# Science · ten new 12-minute blocks · Days 11–20 Use [clean learner cards](LEARNER.md), a blank [A4 aid](../print/science-sky.pdf), and the separate [staff assessment](ASSESSMENT.md). 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](LEARNER.md#shared-fictional-shadow-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](ASSESSMENT.md). 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](ASSESSMENT.md) 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.