# Foundation / Prep Science · Term 3 Weeks 29–30

**Teacher draft · Days 141–150 · ten distinct 25-minute sessions.** Children test a feature-based grouping rule against a counterexample, then say exactly what their sources support. This extends the earlier plant/animal feature work in [Weeks 17–18](../../term-2/weeks-17-18/README.md) and the source checks in [Weeks 27–28](../weeks-27-28/README.md). It sits beside [Week 29's picture messages](../../../term-3/week-29-rhythm-picture-message.md) and [Week 30's design revision](../../../term-3/week-30-a-stronger-design.md) without treating an artwork or design result as a living-thing observation.

**Start here:** [adult source and safety gate, complete fictional field notebook and exact aid alternatives](MATERIALS.md). Then use the [ten teacher scripts](LESSONS.md), [thirty flexible same-goal routes](LEARNER-CARDS.md), [twenty worked interest swaps](OPTIONAL-PRACTICE.md) and [ten optional family choices](FAMILY-OPTIONAL.md). Keep the [fresh Days 145 and 150 cases](ASSESSMENT.md) and [separate teacher key](TEACHER-KEY.md) unseen until first independent responses. [Three transcript-ready read-alouds](READ-ALOUD.md) support audio production; **no recorded audio is supplied**.

**Real evidence gate:** The teacher may use locally approved, dated views of two **distinct** actual plants and two **distinct** actual animals, with rights-cleared real photos if live animal views are unsuitable. A photograph can support features visible *in that photograph*; it is not a live local encounter. Record each source, individual identity label, date/access and the child's exact feature words. No handling, collecting, tasting, smelling, feeding, chasing or invented species identification. If genuine sources are unavailable, write **REAL OBSERVATION NOT AVAILABLE** and teach the full **FICTIONAL MODEL** route. The four drawn notebook characters are original reasoning models, never evidence that real organisms have those features.

## Six original pictorial A4 aids

Each vector has a selectable-text one-page PDF. [Exact ordered description and broad secured tactile routes](MATERIALS.md) accompany every page.

| Aid | Print |
|---|---|
| Four large fictional notebook drawings with visibly rounded/pointed edges | [SVG](four-notebook-figures.svg) · [PDF](four-notebook-figures.pdf) |
| Cross-category pointed-feature sort and counterexample | [SVG](pointed-rule-sort.svg) · [PDF](pointed-rule-sort.pdf) |
| Four-source real observation gate and provenance fields | [SVG](four-source-gate.svg) · [PDF](four-source-gate.pdf) |
| Blank two-pair observed-feature log | [SVG](two-pair-log.svg) · [PDF](two-pair-log.pdf) |
| Rule / counterexample / revised rule board | [SVG](revise-rule-board.svg) · [PDF](revise-rule-board.pdf) |
| Bounded source-backed share strip | [SVG](feature-share-strip.svg) · [PDF](feature-share-strip.pdf) |

The [exact ACARA/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-RIGHTS.md), [desk walkthrough](QA-RUN-THROUGH.md) and [read-only verifier](verify_pack.py) make this draft inspectable. It is **proposed partial curriculum alignment**, pending human educator, accessibility, local jurisdiction, safety, privacy and classroom review. No pilot, student gain, state approval, language translation, cultural authority or ACARA/QCAA endorsement is claimed.

Original lesson text, models, transcripts and vectors © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Attribute SubjectNest by NeuroForgeIO Pty Ltd, link licence and note changes. Local utilities are Apache-2.0; ACARA/QCAA source material retains its own terms.