# Year 2 Science · ten optional 12-minute blocks

**Use:** These blocks extend the existing Year 2 paper inquiry with new questions about **physical changes** and a second strand on **sound and vibration**. They are short supplements, not ten complete science investigations. Each runs notice 2, try 7, show 3 minutes. Give a [learner card](LEARNER.md) and the original [prediction–evidence mat](../print/science-aid.svg) or [text equivalent](../print/TEXT-ALTERNATIVES.md); keep the [key and next moves](ASSESSMENT.md) teacher-side. Codes are partial Year 2 links in the [crosswalk](../CURRICULUM-CROSSWALK.md).

**Week 1 domains:** folded parcel sleeve, paper label, classroom organiser and paper offcuts. **Week 2 domains:** gentle paper signal, desk-top sound source, book-cover tap and a sound-free model. Use clean scrap paper and blunt pre-cut pieces; no sharp tools, thrown pieces, near-ear sound, amplification, forced touch or demand to make sound. Ask before any real sound. A quiet visual model is a valid access route, but it cannot supply observed sound/vibration evidence. Children may point, sign, use AAC, draw, type or direct adult manipulation. Record prediction, exact action, what was seen/heard/felt, support and next move separately. Do not imply that all materials respond like paper.

## Day 1 — Can a folded parcel sleeve still be paper?

**Codes:** `AC9S2U03`, `AC9S2I01`. **Prepare:** two equal scrap-paper rectangles and Card 1.

1. **Notice · 2 min.** Hold one flat rectangle and one folded into a sleeve. Ask, “What changed? What stayed the same? What might happen if I open the fold?” Write one prediction without correcting it.
2. **Try · 7 min.** Children fold and open their own rectangle, or direct an adult. Compare shape before/after; label **action: fold** and **material: paper**. Do not claim every crease disappears.
3. **Show · 3 min.** Each child states one shape change and one material that stayed the same. Note who confuses object form with what it is made of.

**Home/low-material:** Fold any spare paper; a drawing of flat/folded paper works as a prediction task only.

## Day 2 — Twist a label; control what changes

**Codes:** `AC9S2U03`, `AC9S2I02`, `AC9S2I03`. **Prepare:** two same-size paper strips, no scissors during the block.

1. **Notice · 2 min.** Ask whether twisting one strip will change its length *appearance* or its material. Clarify that the strips start the same size.
2. **Try · 7 min.** Leave strip A flat; gently twist strip B once. Lay them beside one another without pulling. Children record **flat/twisted**, and what they can actually see. If a child needs motor support, they direct the twist.
3. **Show · 3 min.** Ask, “Which single action differed? What would make this comparison fairer?” Accept “same paper and size” with a reason.

**Home/low-material:** One strip before/after with a line drawing; no purchase or household material survey.

## Day 3 — Sort actions, not just pictures

**Codes:** `AC9S2U03`, `AC9S2I04`. **Prepare:** Card 3's four original action descriptions.

1. **Notice · 2 min.** Say, “A caption can name an action even when we did not see it happen. Which word in **folded paper** tells us the action?”
2. **Try · 7 min.** Children sort **folded**, **twisted**, **torn into two** and **untouched** into **shape changed** or **no action shown**, then sort the changed cards again by action. Remind them that tearing paper leaves paper pieces; it does not make a new material.
3. **Show · 3 min.** Child chooses one card and gives the evidence word in its caption. Record an action-based explanation, not speed.

**Home/low-material:** Read four captions and sort spoken words into two hand positions; no tearing is needed.

## Day 4 — A paper pocket has limits

**Codes:** `AC9S2U03`, `AC9S2I05`, `AC9S2I06`. **Prepare:** folded paper pocket model and a flat paper square of the same sheet type.

1. **Notice · 2 min.** Show a folded pocket for holding a paper note. Ask if a fold changed its usefulness and whether the paper became a different material.
2. **Try · 7 min.** Children test whether a single light paper note sits in the pocket; observe only this arrangement. Compare the same note on flat paper. Do not extrapolate to heavy objects or claim a pocket always holds.
3. **Show · 3 min.** Complete “The fold changed __; it was still __; this test does not show __.” Collect one question for a second trial.

**Home/low-material:** Sketch a pocket and note; mark the hold result **unknown** unless actually tested.

## Day 5 — Fresh physical-change check

**Codes:** `AC9S2U03`, `AC9S2I01`, `AC9S2I03`, `AC9S2I05`. **Prepare:** a new rectangular paper band, Card 5, [teacher check](ASSESSMENT.md).

1. **Notice · 2 min.** Ask for a prediction: “If this band is bent into a loop, what changes and what stays paper?” Do not model the answer.
2. **Try · 7 min.** Child bends or directs bending, records before/after shape and one observation, then compares the prediction. Offer tactile/large paper or an adult-led manipulation under the child's instruction.
3. **Show · 3 min.** Collect the first explanation before feedback. A drawing-only route is recorded as reasoning about a model, not actual observation.

**Home/low-material:** Paper strip and pencil; if no paper, use the supplied pictured band and label outcome a prediction.

## Day 6 — What makes a gentle paper sound?

**Codes:** `AC9S2U02`, `AC9S2I01`. **Prepare:** a loose paper flap fixed to a teacher-held card, Card 6; ask for sound consent.

1. **Notice · 2 min.** Show the still flap. Ask, “What might change if I gently flick it once?” Offer a quiet observation or silent teacher diagram.
2. **Try · 7 min.** Teacher flicks once at a comfortable volume; children watch the flap move and, if they choose, listen. Repeat once with the flap held still. Compare movement and sound without insisting everyone heard the same thing.
3. **Show · 3 min.** Child links the action to a visible vibration or says which evidence was unavailable. Avoid “every movement makes audible sound.”

**Home/low-material:** Adult may move a paper corner once softly; a silent diagram supports prediction, not an observed sound claim.

## Day 7 — Tap and rub, one paper source

**Codes:** `AC9S2U02`, `AC9S2I02`, `AC9S2I03`. **Prepare:** one clean paper card; school-approved soft volume.

1. **Notice · 2 min.** Ask for two actions that may make different sounds with the same paper: gentle tap and gentle rub. Record a prediction as *may*, not *will*.
2. **Try · 7 min.** Teacher/learner tests tap then rub on the same card and same safe surface; child records heard/seen/touch evidence and can mark **not heard**. Stop on request. Do not rank children's hearing or require ear proximity.
3. **Show · 3 min.** Ask what was held the same and what action changed. Record a fair-comparison idea even when the child used a silent route.

**Home/low-material:** Two spoken action cards and a paper drawing; optional gentle trial only with agreement.

## Day 8 — Put sound evidence in a table

**Codes:** `AC9S2U02`, `AC9S2I04`. **Prepare:** Card 8's invented observation notes, clearly labelled **invented practice data**.

1. **Notice · 2 min.** Read three notes: **flap moved and a rustle was heard**, **card stayed still and no sound was reported**, **card moved but the listener marked not heard**. Ask what each note actually reports.
2. **Try · 7 min.** Children put notes in a two-column **movement seen / sound reported** table, retaining **not heard** rather than changing it to **silent**. Ask which note invites a second observation.
3. **Show · 3 min.** Child makes one limited pattern statement from the supplied notes and one question. These notes are a reasoning model, not a real class result.

**Home/low-material:** Draw the two columns or sort labels verbally; no sound generation.

## Day 9 — How could a signal help?

**Codes:** `AC9S2U02`, `AC9S2H01`, `AC9S2I05`. **Prepare:** optional gentle paper signal and Card 9.

1. **Notice · 2 min.** Give an invented library task: a worker wants to signal that books are ready without shouting. Ask what a paper sound might do and who might not hear it.
2. **Try · 7 min.** Revisit one labelled Day 7 observation, or Day 8's **invented practice note** if no real observation exists. Children use that limited pattern to predict whether a **quiet** paper action might be noticed, add a visible raised card, and name what evidence would be needed to say either signal worked. If an approved test occurs, keep it private and voluntary; no child is a test of hearing.
3. **Show · 3 min.** Child names the prior source, chooses an accessible signal pair and says why one channel alone could fail. Mark untested usefulness as a prediction.

**Home/low-material:** Draw one visible and one optional sound signal; no device or loud demonstration.

## Day 10 — Fresh sound-and-vibration explanation

**Codes:** `AC9S2U02`, `AC9S2I03`, `AC9S2I05`, `AC9S2I06`. **Prepare:** a new paper cover loosely resting on an empty box; Card 10 and [key](ASSESSMENT.md).

1. **Notice · 2 min.** Ask, “What might happen if the cover is tapped gently?” Leave prediction visible. A box is optional; the teacher can use an approved alternative paper surface.
2. **Try · 7 min.** With consent, tap gently once, observe paper movement and record any sound report. Compare with the prediction and name a fair next question. A silent model can be used without falsely scoring sound observation.
3. **Show · 3 min.** Collect a supported claim: action, observed vibration, any sound and one limit. Keep exact response mode on the teacher record.

**Home/low-material:** Fold paper over a drawn box and predict; real observation is optional and separately labelled.

Original SubjectNest prose and cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). No imported diagrams or recordings.