# Foundation / Prep Science · Weeks 31–32

## The peek-through workshop

**Days 151–160 · ten 25-minute lessons · original teacher draft.** Make a little window for a paper puppet. Try different safe materials. Which ones let you see the puppet's big circle? What changes when you add another sheet? Children choose a useful question, make a prediction, observe, record and explain what happened in their own setup.

Start with [the five-minute adult setup and complete paper alternative](MATERIALS.md). Then use [the daily lessons](LESSONS.md), [three flexible routes for each day](LEARNER-CARDS.md) and [two worked interest choices for each day](OPTIONAL-PRACTICE.md). [Tiny family activities](FAMILY-OPTIONAL.md) are optional. They need no purchases or evidence uploads.

The window gives the inquiry a purpose. A child can choose a peek-through window for the puppet or a cover that hides it. A successful craft alone is not evidence of Science learning: keep the child's question, material description and actual observation too. These lessons fit beside [Week 31's book/sign/screen messages](../../../term-4/week-31-book-sign-paper-screen.md) and [Week 32's inventory](../../../term-4/week-32-an-inventory-we-can-explain.md); reading and counting have their own evidence.

### Ready-to-use resources

| Resource | What it helps with |
|---|---|
| [Puppet and sample mat](print/puppet-sample-mat.pdf) · [SVG](print/puppet-sample-mat.svg) | One friendly original puppet; labelled sample places |
| [Peek-through setup](print/view-setup.pdf) · [SVG](print/view-setup.svg) | Same target, position and ordinary room light |
| [Prediction and view log](print/prediction-view-log.pdf) · [SVG](print/prediction-view-log.svg) | Child's own prediction and actual result |
| [One sheet / two sheets](print/layer-pair.pdf) · [SVG](print/layer-pair.svg) | Compare the same paper sample in a new condition |
| [Window parts](print/window-parts.pdf) · [SVG](print/window-parts.svg) | Distinguish the object, its parts and their materials |
| [Helper's explanation](print/helper-share.pdf) · [SVG](print/helper-share.svg) | Give a later helper a useful, bounded answer |
| [Exact print text and no-print routes](print/TEXT-ALTERNATIVES.md) | Read-aloud, tactile and child-directed alternatives |
| [Offline pretend window lab](interactive/window-lab.html) | Choose a model cover and compare a supplied fictional record |

Keep the [two fresh checks](ASSESSMENT.md) unseen until the first independent response. Use the [separate educator key](TEACHER-KEY.md) afterwards. The [audio script masters](READ-ALOUD.md) can be read by an adult; **recorded narration is not supplied**. The interactive is a fixed **FICTIONAL MODEL**, not a camera, physical experiment or prediction of a real material's behaviour.

### Curriculum and review

[Seven exact ACARA v9 descriptions and proposed Queensland Prep links](CURRICULUM-CROSSWALK.md), [source and rights notes](SOURCE-RIGHTS.md), [four-audience walkthrough](QA-RUN-THROUGH.md) and a [read-only verifier](verify_pack.py) accompany the pack. Real investigation opportunities depend on actual safe access and the observations made. Paper records support reasoning about a record; they do not establish a child's direct investigation. The draft awaits human educator, accessibility, local syllabus and classroom review. It does not claim a pilot, measured learning gain or curriculum authority endorsement.

Original SubjectNest lessons, puppet, model records and vector aids © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest by NeuroForgeIO Pty Ltd, link the licence and say what changed. Code is Apache-2.0. Official curriculum wording and the embedded font retain their own terms.