Ten distinct 12-minute inquiry supplements, not Year 10 Science knowledge coverage. Use only the day's clean learner card, plus the inquiry print/text aid. Every numeric reading is a constructed classroom value, never a measurement of real light, water, temperature, motion, safety or accessibility. No chemicals, live electrical work, equipment trial or fieldwork is needed. The script rhythm is 0–2 orient; 2–4 model one source move; 4–10 learner A/B/C; 10–12 collect and respond. Record source reasoning and access/prompt separately. The two Science checks are extra fresh-relative-to-practice prompts, publicly available with the teacher key; they do not replace the ten activities.
Science Day 11 · Garden label question · AC9S10I01
0–2: State the garden is fictional and label fit is a paper question, not plant growth. 2–4: Model changed shape vs held font size; ask what is countable. 4–10: Learner chooses A/B/C and gives question, reasoned prediction and one control. 10–12 evidence/next: A sound response asks whether wide/narrow drawn labels differ in letters fitting at a fixed size; no result is yet observed. If a learner says a plant grows better, redirect to the measured paper variable. Home: sketch two labels and one fair-control statement; no seeds or purchase.
Science Day 12 · Stage-rig model table · AC9S10I04
0–2: Mark all figures as invented response-model units, not real rig forces. 2–4: Show one complete row with headings mass units / push units / predicted response units. 4–10: A/B/C represents both rows and a model limit. 10–12 evidence/next: At the same invented push 2, the provided model lists mass 1→response2 and mass2→response1; compare only within the model. If units disappear, have learner read each column aloud. Home: choose one different invented table and label its units; no stage equipment.
Science Day 13 · Library light-grid representation · AC9S10I04, AC9S10I05
0–2: Say the 8/5/2 scores are arbitrary, not a measured accessibility study. 2–4: Model a labelled number line with the 2 at shelf. 4–10: A/B/C builds a representation and within-model pattern. 10–12 evidence/next: Window 8 > centre 5 > shelf 2 in the constructed grid; none implies a real reader's experience. If the learner reverses the spatial labels, point to the source row rather than providing the conclusion. Home: text-map three imaginary positions and a scope sentence.
Science Day 14 · Transit-board anomaly · AC9S10I05, AC9S10I06
0–2: Present 6,7,6,12 as copied paper-route counts, not measured travel. 2–4: Keep the 12 card visible beside the redrawn-arrow note. 4–10: A/B/C describes cluster, anomaly and recheck. 10–12 evidence/next: Three values cluster at 6–7; 12 needs source/route re-tracing but is not automatically wrong. If a learner deletes it, ask what repeated method would justify correction. Home: write one fair question to the fictional card author.
Science Day 15 · Home-water scenario boundary · AC9S10I06
0–2: “Tokens” are not household use data. 2–4: Highlight different counting interval on the 11 card before comparing values. 4–10: A/B/C separates like-duration cards and repairs a claim. 10–12 evidence/next: Do not compare 11 directly to 4/4/5 as if intervals match. If learner calls it a conservation result, ask what actual units, durations and repeated observations would be required. Home: invent an equal-interval table on paper, with no personal utility records.
Science Day 16 · Rehearsal-room paper screen · AC9S10I01, AC9S10I06
0–2: No sound behaviour has been measured. 2–4: Model one changed feature, hole number; hold sheet size and drawn source position fixed. 4–10: A/B/C gives question, prediction, controlled plan and real-test limit. 10–12 evidence/next: If three factors change, the comparison cannot isolate the chosen paper feature; ask learner to fix one condition. The plan does not evidence an actual acoustic experiment. Home: make a paper-only control list, no loud sound.
Science Day 17 · Astronomy-club claim review · AC9S10H01, AC9S10I06
0–2: The point/chart/poster are invented and unlabeled. 2–4: Model a reviewer question about axis and source. 4–10: A/B/C gives two precise requests and a narrower statement. 10–12 evidence/next: One unlabeled point cannot establish a model of the whole sky; publication or “reviewed” wording alone cannot supply absent data. If critique becomes ridicule, refocus on a reproducible method. Home: rewrite another invented universal claim with missing provenance.
Science Day 18 · Repair-bench circuit cards · AC9S10I04, AC9S10I05
0–2: No current or real electronics are involved. 2–4: Separate PATH LABEL from model INDICATOR before sorting. 4–10: A/B/C represents closed1/open0/closed1 cards and states within-model association. 10–12 evidence/next: The two closed-labelled cards carry indicator1, one open-labelled card indicator0; this tiny constructed set is not an electrical reliability claim. If learner overgeneralises, ask how many real cases were tested: zero. Home: text-only sort of invented cards.
Science Day 19 · Weather-board uncertainty · AC9S10I06, AC9S10H01
0–2: Read “20,21,22 arbitrary degrees” as invented, not a forecast. 2–4: Model provenance questions: place, time, model, uncertainty. 4–10: A/B/C offers a respectful reproducibility request and narrow correction. 10–12 evidence/next: A list with no source cannot support a real forecast. If a learner repeats it as today's weather, have them add “fictional board” before the numbers. Home: write a provenance checklist without checking weather.
Science Day 20 · Sports-equipment paper study · AC9S10I01, AC9S10I06
0–2: Drawn grip widths 3/4/5 squares cannot establish safety. 2–4: Model a paper question such as which drawn width leaves a margin on the page. 4–10: A/B/C separates paper-measurable feature from user comfort and safety. 10–12 evidence/next: A valid prediction concerns the drawing; real comfort/safety need approved user/equipment methods and are untested. If “widest is safest” persists, ask for the absent outcome measure. Home: paper-only design question, no sport equipment.
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