 7 min.** Child identifies exact visible/recorded positions, keeps the hidden route unknown, rejects unsupported cause and offers a safe source question.
5. **Boundary · 4 min.** Ask what local approval/date/direct observation would be needed for a real claim. Paper-only remains REAL OBSERVATION NOT AVAILABLE.
6. **Close · 2 min.** Review the [separate key](TEACHER-KEY.md) after first response and choose one next teaching step.