Science · ten new 12-minute blocks · Days 11–20Year 2 Subjects · T1 W3–4 · Teacher

Use clean learner cards, a blank A4 aid, and the separate staff assessment. These deepen the scientific idea of Earth/sky patterns after the opening paper-change and sound blocks. AC9S2U01 is sampled, not completed. A shadow record is not a direct view of the Sun. Never ask anyone to look at the Sun; use adult-controlled observation of a shadow on the ground, or the explicitly invented practice record below. All timings are 2 + 7 + 3 = 12 minutes. Observation and model evidence must be labelled differently.

Day 11 — Earth turns; a paper model

Codes: AC9S2U01, AC9S2I01. Setup: yellow Sun card, blue Earth disc with one marked “home” dot; adult holds both still before the lesson.

1. Notice · 2 min: Ask, “Is Earth a planet? What might change for the dot when Earth turns?” Accept predictions without saying the paper is a real sky view.
2. Try · 7 min: Keep Sun card fixed; child turns Earth disc slowly once. Mark when the dot faces the Sun card and when it faces away. Say “this is a model of day/night”; do not assert it shows cloud, Moon or exact hours.
3. Show · 3 min: Child points/says/draws one prediction and what the model showed. Ask what a paper model cannot prove about today's actual sky.

Access/home: Large high-contrast/tactile dots; adult rotates disc at learner direction. At home use two paper circles, no outdoor viewing. Evidence boundary: Paper model only; no claim of direct sky observation.

Day 12 — First safe shadow mark

Codes: AC9S2U01, AC9S2I02, AC9S2I03. Setup: adult-selected fixed, non-sharp object outdoors and paper/chalk mark; record time/date/place. If outdoor conditions or policy prevent this, use the practice record, clearly labelled model data.

1. Notice · 2 min: Point to ground only. Predict where the object's shadow ends; do not look toward the Sun.
2. Try · 7 min: Adult supervises one shadow-end mark and child records object, date, time and one informal length unit; use the same object later. If using model data, child labels it invented rather than “I saw”.
3. Show · 3 min: Child reports “At [recorded time], this shadow ended here” or says which observation is still missing to test change.

Access/home: A tactile marker/string, partner as hands, verbal/AAC record; home uses invented record if no safe adult-supervised site. Evidence boundary: One mark cannot establish a changing pattern.

Day 13 — Compare two times fairly

Codes: AC9S2U01, AC9S2I03, AC9S2I05. Setup: if a second school-approved shadow mark exists for the same fixed object at a different time, bring both dated notes. Otherwise use the invented practice record.

1. Notice · 2 min: Ask which details must stay the same before comparing two marks. Name object and measuring unit.
2. Try · 7 min: Child orders the two times, compares end position and informal length, then circles “observed at school” or “invented practice record”. Do not supply a real direction if none was recorded.
3. Show · 3 min: Child makes a bounded statement: “In these two records the shadow changed …”; ask what another day's record could test.

Access/home: Tactile lengths or table read aloud; home uses the fictional record. Evidence boundary: Model record shows table reading, not a sky observation; two times do not establish a universal daily rule.

Day 14 — Observation, model or prediction?

Codes: AC9S2I04, AC9S2I06, AC9S2U01. Setup: three original cards: “A mark was measured at 9:00”; “A paper Earth was turned”; “I think the mark will differ later.”

1. Notice · 2 min: Ask whether all three sentences report something seen outdoors.
2. Try · 7 min: Child sorts cards into observation, model action, prediction and gives one reason for each; permit more precise labels if a card lacks a place/date.
3. Show · 3 min: Child says or writes a new evidence sentence starting “The record shows…” and a separate “I predict…” sentence.

Access/home: Adult reads cards; three tactile pockets or AAC category buttons. Home can sort without any outdoor task. Evidence boundary: The cards teach evidence language; no actual sky finding is supplied.

Day 15 — New shadow-record check

Codes: AC9S2U01, AC9S2I04, AC9S2I05. Setup: keep Card 15 closed until now; it has a fresh invented two-time record and staff key.

1. Notice · 2 min: Rehearse only the meaning of “same object” using two blank strips, not the new numbers.
2. Try · 7 min: Give Card 15 independently. Child orders times, compares lengths and marks the record as invented; read wording neutrally and note any mathematical/science prompt.
3. Show · 3 min: Child gives one justified conclusion and one question the two cards cannot answer. Retain first response before feedback.

Access/home: Read aloud, raised strips and pointing/AAC; home alternative uses a different invented pair after the check. Evidence boundary: A fresh paper check tests interpretation, not observed Sun position.

Day 16 — Different objects, unfair comparison

Codes: AC9S2I02, AC9S2I05. Setup: two paper object cards with different heights and two made-up shadow lengths; no outdoor Sun exposure required.

1. Notice · 2 min: Say, “A tall pole's shadow is longer than a short pencil's. Does that alone prove the time changed?”
2. Try · 7 min: Child identifies the changed object as a competing reason, then plans a fairer check using one fixed object at two recorded times and the same measuring unit.
3. Show · 3 min: Child points to “same object” and “same unit” in the improved plan and states what still varies: time.

Access/home: Use textured tall/short paper strips or spoken comparisons; home plans only, no sun viewing. Evidence boundary: Planning is not completion of an investigation.

Day 17 — Shadows and useful questions

Codes: AC9S2H01, AC9S2I01, AC9S2I05. Setup: fictional bench and shade-sail sketch with two illustrative timed shadow outlines; do not claim shade guarantees UV safety.

1. Notice · 2 min: Ask why someone planning a comfortable outdoor seat might observe shade at more than one time.
2. Try · 7 min: Child compares outlines, writes/selects a testable question (“At which recorded time was the seat in this shadow?”) and names what the sketch cannot tell, such as weather or UV protection.
3. Show · 3 min: Child makes a cautious proposal to check the actual place before moving a seat, based on evidence needed rather than a guessed answer.

Access/home: Tactile outlines, adult-read scenario, AAC question choices; fictional home version needs no real site. Evidence boundary: A model drawing cannot certify a safe outdoor location.

Day 18 — Make the apparent-motion model honest

Codes: AC9S2U01, AC9S2I06. Setup: same paper Earth/Sun pieces as Day 11 plus an original three-frame “morning / later / later” model strip.

1. Notice · 2 min: Ask what a person might say if the Sun seems to be in a different part of the sky later.
2. Try · 7 min: Rotate the Earth dot relative to the fixed Sun card and draw three model viewpoints. Explain in child language: “The Sun appears to change position from Earth; Earth turns.” Do not use this model to predict an exact local direction/time.
3. Show · 3 min: Child labels one sentence “what the model shows” and another “what we would need to observe.”

Access/home: Tactile rotating disc or adult-operated card under child direction; home paper model. Evidence boundary: Model explanation, not a measured astronomical path.

Day 19 — Tell someone what the data supports

Codes: AC9S2I04, AC9S2I06, AC9S2H01. Setup: shared fictional shadow record and a fictional park-helper question: “Will the bench always be shaded at 12:00?”

1. Notice · 2 min: Ask what the two or three practice records really say; highlight the label “invented”.
2. Try · 7 min: Child makes a two-line message: one observed-in-the-model comparison and one limit (“we have not checked every day”). Encourage a next observation question rather than “always”.
3. Show · 3 min: Peer or adult reads the message and points to the supporting record; revise one over-strong word.

Access/home: Dictated, typed, drawn arrows or AAC sentence choices; home uses fictional data. Evidence boundary: Communication from invented data is not a real park recommendation.

Day 20 — Fresh evidence-versus-model check

Codes: AC9S2U01, AC9S2I01, AC9S2I05, AC9S2I06. Setup: new Card 20 with a fixed-object shadow note and a separate paper-Earth note, not shown in prior practice; keep key staff-side.

1. Notice · 2 min: Rehearse the words “observation” and “model” on blank cards, not the new content.
2. Try · 7 min: Child labels each new note, states one supported comparison, and proposes the next safe observation needed for a pattern claim.
3. Show · 3 min: Retain independent first answer; child explains why no one needs to look directly at the Sun to complete this check.

Access/home: Adult reads neutrally, tactile/spoken alternatives; home practice uses a different made-up note after this check. Evidence boundary: Written evidence reasoning only unless a real observation was separately recorded.